The main idea of the project methods is: The project method and its use in the educational process. The design work passport consists of

By definition, a project is a set of certain actions, documents, preliminary texts, an idea for the creation of a real object, subject, or the creation of various kinds of theoretical products. This is always a creative activity.

The project method in school education is considered as a kind of alternative to the classroom-lesson system. A modern student project is a didactic means of activating cognitive activity, developing creativity and at the same time forming certain personal qualities.

The project method is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones. The active involvement of the student in the creation of certain projects gives him the opportunity to master new ways of human activity in the socio-cultural environment.

The project method as a pedagogical technology embodied a set of ideas, most clearly presented by the American educator and philosopher George Dewey (1859 - 1952), who stated the following: A child’s childhood is not a period of preparation for future life, but a full life. Consequently, education should be based not on knowledge that will be useful to him someday in the future, but on what the child urgently needs today, on the problems of his real life.

Any activity with children, including education, should be based on their interests and needs, based on the child’s personal experience.

The main objective of teaching using the project method is for children to explore the life around them together with the teacher. Everything that the guys do, they must do themselves (alone, with a group, with a teacher, with other people): plan, execute, analyze, evaluate and, of course, understand why they did it:

a) allocation of internal educational material;

b) organization of expedient activities;

c) learning as a continuous restructuring of life and raising it to higher levels.

A program in the project method is built as a series of interconnected points arising from certain tasks. The guys, together with other comrades, must learn to organize their activities, find, obtain the knowledge necessary to complete this or that project, thus, solving their life problems, building relationships with each other, learning about life, the guys receive the knowledge necessary for this life , independently, or together with others in a group, concentrating on living and vital material, learning to understand the realities of life through testing. The advantages of this technology are: enthusiasm for work, interest of children, connection with real life, identification of leading positions of children, scientific inquisitiveness, ability to work in a group, self-control, better consolidation of knowledge, discipline.

The project method is based on the development of students’ cognitive and creative skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical thinking.

The project method is always focused on independent activities of students - individual, pair, group, which students carry out over a certain period of time. This approach is organically combined with a group (cooperative learning) approach to learning. The project method always involves solving some problem, which involves, on the one hand, the use of various methods, and on the other, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. Working using the project method presupposes not only the presence and awareness of a problem, but also the process of revealing it and solving it, which includes clear planning of actions, the presence of an idea or hypothesis for solving this problem, a clear distribution of roles (if group work is meant), etc. .e. tasks for each participant, subject to close interaction. The results of completed projects must be, as they say, “tangible”, substantive, i.e., if it is a theoretical problem - a specific solution, if it is a practical one - a specific practical result, ready for use.

The research subject may be:

* single-subject - performed on the material of a specific subject;

* interdisciplinary - related topics of several subjects are integrated, for example, computer science, economics;

* supra-subject (for example, “My new computer”, etc.) - this project is carried out during electives, studying integrated courses, working in creative workshops.

A project can be final, when, based on the results of its implementation, students’ mastery of certain educational material is assessed, and ongoing, when only part of the educational content is taken from the educational material for self-education and project activities.

Types of project method:

Research projects require a well-thought-out project structure, defined goals, relevance of the project for all participants, social significance, thoughtful methods, including experimental and experimental work, methods for processing results.

Creative projects such projects, as a rule, do not have a detailed structure; it is only outlined and further developed, subject to the logic and interests of the project participants. At best, you can agree on the desired, planned results (a joint newspaper, an essay, a video, a sports game, an expedition, etc.).

Adventure, game projects in such projects the structure also just begins and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional characters that imitate social or business relationships. Complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can only emerge towards the end. The degree of creativity here is very high.

Information projects - this type of project is initially aimed at collecting information about an object, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses.

Practice-oriented projects, these projects are distinguished by the result of the activities of the project participants. Moreover, this result is necessarily clearly oriented towards social interests, the interests of the participants themselves (newspaper, document, performance, action program, draft law, reference material).

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear outputs and the participation of everyone in the design final product. It is especially important here good organization coordination work in terms of step-by-step discussions, adjusting joint and individual efforts, organizing the presentation of the results obtained and possible ways to implement them into practice.

Literary and creative projects are the most common types of projects. Children of different age groups, different countries world, different social strata, different cultural development, different religions unite in the desire to create, to write together some kind of story, story, script, article in a newspaper, almanac, poetry, etc.

Natural science projects are often research projects that have a clearly defined research problem (for example, the state of forests in a given area and measures to protect them, the best washing powder, roads in winter, etc.).

Environmentally, projects also require the use of research scientific methods, integrated knowledge from different areas (acid rain, flora and fauna of our forests, historical and architectural monuments in industrial cities, stray pets in the city, etc.)

Language projects are extremely popular because they relate to the problem of learning foreign languages, which is especially important in international projects and therefore arouses the keen interest of project participants.

Cultural projects are related to the history and traditions of different countries. Without cultural knowledge, it can be very difficult to work in joint international projects, since it is necessary to have a good understanding of the peculiarities of the national and cultural traditions of the partners, their folklore.

Sports projects bring together children who are interested in any sport. Often during such projects they discuss upcoming competitions of their favorite teams (or their own); training methods; share impressions of some new sports games; discuss the results of major international competitions.

History projects allow participants to explore a wide variety of historical issues; predict the development of political and social events, analyze some historical events and facts. Musical projects bring together partners interested in music. These can be analytical projects, creative ones, when the guys can even compose some musical works together, etc.

As for such features as the nature of contacts, the duration of the project and the number of project participants, they have no independent value and completely depend on the types of projects.

Projects carried out by schoolchildren under the guidance of a teacher can be divided into certain characteristics and types (see Table 1):

Table 1

	Signs	Types of projects
	Creativity level	Performing
		Constructive Creative Single-subject
	Purpose	Interdisciplinary Over-subject
	Execution Base	Public Production School
	Quantitative composition of execution	Extracurricular Complex Individual
	Age composition of performers	Group Collective Mini projects
	Execution Duration	Multi-age Mini projects Quarter notes Semi-annual Perennial

Basic requirements for using the project method:

1. The presence of a problem/task that is significant in research, creative terms, requiring integrated knowledge, research search for its solution (for example, research of a demographic problem in different regions of the world; creation of a series of reports from different regions of the country, other countries of the globe on one problem, revealing a specific topic; the problem of the impact of acid rain on the environment, the problem of locating various industries in different regions, etc.).

2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper, almanac with reports from the scene; plan forest protection activities in different areas, a joint essay by several students, a script for a school play, etc.).

3. Independent (individual, pair, group) activities of students.

4. Determining the final goals of joint/individual projects;

5. Determination of basic knowledge from various areas required to work on the project.

6. Structuring the content of the project (indicating stage-by-stage results).

7. Use of research methods:

* identification of the problem and the research tasks arising from it;

* putting forward a hypothesis for their solution, discussing research methods;

* registration of final results;

* analysis of the received data;

* summarizing, adjustment, conclusions (using the method of “brainstorming”, “round table”, statistical methods, creative reports, viewings, etc. during joint research).

The latter is especially important, since it relates to the technology of design methods. Without sufficient fluency in research, problem-solving, search methods, the ability to conduct statistics, process data, without mastering certain methods of various types of creative activity, it is difficult to talk about the possibility of successfully organizing student project activities. This is like a precondition for successful work using the project method. In addition, it is necessary to master the technology of the design method itself.

The most difficult moment when introducing research projects into the educational process is the organization of this activity, and especially the preparatory stage. When planning for the school year, the teacher will have to identify a leading topic (section) or several topics (sections) that will be “submitted for design.” Next, it is necessary to formulate 15-20 both individual and group topics for the class, work on which will require students to acquire the knowledge necessary for the program and develop the necessary experience. It is advisable to differentiate topics by degree of difficulty, but this is not at all necessary. The student should be able to choose the topic of the project, the organizational form of its implementation (individual and group), and the degree of complexity of the design activity.

The clarity of the design organization is determined by the clarity and specificity of setting the goal, highlighting the planned results, and stating the initial data. It is very effective to use small methodological recommendations or instructions, which indicate the necessary and additional literature for self-education, the teacher’s requirements for the quality of the project, forms and methods of quantitative and qualitative assessment of results. Sometimes it is possible to isolate a design algorithm or other stepwise division of activities.

The choice of project topics in different situations may be different. In some cases, this topic can be formulated by specialists from educational authorities within the framework of approved programs. In others, they are nominated by teachers taking into account the educational situation in their subject, natural professional interests, interests and abilities of students. Thirdly, the topics of projects can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative and applied ones.

The topic of the projects may relate to some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue and differentiate the learning process. More often, however, project topics, especially those recommended by educational authorities, relate to some practical issue that is relevant to practical life and at the same time requires the involvement of students’ knowledge not in one subject, but from different areas, their creative thinking, and research skills. In this way, a completely natural integration of knowledge is achieved.

municipal budgetary educational institution

additional education for children

Children's Ecological and Biological Center of Rostov-on-Don

"The project method and its use

in the educational process"

for additional education teachers)

Compiled by:

Zheltova Yu.V. – DEBC methodologist

Rostov-on-Don

2015

The project method and its use in the educational process. Guidelines. Compiled by: Zheltova Yu.V. – Rostov-on-Don: MBOU DOD Children's Ecological and Biological Center of the city of Rostov-on-Don, 2015.

These methodological ones are devoted to the implementation of the project method in additional education of children, aimed at the possibility of using project methods in the professional activities of a teacher of additional education.

Rostov-on-Don, MBOU DOD DEBTs, 2015

Content

Introduction…………………………………………………………..…...

From the history of the design method……………………………………..

The method of educational projects - educational technology of the 21st century

Project activity as a technology for enhancing learning

3.1. Types of projects……………………………….......……………..

3.2. Distinctive features of the design method……….……………

3.3.Theoretical positions of project-based learning………………..

3.4. Action systems of teachers and students………………………

3.5.Modern classification of educational projects……….……..

Design and research activities junior schoolchildren

Conclusion …………………………………………………….……..

Literary sources……………………………………….……

Application. An example of an environmental educational project “Water hunger of the planet”……….………………………………………….……

Introduction

Thinking begins with a problem situation and

aimed at resolving it

S.L. Rubinstein

In connection with socio-economic changes in the world in modern society, a need arose for active, active people who could quickly adapt to changing working conditions, perform work with optimal energy consumption, and capable of self-education, self-education, self-development.

Among the most important qualities of a modern person are active mental activity, critical thinking, searching for new things, the desire and ability to acquire knowledge independently. Thus, education is assigned a function that would contribute to the development of independence and responsibility of the individual, and would be focused on his self-development, self-education, and self-realization.

Consequently, as teachers rightly note, it is necessary to change the existing didactic paradigm, focused on traditional reproductive education, by changing the forms and methods of teaching, its individualization, increasing the range of the latest technical means, and the widespread use of new teaching technologies. Moreover, the emphasis is on more active types of independent individual work.

Independent work is highlighted as an indispensable element of the educational process by many modern educational technologies (sign-contextual, active, problem-based learning, etc.), since independent learning activities make it possible to eliminate gaps in the perception of educational information in school classes; independent work reveals the abilities of students and promotes learning motivation; independence in actions allows us to move from the level of “reproduction” to the level of “skills” and “creativity” as criteria of knowledge.

Independent work contributes to the development of skills and abilities related to the organization of one’s own work. This is planning one’s activities, a realistic perception of one’s capabilities, and the ability to work with information, which is especially important due to the intensive growth in the volume of scientific and technical information and the rapid updating of knowledge.

In the narrow sense of the word, independent work is the student’s independent completion of certain tasks, which is carried out both in school and out of school time in various forms: written, oral, individual, group or frontal. Independent work is one of the most important elements of students’ cognitive activity; stimulates performance, increases the strength of knowledge.

In the broader sense of the word, independent work is a universal way of a student’s educational activity, which is associated not so much with the assimilation of a sum of knowledge, but with expanding the boundaries of a person’s perception and understanding of the world and himself.

The main conditions for the proper organization of student’s independent work are the following:

Mandatory planning of independent studies;

Serious work on educational material;

The systematic nature of the classes themselves;

Self-control.

No less important is the creation of pedagogical conditions, under which independent work can be more fruitful and effective:

1) the student has positive motivation;

2) a clear statement of cognitive tasks and an explanation of how to accomplish them;

3) determination by the teacher of reporting forms, volume of work, deadline;

4) determination of types of consulting assistance and evaluation criteria;

5) the student’s awareness of the new knowledge acquired as a personal value.

Independent work is always an effective type of educational activity, subject to skillful guidance from the teacher. The formation of the student’s creative personality is carried out in close contact with the creative activity of the teacher. In this regard, it is very important to develop in students a creative approach to the subject being studied, to stimulate a creative attitude towards acquiring knowledge and to systematically replenish this knowledge through independent work.

The teacher’s task is to give the right direction to the student’s creative thinking, to stimulate creative search by creating appropriate situations and conditions, to give impetus to systematic research, analysis, and the search for new, one’s own ways to solve a particular problem. Correctly formulated goals and objectives contribute to the development of creative thinking.

In this regard, the project method is attracting more and more attention.

The relevance of methodological development is determined, first of all, by the need for students to understand the meaning and purpose of their work, to be able to independently set goals and objectives, and think through ways to implement them.

The use of new information technologies will not only enliven and diversify the educational process, but will also open up great opportunities for expanding the educational framework; undoubtedly, it carries enormous motivational potential and promotes the principles of individualization of learning. Project activities allow students to act as authors, creators, and increase their creative potential.

Target methodological recommendation: to show the possibilities of using project methods in the professional activities of a teacher of additional education.

Tasks :

Consider the project method and its role in the professional activity of a teacher of additional education.
Demonstrate the results of a teacher’s project activities in an educational institution.

Fundamental research into the general methodological and theoretical plans of domestic pedagogy, aimed at a personal-activity approach to improving the educational process, which in its personal component assumes that the student himself is at the center of learning: his motives, goals, his unique psychological make-up, i.e. . the student as a person. Participation in Internet projects increases the level of practical computer skills, and most importantly develops the skills of independent activity and initiative.

In the process of project work, responsibility is assigned to the student himself as an individual. The most important thing is that the child, and not the teacher, determines what the project will contain, in what form and how its presentation will take place.

A project is an opportunity for students to express their own ideas in a convenient, creatively thought-out form.

1. FROM THE HISTORY OF THE DESIGN METHOD.

The project method is not fundamentally new in world pedagogy. The project method originated at the beginning of the last century in the USA. The general principle on which the project method was based was to establish a direct connection between educational material and life experience, in active cognitive and creative joint activities, in practical tasks (projects) in solving one common problem. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W.H. Kilpatrick.

J. Dewey proposed building learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. This is where a problem is important, taken from real life, familiar and significant for the child, to solve which he needs to apply the acquired knowledge. The teacher can suggest new sources of information, or can simply direct students’ thoughts in the right direction for independent search, stimulate children’s interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge . In other words, from theory to practice, connecting academic knowledge with pragmatic knowledge, maintaining an appropriate balance at each stage of learning.

In order for a student to perceive knowledge as truly necessary, he needs to pose and solve a problem that is significant to him. The external result can be seen, comprehended, and applied in practice. Internal result: experience of activity, combining knowledge and skills, competencies and values.

The project method also attracted the attention of Russian teachers. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized that tried to actively use project methods in teaching practice. Later, already under Soviet rule, these ideas began to be introduced quite widely into schools, but not sufficiently thought out and consistently. After the revolution of 1917, the young Soviet state had enough other problems: expropriation, industrialization, collectivization... In 1931, by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks, the project method was condemned, and its use in school was prohibited.

A description of the method and the reason for the prohibition can be found in V. Kataev’s novel “Two Captains”:

“The old teacher Serafima Petrovna came to school with a travel bag on her shoulders, taught us... Really, it’s even difficult for me to explain what she taught us. I remember we passed the duck. These were three lessons at once: geography, natural science and Russian... I think it was called a comprehensive method back then. In general, everything came out “in passing.” It is very possible that Serafima Petrovna mixed up something in this method... ...according to Narurobraz, our orphanage was something like a nursery for young talents. The People's Commissariat for Education believed that we were distinguished by our talents in the fields of music, painting and literature. Therefore, after classes we could do whatever we wanted. It was believed that we freely develop our talents. And we really developed them. Some ran to the Moscow River to help the firefighters catch fish in the ice holes, some jostled around Sukharevka, keeping an eye on what was lying badly... ...But since there was no need to go to classes, the whole school day consisted of one big break... ...From the fourth school- Famous and respected people subsequently left the commune. I myself owe her a lot. But then, in 1920, what a mess it was!”

If a quotation from a work of fiction does not seem “pedagogical” enough, let’s turn to the book by Prof. E.G. Satarova “Project Method in Labor School”:

“Let’s take as an example the experience of building the Communication Routes complex. Usually in this case, “practical” work is recommended that does not have a practical goal: making a steam locomotive from cardboard or clay, drawing diagrams, sketching a road, excursions and measurements, stories about train wrecks and the sinking of steamships, experiments with steam, etc. Applying same as the project method, we will have to subordinate all the educational material and all forms of its development to the main problem - the project for improving roads in our area. Parents are involved in the implementation of this project. In the classroom, a work plan is developed, estimates are drawn up for improving the surrounding roads, the necessary tools are made in handicraft workshops, cement drains for water are laid near the school, and so on. And already within the framework of this project, children become acquainted with various facts from the field of geography, economics, transport, physics (steam engine, electricity, laws of floating of bodies, etc.), sociology (workers, their associations, the fight against capital), cultural history (evolution of communication routes), literature (“Highway and Country Road” by Nekrasov, “The Railway” by him, “Switchman” by Serafimovich, “Signal” by Garshin, sea stories by Stanyukovich, etc.). The main difference is that with the project method, a complex topic is outlined and worked on by students, not by a teacher... The project method can educate active, energetic, enterprising citizens who know how to sacrifice personal interests in the name of the public good, and, therefore, those necessary for construction new beginnings of communist society."

There are several reasons why the project method could not prove itself:

* there were no teachers capable of working with projects;

* there was no developed methodology for project activities;

* excessive enthusiasm for the “project method” was to the detriment of other teaching methods;

* the “project method” was illiterately combined with the idea of “complex programs”;

* grades and certificates were canceled, and the individual tests that existed before were replaced by collective tests for each of the tasks completed.

In the USSR, there was no rush to revive the project method in school, but in English-speaking countries - the USA, Canada, Great Britain, Australia, New Zealand - it was actively and very successfully used. In Europe, it has taken root in schools in Belgium, Germany, Italy, the Netherlands, Finland and many other countries. Of course, changes have occurred over time; the method itself did not stand still, the idea acquired technological support, detailed pedagogical developments appeared that made it possible to transfer the project method from the category of pedagogical “works of art” to the category of “practical techniques.” Born from the idea of free education, the project method gradually “self-disciplined” and was successfully integrated into the structure educational methods. But its essence remains the same - to stimulate students’ interest in knowledge and teach them to practically apply this knowledge to solve specific problems outside the school walls.

2. METHOD OF LEARNING PROJECTS - EDUCATIONAL TECHNOLOGY OF THE XXI CENTURY.

Everything that I learn, I know, why I need it and where and how I can apply this knowledge, - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.

It is important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. But for what, when? This is where a problem is important, taken from real life, familiar and significant for the child, to solve which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired. Where, how? The teacher can suggest new sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently work together to solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. The whole problem thus takes on the contours of project activity. Of course, over time, the idea of the project method has undergone some evolution. Born from the idea of free education, it is now becoming an integrated component of a fully developed and structured education system.

Nowadays, the technology of the project has received a new breath. Based on the concepts of educational technology, E.S. Polat considers the project methodology “as a set of search, problem-based methods, creative in their very essence, representing activities, development of creativity and at the same time the formation of certain personal qualities of students in the process of creating a specific product.”

The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical thinking.

The ability to use the project method is an indicator of the teacher’s high qualifications and his progressive teaching and development methods. It is not for nothing that these technologies are classified as technologies of the 21st century, which primarily require the ability to adapt to the rapidly changing living conditions of people in post-industrial society.

3. PROJECT ACTIVITY AS A TECHNOLOGY FOR ACTIVATING LEARNING

The project method can be considered as “a way of achieving a didactic goal through a detailed development of a problem (technology), which should culminate in a well-defined...practical result, formalized in one way or another” (New pedagogical and information technologies in the education system: a textbook for university students and systems for advanced training of teaching staff / edited by E.S. Polat. – M: Publishing Center “Academy”, 2001. – p.

Definitions

Project– this is an activity to achieve a new result within a set time, taking into account certain resources. Description of a specific situation that needs to be improved and specific methods for improving it.

Project method is a joint creative and productive activity of the teacher and students, aimed at finding a solution to the problem that has arisen.

Social design– this is an individual or collective (group activity) of students, the goal of which is to positively transform the social environment and living conditions by means available to them.

Project– a description of a specific situation that needs to be improved and specific steps to implement it.

Considering the didactic structure of modern project methodology, we can say that the field of methodology as a particular theory of learning includes the study of the purpose, content, forms, means and methods of teaching in a specific academic subject. The method is a didactic category as a set of theory, operations of mastering a certain area of practical or theoretical knowledge of a particular activity. In project-based learning, the method is considered as a way to achieve a set didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.

When using project technology in the educational process, important tasks are solved:

Classes are not limited to the acquisition of certain knowledge, skills and abilities, but go to the practical actions of students, affecting their emotional sphere, thereby increasing motivation;

Get the opportunity to implement creative work within the framework of a given topic, independently obtaining the necessary information not only from textbooks, but also from other sources. At the same time, they learn to think independently, find and solve problems, predict the results and possible consequences of different solution options, learn to establish cause-and-effect relationships;

The project successfully implements various forms of organizing educational activities, during which students interact with each other and with the teacher, whose role changes: instead of a controller, he becomes an equal partner and consultant.

The project method can be individual or group, but if it is a method, then it involves a certain set of educational and cognitive techniques that allow you to solve a particular problem as a result of independent actions and involve the presentation of these results. If we talk about the project method as a pedagogical technology, then this technology presupposes a set of research methods that are creative in their very essence.

3.1. PROJECT TYPES

According to the nature of the projected changes:

Innovative;

Supportive.

By areas of activity:

Educational;

Scientific and technical;

Social.

By financing features:

Investment;

Sponsored;

Credit;

Budget;

Charitable.

By scale:

Megaprojects;

Small projects;

Microprojects.

By implementation time:

Short term;

Medium term;

Long-term.

In education, there are certain types of projects: research, creative, adventure-game, information and practice-oriented (N.N. Borovskaya)

CLASSIFICATION OF EDUCATIONAL PROJECTS (according to Collings).

Another developer of the project method, American professor Collings, proposed the world's first classification of educational projects.

Game projects- various games, folk dances, dramatic performances, etc. The goal is for children to participate in group activities.

Excursion projects- expedient study of problems related to the surrounding nature and social life.

Narrative projects, the goal of which is to enjoy the story in a wide variety of forms - oral, written, vocal (song), musical (playing the piano).

Structural projects- creating a specific, useful product: making a rabbit trap, building a stage for a school theater, etc.

The main requirements for using the project method are:

The presence of a problem or task that is significant in research and creative terms, requiring integrated knowledge and research to solve it;

Practical, theoretical, cognitive significance of the expected results;

Independent activity;

Structuring the content of the project (indicating stage-by-stage results);

The use of research methods: identifying the problem, the research tasks arising from it, putting forward a hypothesis for their solution, discussing research methods, drawing up the final results, analyzing the data obtained, summing up, adjusting, conclusions (using the “brainstorming” method, “round-robin” during joint research table", static methods, creative reports, views, etc.).

SETTING A GOAL.

Competently formulating goals is a special skill. Work on the project begins with setting goals. It is these goals that are the driving force of each project, and all the efforts of its participants are aimed at achieving them.

It is worth devoting special effort to formulating goals, because the success of the whole business half depends on the thoroughness of this part of the work. First, the most general goals are determined, then gradually they become more and more detailed until they descend to the level of the most specific tasks facing each participant in the work. If you spare no time and effort in goal setting, work on the project in this case will turn into a step-by-step achievement of your goals from lower to higher.

But you shouldn’t go too far. If you get carried away with excessive detail, you can lose touch with reality, in which case the list of small goals will interfere with achieving the main one; you may not see the forest for the trees.

Many competition founders help participants and offer an approximate list of goals, such as the “List of pedagogical goals (tasks) set by the supervisor within the framework of a specific educational project”, from the list of documents submitted for the defense of students’ design and research works for the “Fair of Ideas in the South” competition -West. Moscow 2004".

1. Cognitive goals - knowledge of objects of the surrounding reality; studying ways to solve emerging problems, mastering the skills of working with primary sources; setting up an experiment, conducting experiments.

2. Organizational goals - mastering self-organization skills; the ability to set goals and plan activities; develop skills of working in a group, mastering discussion techniques.

3. Creative goals - creative goals, construction, modeling, design, etc.

If we try to formulate the most general goals facing a modern school, we can say that the main goal is to teach design as a universal skill. “We call the whole complex of didactic, psychological-pedagogical and organizational-managerial means, which allow, first of all, to formulate the student’s project activity, to teach the student how to design, project-based learning.”

Content Features

SELECTION OF THE PROJECT TOPIC.

The choice of project topics in different situations may be different. In some cases, topics can be formulated by specialists from educational authorities within the framework of approved programs. In others, they are nominated by teachers taking into account the educational situation in their subject, natural professional interests, interests and abilities of students. Thirdly, the topics of projects can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative and applied ones.

The topic of the projects may concern some theoretical issue in the school curriculum. More often, however, project topics, especially those recommended by educational authorities, relate to some practical issue relevant to practical life. This achieves a completely natural integration of knowledge.

For example, a very acute problem in cities is pollution. environment household waste. Problem: how to achieve complete recycling of all waste? There is ecology, chemistry, biology, sociology, and physics. Or: Cinderella, Snow White and the Swan Princess in fairy tales of the peoples of the world. This problem is for younger students. And how much research, ingenuity, and creativity will be required from the children here! There is an inexhaustible variety of topics for projects; this is living creativity that cannot be regulated in any way.

The results of completed projects must be material, that is, properly documented (video film, album, travel log, computer newspaper, almanac). In the course of solving any project problem, students have to attract knowledge and skills from different fields: chemistry, physics, foreign and native languages.

Interesting experience in using the project method has been accumulated in the Rostov secondary school No. 2 of an artistic and aesthetic profile. This school, which has the status of a laboratory school of the Academy of Pedagogical and Social Sciences, is also the base school for the Rostov State Academy of Architecture and Arts. High school students here take an active part in research and design work, focused primarily on the restoration of architectural monuments of republican and regional significance.

Among the most serious real projects are art criticism and historical research on the restoration of a residential estate in the Tanais archaeological museum-reserve, and a project for the restoration of the Rostov Greek Church. Particular success for students working under the guidance of experienced teachers (architects-restorers) T.V. Grenz and A.Yu. Grenz, brought in 2002 a project for the restoration of the Staropokrovskaya Church in the center of Rostov. Professors from the Rostov Academy of Architecture and Arts and design organizations took part in this competition, but the jury awarded 1st place to the students. Such a unique case of school creativity was reflected even on the pages of Komsomolskaya Pravda.

3.2.DISTINGUISHING FEATURES OF THE DESIGN METHOD.

Personal orientation of the pedagogical process is impossible without changing educational technologies. Educational technology should contribute to the disclosure of the student’s subjective experience: the formation of personally significant ways for him academic work; mastering self-education skills. John Dewey's practical pedagogical technologies meet these requirements. They, together with the studied information technologies and the modern information environment of the school, provide an activity-based approach to learning, which makes it possible to quickly and easily implement the ultimate task - transferring the student to the self-development mode.

Dewey considered the project method as a universal method in school practice. But the most rational is to consider this method in combination with traditional methods as a complementary element in organizing the student’s independent work in a developed information environment.

The organized educational process is increasingly turning into a process of self-learning: the student himself chooses the educational path in a detailed and skillfully organized learning environment. Working as part of a mini-team to create a course project, the student not only gains experience of social interaction in a creative team of like-minded people, but also uses the acquired knowledge in his activities, internalizing (appropriating) it, thereby indicating his becoming a subject of knowledge, developing in the aggregate everything sides of the personal “I” in specific activities.

This form of training organization allows you to increase the effectiveness of training. It provides a system of effective feedback, which contributes to the development of personality and self-realization not only of students, but also of teachers taking part in the development of the course project.

Karl Frey identifies 17 distinctive features of the design method, among which the most significant are the following:

Project participants pick up a project initiative from someone in their life;

Project participants agree with each other on the form of training;

Project participants develop the project initiative and bring it to the attention of everyone;

Project participants organize themselves for the cause;

Project participants inform each other about the progress of work;

Project participants enter into discussions.

All this suggests that the project method means a system of interactions between the teacher and students.

N.G. Chernilova views project-based learning as developmental, based “on the sequential implementation of complex educational projects with information pauses for the acquisition of basic theoretical knowledge.” This definition refers to project-based learning as a type of developmental learning.

It should be noted that it is impractical to completely transfer the entire educational process to project-based learning.

PURPOSE OF PROJECT-BASED LEARNING.

The goal of project-based learning is to create conditions under which students:

independently and willingly acquire missing knowledge from various sources;

learn to use acquired knowledge to solve cognitive and practical problems;

acquire communication skills by working in various groups;

develop research skills (ability to identify problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize);

develop systems thinking.

3.3. THEORETICAL POSITIONS OF PROJECT-BASED LEARNING.

Initial theoretical positions of project-based learning:

The focus is on the student, promoting the development of his creative abilities;

The educational process is built not in the logic of the academic subject, but in the logic of activities that have personal meaning for the student, which increases his motivation in learning;

The individual pace of work on the project ensures that each student reaches his or her own level of development;

An integrated approach to the development of educational projects contributes to the balanced development of the student’s basic physiological and mental functions;

Deep, conscious assimilation of basic knowledge is ensured through their universal use in different situations.

Thus, the essence of project-based learning is that learning, in the process of working on an educational project, comprehends real processes and objects.

In order to comprehend, live, and participate in the revelation and construction, special forms of learning are needed. The leading one among them is the imitation game.

A game is the freest, most natural form of a person’s immersion in real (or imaginary) reality with the purpose of studying it, expressing one’s own “I,” creativity, activity, independence, and self-realization. It is in the game that everyone chooses their role voluntarily.

The game has the following functions:

Psychological, relieving tension and promoting emotional release;

Psychotherapeutic, helping the child change his attitude towards himself and others, change his methods of communication; mental well-being;

Technological, allowing one to partially remove thinking from the rational sphere into the realm of fantasy, transforming reality.

In play, the child feels safe, comfortable, and experiences the psychological freedom necessary for his development.

3.4. SYSTEMS OF ACTION OF TEACHERS AND STUDENTS.

In order to highlight the action systems of teachers and students, it is first important to determine the stages of project development.

Mandatory requirement- each stage of work on the project must have its own specific product.

Systems of actions of teachers and students at different stages of work on the project.

Stages

Teacher activities

Student activities

1. Development of design specifications

1.1. Choosing a project theme

The teacher selects possible topics and offers them to students

Students discuss and make a general decision on the topic

The teacher invites students to jointly select a project topic

A group of students, together with the teacher, selects topics and proposes them to the class for discussion.

The teacher participates in the discussion of topics proposed by students

Students independently select topics and propose them to the class for discussion.

1.2. Identification of subtopics and topics of the project

The teacher preliminarily identifies subtopics and offers students a choice

Each student chooses a subtopic or proposes a new one

The teacher takes part in a discussion with students about the subtopics of the project

Students actively discuss and propose options for subtopics. Each student chooses one of them for himself (i.e., chooses a role for himself)

1.3. Formation of creative groups

The teacher carries out organizational work to unite schoolchildren who have chosen specific subtopics and activities

Students have already defined their roles and are grouped according to them into small teams.

1.4. Preparing materials for research work: formulating questions to be answered, assignments for teams, selecting literature

If the project is voluminous, then the teacher develops assignments, questions for search activities and literature in advance

Individual high school and middle school students take part in developing assignments. Questions to find answers can be developed in teams followed by class discussion

1.5. Determination of forms for expressing the results of project activities

The teacher takes part in the discussion

Students in groups and then in class discuss forms of presenting the results of research activities: video, album, natural objects, literary living room, etc.

2. Project development

Students carry out search activities

3. Presentation of results

The teacher advises, coordinates the work of students, stimulates their activities

Students, first in groups, then, in interaction with other groups, draw up the results in accordance with accepted rules

4. Presentation

The teacher organizes an examination (for example, invites senior schoolchildren or a parallel class, parents, etc. as experts).

Report on the results of their work

5. Reflection

Evaluates its activities based on the quality of assessments and. student activity

Summarize the results of the work, express wishes, collectively discuss grades for the work

3.5. MODERN CLASSIFICATION OF EDUCATIONAL PROJECTS.

The project can be group or personal. Each of them has its own undeniable advantages.

The modern classification of educational projects is based on the dominant (dominant) activity of students:

a practice-oriented project (from a training manual to a package of recommendations for restoring the country’s economy);

research project - research of any problem according to all the rules of scientific research;

information project - collection and processing of information on a significant issue for the purpose of presenting it to a wide audience (article in the media, information on the Internet);

a creative project is the most free author's approach to solving a problem. Product - almanacs, videos, theatrical performances, works of fine or decorative art, etc.

role-playing project - literary, historical, etc. business role-playing games, the outcome of which remains open until the very end.

It is possible to classify projects by:

* thematic areas;

* scale of activity;

* implementation deadlines;

* number of performers;

* importance of results.

But regardless of the type of project, they all:

* to a certain extent inimitable and unique;

* aimed at achieving specific goals;

* limited in time;

* involve the coordinated implementation of interrelated actions.

In terms of complexity, projects can be mono-projects or interdisciplinary.

Mono-projects are implemented within the framework of one academic subject or one area of knowledge.

Interdisciplinary - carried out outside of class hours under the guidance of specialists from different fields of knowledge.

Depending on the nature of contacts, projects can be intra-class, intra-school, regional and international. The last two, as a rule, are implemented as telecommunications projects, using the capabilities of the Internet and modern computer technologies.

According to duration they are distinguished:

mini-projects - fit into one lesson or even part of it;

short-term - for 4-6 lessons;

weekly, requiring 30-40 hours; a combination of classroom and extracurricular forms of work is expected; deep immersion in the project makes the project week the optimal form of organizing project work;

long-term (year-long) projects, both individual and group; are usually performed outside of school hours.

Types of project presentation:

Scientific report;

Business game;

Video demonstration;

Excursion;

TV show;

Scientific Conference;

Staging;

Theatricalization;

Games with the hall;

Defense at the Academic Council;

Dialogue of historical or literary characters;

Sport game;

Play;

Journey;

Press conference.

The project evaluation criteria should be clear, there should be no more than 7-10. First of all, the quality of the work as a whole should be assessed, and not just the presentation.

Teacher position: enthusiast, specialist, consultant, leader, “person asking questions”; coordinator, expert; The teacher’s position should be hidden, giving scope to students’ independence.

If the teacher’s task is to teach design, then when working using the method of educational projects, the emphasis should be placed not on what happened as a result of the joint (I want to emphasize this!) efforts of the student and teacher, but on the way in which the result was achieved.

The wave of passion for projects that has overwhelmed us has led to the fact that it has become fashionable to do projects at school, and often the purpose of these works is the desire to “show up” at some competition, fortunately, over the past few years there have been a lot of them: for every taste. Student project competitions quite often represent an “Exhibition of the achievements of teachers (supervisors).” In the work of some juries, sometimes academicism takes over, and then advantages go to professionally completed projects, in which the share of children’s participation is minimal. This trend can bring a lot of harm, so you need to clearly define why this or that project is being carried out, what schoolchildren can learn, what exactly each participant in the work (both students and the leader) should do in order to achieve their own goals set at the very beginning of work on project.

The most significant features of project-based learning are its dialogical, problematic, integrative, contextual .

Dialogue in project technology, it performs the function of a specific sociocultural environment that creates the condition for students to accept new experiences and rethink previous meanings, as a result of which the information received becomes personally significant.

Problematic arises when resolving a problem situation, which determines the beginning of active mental activity, manifestations of independence, due to the fact that they discover a contradiction between the content known to them and the inability to explain new facts and phenomena. Solving a problem often leads to original, non-standard methods of action and results.

Contextuality in design technology allows them to create projects that are close to natural life, realizing the place of the science they study in the general system of human existence.

Educational projects can be carried out in the context of universal cultural activities. The main spheres of human activity can be taken as a basis: practical-transformative, scientific-cognitive, value-orientation, communicative, artistic-aesthetic. Educational projects in the context of practical and transformative activities can be modeling, technical and applied, experimental and measuring, etc. Such projects are most typical for the subjects of physics, chemistry, mathematics, and technology. Educational projects that imitate scientific and cognitive activity are based on real and mental experiments and allow students to imagine the process of scientific research activity in any academic subject.

Educational projects with elements of value-oriented activities are associated with the fundamental values of humanity: problems of environmental conservation, issues related to demographic problems, energy problems, problems of providing the population with food.

Educational problems related to human communication needs include problems of communication, computer science, energy and information transmission. Educational problems related to artistic and aesthetic human activity reveal the foundations of various artistic fields: painting, music, literature, theater, aesthetic phenomena of nature, etc.

Any project is closely related to the activities for its implementation. Moreover, the activity is carried out in conditions of free exchange of opinions, choice of methods of implementation (in the form of an essay, report, graphic diagrams, etc.), and a reflective attitude towards the subject of one’s activity.

The construction of an educational process focused on the implementation of projects is based not on the logic of the subject being studied, but on the logic of the activity. Hence, informational pauses are allowed in the project cycle to assimilate the content of new material; projects are expected to be completed at an individual pace in the form of advanced independent tasks of a research and practical nature.

The choice of project topics in different situations may be different. The topic of projects may concern some theoretical issue curriculum in order to deepen knowledge on this issue, differentiate the learning process. More often, however, the topics of projects relate to some practical issue that is relevant to practical life and at the same time requires the involvement of knowledge not in one subject, but from different areas, their creative thinking, and research skills.

We will consider the typological features and typology of projects in accordance with the classification of Polat E.S.

Typological characteristics of projects

The method that dominates the project (research, creative, role-playing, introductory, indicative, etc.).

The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant).

The nature of contacts (among participants of one educational institution, city, region, country, different countries of the world).

Number of project participants.

Duration of the project.

Project typology

In accordance with the first sign - the dominant method - the following types of projects are distinguished.

Research

Such projects require a well-thought-out structure, defined goals, relevance of the subject of research for all participants, social significance, well-thought-out methods, including experimental work, and methods for processing results. Such projects are completely subordinated to the logic of research and have a structure that approximates or completely coincides with genuine scientific research. There is an argument for the relevance of the topic adopted for research, a definition of the research problem, its subject and object. Designation of research objectives in the sequence of accepted logic, identification of research methods, sources of information. Determining the research methodology, putting forward hypotheses for solving the identified problem, identifying ways to solve it, including experimental and experimental ones. Discussion of the results obtained, conclusions, presentation of the research results, identification of new problems for the further course of the research.

Creative

Such projects, as a rule, do not have a detailed organizational scheme for the joint activities of the participants; it is only outlined and further developed, subject to the genre of the final result and the rules of joint activity adopted by the group, in accordance with the interests of the project participants. In this case, it is necessary to agree on the planned results and the form of their presentation (joint newspaper, essay, video, dramatization, sports game, holiday, expedition, etc.). However, the presentation of the results of the project requires a clearly thought-out structure in the form of a video script, dramatization, holiday program, etc., an essay plan, an article, a report, etc., design and headings of a newspaper, almanac, album, etc.

Adventure, gaming

In such projects, the structure is also only outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can only emerge towards the end. The degree of creativity here is very high, but the dominant type of activity is still role-playing and adventure.

Information projects

This type of project is initially aimed at collecting information about some object or phenomenon, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses. Such projects are often integrated into research projects and become their limited part, a module.

The structure of such a project can be indicated as follows. The purpose of the project, its relevance. Methods of obtaining (literary sources, media, databases, including electronic ones, interviews, questioning, including foreign partners, conducting a “brainstorming”) and processing information (their analysis, generalization, comparison with known facts, reasoned conclusions). Result (article, abstract, report, video) and presentation (publication, including online, discussion in a teleconference, etc.).

Practice-oriented

These projects are distinguished by clearly defined results from the activities of their participants from the very beginning. Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear outputs and the participation of everyone in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustment of joint and individual efforts, presentation of the results obtained and possible ways to implement them in practice, and organization of a systematic external evaluation of the project.

According to the second feature - the nature of coordination - projects can be of two types.

With open, explicit coordination

In such projects, the project coordinator participates in the project in his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of individual participants (for example, if you need to arrange a meeting in some official institution, conduct a survey , interviewing specialists, collecting representative data, etc.).

With hidden coordination(mainly telecommunications projects).

In such projects, the coordinator does not find himself either in the networks or in the activities of groups of participants in his function. He acts as a full participant in the project. An example of such projects is the well-known telecommunications projects organized and carried out in the UK. In one case, a professional children's writer acted as a participant in the project, trying to “teach” his “colleagues” to express their thoughts on various topics competently and literary. At the end of this project, an interesting collection of children's stories similar to Arabic fairy tales was published. In another case, a British businessman acted as such a hidden coordinator of an economic project for high school students, who, also under the guise of one of his business partners, tried to suggest the most effective solutions to specific financial, trade, and other transactions. In the third case, a professional archaeologist was brought into the project to investigate some historical facts. He acted as an elderly, infirm specialist, sent “expeditions” of project participants to different regions of the planet and asked them to inform him about everything interesting facts found by their participants during excavations, asking from time to time “provocative questions” that forced the project participants to delve even deeper into the problem.

As for the nature of contacts, projects are divided into internal (within one country) and international.

Based on the number of project participants, three types of projects can be distinguished.

Personal (between two partners located in different educational institutions, regions, countries).

Pairs (between pairs of participants).

Group (between groups of participants).

In the latter type, it is very important to organize this group activity of project participants correctly from a methodological point of view. The role of the teacher in this case is especially great.

Finally, based on the duration of implementation, projects differ into the following types.

Short-term (to solve a small problem or part of a larger problem).

Such small projects can be developed in several classes within the same subject program or as interdisciplinary ones.

Medium duration (from a week to a month).

Long-term (from a month to several months).

As a rule, short-term projects are carried out in classes in a separate subject, sometimes drawing on knowledge from another subject. As for projects of medium and long duration, such projects (conventional or telecommunications, domestic or international) are interdisciplinary and contain a sufficiently large problem or several interrelated problems, and then they constitute a project program.

Of course, in practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative projects, for example, simultaneously practice-oriented and research. Each type of project has one or another type of coordination, deadlines, and number of participants. Therefore, when developing a particular project, one must keep in mind the signs and characteristic features of each of them.

Separately, it should be said about the need to organize an external assessment of all projects, since only in this way can their effectiveness, failures, and the need for timely correction be monitored. The nature of this assessment largely depends on both the type of project and the topic of the project (its content), and the conditions under which it is carried out. If this is a research project, then it inevitably includes stages of implementation, and the success of the entire project depends on the correct organized work at certain stages. Therefore, it is necessary to monitor such student activities in stages, assessing them step by step. At the same time, here, as in cooperative learning, assessment does not necessarily have to be expressed in the form of grades. These can be a variety of forms of encouragement. In gaming projects that involve a competitive nature, a point system can be used (from 12 to 100 points). In creative projects it is often impossible to evaluate intermediate results. But it is still necessary to monitor the work in order to come to the rescue in time if such help is needed (but not in the form of a ready-made solution, but in the form of advice). In other words, external project evaluation (both interim and final) is necessary, but it takes different forms depending on many factors.

The project method and collaborative learning are becoming increasingly widespread in education systems around the world. There are several reasons for this, and their roots are not only in the sphere of pedagogy itself, but mainly in the social sphere:

1) the need not so much to transfer to students the sum of this or that knowledge, but to teach them to acquire this knowledge independently, to be able to use the acquired knowledge to solve new cognitive and practical problems;

2) the relevance of acquiring communication skills and abilities, i.e. skills to work in diverse groups, playing different social roles (leader, executor, mediator, etc.);

3) the relevance of broad human contacts, acquaintance with different cultures, different points of view on one problem;

4) the importance for human development of the ability to use research methods: collect the necessary information and facts; be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions.

Procedural characteristics

The design technology is implemented in several stages and has a cyclical form. In this regard, we will give a brief description of the project cycle. It is defined as a period of time in which joint life activities are carried out from the formulation of a problem, a specific goal to the fixed manifestation of planned results in the form of a specific product, as well as personal qualities associated with the implementation of the project of value-mental activity.

Project activities are carried out taking into account successively identified stages: value-orientation, constructive, evaluative-reflexive, presentational.

The first stage of the project cycle is value-oriented, includes the following algorithm of students’ activities: awareness of the motive and purpose of the activity, identification of priority values on the basis of which the project will be implemented, determination of the project concept. At this stage, it is important to organize activities for collective discussion of the project and organization of its ideas for the implementation of the project. For this purpose, as the experience of teachers shows, all ideas are written down on the board without rejecting them. When a significant number of proposals have been made, together with the students, based on the design of the project, it is necessary to summarize and classify the main directions of the ideas put forward in the most visual and understandable form for them. At this stage, an activity model is built, sources of necessary information are determined, the significance of the project work is identified, and future activities are planned. A certain role at the first stage is played by a focus on the success of the upcoming business.

The second stage is constructive, including the design itself. At this stage, uniting in temporary groups (of 4-5 people) or individually, they carry out project activities: draw up a plan, collect information on the project, choose the form of project implementation (drawing up a scientific report, report, creating a graphic model, diary, etc.). d.). The teacher provides consultation at this stage. The teacher should organize activities in such a way that everyone can express themselves and win the recognition of other project participants. Often, at the design stage, the teacher includes consultants in the activities who will help research groups in solving certain problems. During this period, they learn to creatively search for the best solution to a problem. At this stage, the teacher helps and accustoms students to search. First of all, he supports (stimulates), helps to express thoughts, and gives advice. This period is the longest.

The third stage is evaluative and reflective. It is based on self-assessment of activity. We emphasize that reflection accompanies every stage of design technology. However, the identification of an independent evaluative and reflective stage promotes targeted introspection and self-esteem. At this stage, the project is drawn up, compiled and prepared for presentation. The evaluative-reflective stage is also important because each of the project participants, as it were, “passes through himself” the information received by the whole group, since in any case he will have to participate in the presentation of the project results. At this stage, based on reflection, the project can be adjusted (taking into account the critical comments of the teacher and group mates). They think through the following: how the work can be improved, what worked, what didn’t, and the contribution of each participant to the work.

The fourth stage is presentational, at which the project is defended. A presentation is the result of the work of different groups and individual activities, the result of general and individual work. The project is defended both in a game form (round table, press conference, public examination) and outside the game form.

They present not only the results and conclusions, but also describe the methods by which the information was obtained, talk about the problems that arose during the implementation of the project, demonstrate the acquired knowledge, skills, creativity, spiritual and moral guidelines. At this stage, they acquire and demonstrate experience in presenting the results of their activities. During the defense of the project, the speech should be short and free. To attract interest in the speech, the following techniques are used: attract a convincing quote, a striking fact, a historical excursion, intriguing information, connection with vital issues, use posters, slides, maps, graphs. At the presentation stage, it is necessary to join the discussion of projects, learn to have a constructive attitude towards criticism of their judgments, recognize the right to the existence of different points of view on solving one problem, realize their own achievements and identify unresolved issues.

An analysis of psychological and pedagogical research on the problem of the specifics of pedagogical activity, including preschool education specialists, revealed that it has a complex structure.

An analysis of the composition, content and levels of pedagogical design in the structure of pedagogical activity convinces that their structure is not fully defined, the content characteristics have not been studied, the levels of pedagogical design skills have not been formulated, and diagnostics for the formation of these skills in future preschool education specialists during training have not been developed: not The structure of readiness for pedagogical design has been fully defined, but the conditions that ensure the effective formation of pedagogical design skills have not been identified.

Pedagogical design skills are necessary for specialists to develop new educational programs and technologies, design educational systems, model the pedagogical process, plan various didactic teaching aids and new forms of pedagogical interaction with children and their parents, design various pedagogical situations and constructs, develop models and design forms of methodological work with teaching staff (seminars - workshops, consultations, pedagogical meetings, conferences, round tables, etc.).

The study determined the level content of pedagogical design that future preschool education specialists need to master in the process of professional training.

The ratio of levels and forms of pedagogical design in preschool educational institutions (DOU):

Conceptual: the concept of the activities of a preschool educational institution of a certain type, the charter of a preschool educational institution, the strategic plan for the development of a preschool educational institution, a structural and functional model of any direction in the activities of a preschool educational institution, projects of innovative activities in a preschool educational institution, agreements for joint activities with external organizations, etc.

Content: Regulations on any activity in a preschool educational institution: programs (educational, research, development): annual plans, design of the educational process, technologies, methods: content of thematic control, methodological associations, round table meetings, master class, pedagogical workshop : content of the work of the pedagogical council of the preschool educational institution: directions and plans for the activities of the Council of Teachers and the Parent Committee: generalization of pedagogical experience (our own and that of the teachers of the preschool educational institution); projects for joint activities of preschool teachers, video scripts, reports, publications: filling the subject-developmental environment in groups of children of early and preschool age: areas of activity and content of the teaching room, etc.

Technological: Job Descriptions: methodological recommendations: structural and functional models and organizational management schemes: technologies and techniques: structure of methodological associations, round table meetings, master classes, pedagogical workshops: models of meetings of the pedagogical council of preschool educational institutions, activities of the Council of Teachers and the Parent Committee: algorithms of action in various pedagogical situations, class schedules, didactic teaching aids, etc.

Processual: Educational projects, individual pedagogical constructs: plans - lesson notes, leisure and holiday scenarios, consultations and recommendations for parents, etc.

Determining the levels allowed us to correlate the forms of design with the positions of preschool teachers, namely: a teacher of preschool children needs to master the procedural level of design; managers (head of a preschool educational institution, teacher-organizer, methodologist) must master all levels of pedagogical design. In this regard, the formation of pedagogical design skills among future preschool education specialists acquires special significance in the process vocational training. By pedagogical design skills we mean generalized, universal, cross-cutting and integral teacher skills that are formed in design activities.

For a more complete picture of what should be developed in future preschool education specialists, we presented design skills in the form of three groups:

1) Skills that ensure the forecast of teaching activity: analysis of the situation and identification of contradictions; identifying and identifying the problem; defining design goals; predicting the final result.

2) Design skills of pedagogical activity: development of a concept for solving a pedagogical problem; modeling and designing actions to create a project; action planning; determination of methods and means in their optimal combination.

3) Technological skills for implementing project activities: using known information and acquiring new knowledge necessary for project activities; synthesis of knowledge from various fields of science; systematization and schematization of material; determination of conditions and resource capabilities of project activities; implementation of step-by-step project actions, observing the scheduled deadlines; drawing up and working with project documentation; rational organization of project activities (self-organization and team organization); creating and supporting an environment of (collective) creativity; identification of non-standard solutions for the presentation of project activities; control and regulation of own and joint project activities; adjustment of project activities in accordance with conditions; responsibility for the final result.

We have identified the following forms of work with students as the main means of professional training; for theoretical training, a special course “Project activities in preschool educational institutions” was developed and implemented; mastering the technology of work using the project method was carried out in the process of testing the workshop "Technology of pedagogical design in preschool educational institutions" and in practical classes in the disciplines of professional training; the content of pedagogical practice included tasks and situations related to pedagogical design; teachers of the department provided consultations; the work of the “Design Workshop” was organized; students were provided with teaching aids.

The model of professional training included criterion indicators and determined the levels of formation of pedagogical design skills, which were a tool for monitoring:

High (creative) - clearly expressed interest and stable motivation for pedagogical design. The student knows the methodology, theoretical foundations and technology of design, has the ability to synthesize knowledge from various fields of science, is distinguished by a high degree of effectiveness of project activities, creative activity, self-realization in educational, professional and research activities, has non-standard thinking, is able to generate ideas, applies skills pedagogical design in non-standard conditions and changing pedagogical situations, masters all levels of design, patterns that reflect objective possibilities for increasing the effectiveness of educational activities. To understand the essence of the pedagogical principle, it is important to take into account that the law reflects the pedagogical phenomenon at the level of reality and answers the question: what are the essential connections and relationships between the components of the pedagogical system; the principle reflects phenomena at the level of what should be and answers the question: how to act in the most appropriate way in solving the corresponding class of pedagogical problems.

In pedagogy, there are various classifications of pedagogical principles:

Principles of training and education (Yu.K. Babansky, P.I. Pidkasisty);

General (strategic) and specific (tactical) principles (E.V. Bondarevskaya);

Principles of organizing the educational process (B.G. Likhachev, V.A. Slastenin);

Principles of orientation to values and value relations, subjectivity, integrity (P.I. Pidkasisty), etc.

Based on the analysis of psychological and pedagogical literature (V.I. Andreev, I.F. Isaev, A.I. Mishchenko, I.P. Podlasy, E.N. Shiyanov, E.N. Shchurkova, etc.), we highlight the following principles of interaction:

Unity of educational interactions;

Reliance on the positive in education;

Personal approach;

The principle of subjectivity;

Humanization of interpersonal relationships.

This is our idea of the manifestation of universal laws, patterns, and principles of the interaction process.

Conclusion. The project method involves a certain set of educational and cognitive techniques that allow you to solve a particular problem as a result of independent actions and involve the presentation of these results. If we talk about the project method as a pedagogical technology, then this technology presupposes a set of research methods that are creative in their very essence.

4. DESIGN AND RESEARCH ACTIVITIES OF JUNIOR SCHOOLCHILDREN

Projects in the early grades are problematic because children are too young to design. But still, it is possible. One caveat: we will most likely not be talking about full-fledged projects completed by students on their own. Perhaps these will be only elements of project activity in its classical sense. But for the baby, this will be his project. Today we cannot confidently say that the technology of teaching using the project method in primary schools has been fully developed and tested.

The development of information technologies places new demands on the internal means of human activity (his cognitive sphere, emotional-volitional motivation, abilities). The introduction of design and research work in the primary grades of school is important and necessary, since such activity captures the holistic personality of the student, brings to life not only mental and practical skills, but also the cultural and spiritual abilities of the developing person. By participating in design and research work, junior schoolchildren realize their hidden capabilities, their personal qualities are revealed, self-esteem and interest in educational activities increase, reflexive skills, independence, and self-control develop. Mastering research skills helps schoolchildren feel confident in non-standard situations, increases not only adaptive capabilities, but also creativity.

Choosing the right project topic is the beginning of success. The theme of the project should introduce children to the world of culture and spiritual values. Teachers need to promote positive motivation. The student must possess the means of cognitive, research activity, that is, know what and how to do, be able to carry out this activity. Project and research work includes the ability to describe facts, found material, and then publicly present it in front of the class.

Project activity of schoolchildren can be considered as a model of professional project activity, which can be presented in the following varieties:

Experimental research: projects “The value of a grain” (research “Obtaining flour and cereals from grain”), “Compiling a vitamin alphabet” (“What does our food consist of?”), “Onions for seven ailments”, “Onion family”, “ Varieties of onions", "Conditions for growing onions", "Tools for growing onions", "Coloring with onions";

Information and analytical: projects “Wintering birds of our village”, “Why do birds need beaks”, “Study of numbers”, “My pedigree”;

Diagnostic: projects “If you want to be healthy, toughen up”, “Daily routine”, “Trees of our region”;

Scientific: projects “What is a rainbow”, “Sun, stars and Moon”, “Medicinal plants of our area”;

Design and construction: projects “Museum of Health Assistants”, “Russian Language Trainers”, “Russian Folk Costume”, “Toponymy of Liman”;

Educational: environmental and educational project “Green Memory Alley”, interdisciplinary project (environment and computer science) “Nature of the Earth - Ecosystem”, project “Amazing Nearby”.

Any project is circular in nature. This means that when summing up the results of work on the project, children again return to the goal that was set at the beginning and are convinced of how much their knowledge has been expanded and their life experience has been enriched. This influences positive motivation in learning.

Forms for presenting project results can be: folding books, thematic stands, wall newspapers, layouts, computer presentations, didactic materials for lessons, holiday scripts, collections, emblems, herbariums, crafts, publications in the media.

Organizing design and research activities for students of all age groups is a very important part of the work of primary school teachers. Moreover, the introduction of Federal State Standards suggests including such activities in the working curriculum of schools, starting from primary school.

Of course, organizing such a complex type of work with students in elementary school as completing projects is not an easy task, requiring effort, considerable time, and enthusiasm. Properly organized project activities make it possible to fully justify these costs and provide a tangible pedagogical effect, associated, first of all, with the personal development of students.

The proposed examples will help teachers working with children of primary school age to make project activities truly useful for the development of students and to put into practice the possibilities of the project method.

Currently, the project method is increasingly viewed as a learning system in which students acquire knowledge and skills through the process of planning and executing progressively more complex projects. Involving schoolchildren in project activities teaches them to think, make predictions, and builds self-esteem. Project activity has all the advantages of joint activity; in the process of its implementation, students gain rich experience in joint activities with peers and adults. In the project activities of schoolchildren, the acquisition of knowledge, skills and abilities occurs at each stage of work on the project. Moreover, the main goal of educational activities appears to students in an indirect form. And the need to achieve it is gradually absorbed by schoolchildren, taking on the character of an independently found and accepted goal. The student acquires and assimilates new knowledge not on its own, but to achieve the goals of each stage of project activity. Therefore, the process of assimilation of knowledge takes place without pressure from above and acquires personal significance. In addition, project activities are interdisciplinary. It allows you to use knowledge in various combinations, blurring the boundaries between school disciplines, bringing the application of school knowledge closer to real life situations.

There are two results when using the project method. The first is the pedagogical effect of involving students in the “acquisition of knowledge” and its logical application. If the goals of the project are achieved, then we can say that a qualitatively new result has been obtained, which is expressed in the development of the student’s cognitive abilities and his independence in educational and cognitive activities. The second result is the completed project itself.

Project-based learning creates positive motivation for self-education. This is perhaps his greatest strength. Finding the necessary materials and components requires systematic work with reference literature. When completing the project, as observations show, more than 70% of students turn to textbooks and other educational literature. Thus, the inclusion of project activities in the educational process helps to increase the student’s level of competence in the field of problem solving and communication. This type of work fits well into the educational process, carried out in the form of a workshop, and is effective if all stages of project activity are followed, which necessarily include a presentation.

The practicality of project activities is expressed in its not formal nature, but in accordance with the direction of individual activity and the desires of the student.

The teacher suggests project topics in advance and instructs students as they work. Students are given a specific algorithm for design activities. Students choose a topic, select material, conduct a selection, design the work, prepare a defense using a computer presentation. The teacher acts as a consultant and helps solve emerging “technical” problems.

The results of completed projects must be, as they say, “tangible”: if it is a theoretical problem, then a specific solution, if it is a practical one, then a specific result, ready for implementation and use

Student participation in a design competition stimulates motivation to improve the level of educational achievements and increases the need for self-improvement.

Defending a project at school, at a scientific and practical conference, is the most important, honest and fair assessment of a student’s work. Practice shows that the authors of the best projects later successfully study at universities and have a significantly higher level of key competencies than those who, although they completed projects, did so formally.

To summarize, I will try to formulate some principles of work on the formation of educational and cognitive competencies:

You shouldn’t “spread straws” at every step of the child, you need to allow him to sometimes make mistakes, so that later he can independently find ways to overcome them;

Not to train, giving knowledge in a ready-made form, but to equip with methods of cognition;

Do not forget about working on yourself, about improving your own knowledge and skills, because only such a teacher will always be able to “awaken” the cognitive activity and independence of children.

CONCLUSION

A change in concept causes an avalanche-like process of local changes in the education system as a whole and in each of its links separately. Every teacher can contribute to improving our education by applying new teaching techniques and methods.

Why are such major changes in teaching necessary? Why can’t we get by with the same time-tested methods? The answer is obvious: because a new situation requires new approaches.

If the student is able to cope with the work on the educational project, one can hope that in the present adult life he will be more adaptable: he will be able to plan his own activities, navigate in various situations, work together with different people, i.e. adapt to changing conditions.

It is obvious that we need to teach exactly what can be useful, only then will our graduates be able to adequately represent the achievements of national education. "Lately on the list social needs(it is clear that this list is far from being finalized) the following personal qualities that are necessary today include: mastery of universal methods of activity, mastery of communication skills, teamwork skills, mastery of specific skills of academic work (the ability to self-educate), norms and standards of social life (good manners) . If a student possesses the indicated properties, then he will, with a high degree of probability, be realized in modern society. At the same time, such education will have a new quality, because it is different, new compared to what is implemented in the subject-normative model of education and is used in the presented approaches to assessing its quality.”

LITERARY SOURCES

Alekseev S.V., Simonova L.V. The idea of integrity in the system of environmental education for junior schoolchildren // Elementary school, 1999. No. 1. -S. 19-22.

Astashchenko L.N. About the work of the local history circle //Elementary school, 1970.-No.7.-S. 64-67.

Babakova T.A. Ecological and local history work with younger schoolchildren // Elementary school, 1993. No. 9. - pp. 16 -20.

Vinogradova N.F. Environmental education of junior schoolchildren. Problems and prospects //Primary school, 1997. No. 4. - P.36 - 40.

Davydov V.V. Mental development in primary school age //Age and educational psychology/Ed. A. V. Petrovsky. M.: Education, 1979. - P. 69 - 100.

Kazansky N.G., Nazarova T.S. Methods and forms of organizing educational work in the lower grades of school: Methodological manual. L.: LGNI, 1971. -140 p.

Concept of modernization of Russian education for the period until 2010. - Government of the Russian Federation. - Order No. 1756-r dated December 29, 2001.

Kukushin V.S., Boldyreva-Varaksina A.V. Pedagogy of primary education. - M., 2005.

Nefedova L.A., Ukhova N.M. Development of key competencies in project-based learning // school technologies. – 2006. - No. 4. –p.61

New pedagogical and information technologies in the education system. / Ed. E.S. Polat. - M., 2000

Osipova V.Yu. Issues of environmental education in the course of natural history // Elementary school, 2001. No. 6. - P. 85 - 86.

Pakhomova N.Yu. Project-based learning - what is it? // Methodist, No. 1, 2004. - p. 42.

Pedagogy: Textbook for students of pedagogical educational institutions /V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. M.: Shkola-Press, 1997. - 512 p.

Modern gymnasium: the view of a theorist and practice./Ed. E.S. Polat. - M., 2000.

Project management in a modern organization: Standards. Technologies. Staff. - M., 2004.

Khutorskoy A.V. Key competencies as a component of a person-centered education paradigm.//Student in a renewing school. Collection of scientific papers. - M.: ISOSO RAO, 2002.-p.135-137.

Khutorskoy. A.V. Key competencies as a component of student-centered education.//Public Education. 2003, No. 2, pp. 58-64.

Application

An example of an environmental educational project "Water hunger of the planet"

One of the methods of teaching students can be the method of creative projects.
The educational project method is one of the student-oriented technologies, a way of organizing students’ independent activities. This is an activity aimed at solving an interesting problem formulated by the students themselves.

Design is an effective form of extracurricular activity. The main goal of extracurricular activities can be considered the realization by children of their abilities and personal potential.

Theoretical knowledge gained in natural history lessons on the topic “Water in Nature” should become the basis for independent assessment of processes and phenomena occurring in nature, and promote environmentally literate behavior that is safe for nature and one’s own health.

Project activities differ from educational activities in their practical orientation; they culminate in the creation of creative works and the obligatory presentation of the results.

When working on a project, it is necessary to put goals:

Educational:

Educational and pedagogical tasks:

create conditions for developing the ability to learn own experience and the experience of others in the process of developing an educational project;

present the results of the work in the form of posters, drawings, and layouts;

teach how to review a classmate’s creative work;

draw up a program for the conservation of water resources.

Stages of work on the project

1. Launch of the project.
2. Work planning.
3. Determining the level of readiness for search work.
4. Collection of information.
5. Structuring information.
6. Expansion of information.
7. Registration of work results.
8. Project presentation.
9. Summing up, reflection.

Project development

Water! You have no taste, no color, no smell, you cannot be described,
they enjoy you without knowing what you are! It's impossible to say
that you are necessary for life: you are life itself.
You fill us with inexpressible joy...
You are the greatest wealth in the world.

Antoine de Saint-Exupery.
"A little prince"

1. Project launch

Children are offered the theme of the project “Water hunger of the planet”, formulatedproblemproject, which determines the motive for the activity. The relevance of the problem is discussed: why is this important for every person?

Water forms the aquatic shell of our planet - the hydrosphere.

Water occupies 3/4 of the Earth's surface. What is the proportion of fresh water in the hydrosphere?

There is a million times less fresh water on Earth than salt water in the oceans and seas. The glaciers of Antarctica, Greenland and other Arctic and high-mountain regions contain 20 thousand times more hard-to-reach water than rivers.

Why doesn't the Earth run out of water?

Water resources have the ability to renew themselves. There is a fail-safe mechanism in nature water cycle"ocean - atmosphere - earth - ocean" under the influence of solar energy.

Fresh river water resources on Earth are renewed approximately 30 times a year, or on average every 12 days. As a result, a fairly large volume of river fresh water is formed - about 36 thousand km 3 per year - which can be used by people for their needs.

Why did the problem of “water hunger” arise?

Over the years of human existence, water on Earth has not decreased. However, people's need for water is increasing sharply.

By consuming more and more clean water, people return polluted waste to nature. industrial production, public services, agricultural complex. And there is less and less clean water on Earth.

2. Work planning

The project has three directions:

Water is life

Water occupies a special position among the natural resources of the Earth; it is irreplaceable. Water is the main “building material” of organisms. This can be easily verified by analyzing the data in the following table:

WITH water content in % of total weight

Cucumbers, salad
Tomatoes, carrots, mushrooms
Pears, apples
Potato
Fish
Jellyfish
Human

95
90
85
80
75
97–99
65–70

The problem of “water hunger” is the need to maintain a certain amount of water in the body, because... there is a constant loss of moisture during various physiological processes.

Water quality

Traveling with water from the water intake to the tap. What kind of water can you drink? Standards for maximum permissible concentrations (MPC) of harmful substances in water.

Sources of pollution

settlements;
industry;
thermal pollution;
Agriculture.

A work schedule for the project is drawn up. Methods of joint activities are agreed upon. Criteria for evaluating work are established.

3. Updating knowledge

Students remember the basic concepts of the topic.

Man takes such a huge amount of fresh water from rivers, lakes and groundwater that this can only be explained by insane wastefulness in its use.

AREAS OF WATER APPLICATION

They play their role not only unjustified water losses in everyday life (water taps not closed on time) and urban management (noisy streams flowing from faulty wells on the streets, watering machines on city avenues wet after rain). Water consumption in industry and energy cannot be calculated even to the most approximate calculation. The water consumption rates for the production of one unit of the most widely distributed types of products in the world are enormous.

Water consumption rates

Product type

Water consumption per 1 ton (m 3 )

Copper
Synthetic fibers
Synthetic rubber
Cellulose
Ammonia
Plastics
Nitrogen fertilizers
Sugar

5000
2500–5000
2000
1500
1000
500–1000
350–400
100

However, such wasteful consumption of fresh water is not the main and not the most dangerous source of water hunger on the planet. The main danger iswidespread water pollution .

Students analyze the problem of fresh water shortage. The fact is that there is only 2% of it on our planet. It is this water that people, animals, and plants need; it is precisely this water that is necessary for many industries and irrigation of fields. Thus, it turns out that there is a lot of water, but the water that is needed is already in short supply.

A program for conserving the planet's water resources is needed.

The teacher prepares students to complete the project and introduces them to the instructions for completing the task.

4. Information collection

Children, turning to various sources of information, collect information that interests them, record it and prepare it for use in projects.
The main types of information presentation are recordings, clippings and photocopies of texts and images.

The collection of information is completed by placing all the information found in one file cabinet.

The main task of the teacher at the stage of collecting information on the topic is to direct the children’s activities to independently search for information. The teacher observes, coordinates, supports, and advises students.

5. Structuring information

Students systematize information and offer solutions to the problem. The teacher helps you choose the optimal solution and prepare a draft version of the work.

6. Expansion of information

Students learn new things about water resources and exchange information with classmates. Didactic games are held. Crossword puzzles and ecological syncwines are compiled.

Sinkwine is a poem that requires the presentation of a large amount of information in brief terms, which allows you to describe and p reflect on a certain occasion.

Word syncwine comes from the French meaning five. Thus, a cinquain is a poem consisting of five lines.
I begin introducing students to syncwines by explaining how such poems are written.

1st line – the name of the syncwine;
2nd line – two adjectives;
3rd line – three verbs;
4th line – a phrase on the theme of syncwine;
Line 5 is a noun.

Then we will give some examples.

1. Project.
2. Ecological, creative.
3. Develops, teaches, educates.
4. The result is a solution to the problem.
5. Activity.

1. Water.
2. Transparent, clean.
3. Evaporates, transforms, dissolves.
4. We are all terribly watery.
5. Life.

1. Ecology.
2. Modern, exciting.
3. Develops, unites, saves.
4. In nature, living beings are connected to their environment.
5. Science.

7. Registration of work results

Design of creative projects:

environmental posters and layouts;

publication of the newspaper "The World through the Eyes of an Ecologist";

development of environmental signs;

prepare speeches on the project topic;

program "How to save water resources";

collective work made of beads "Fish in a pond".

8. Project presentation

It completes and summarizes the work on the project and is important both for students and for the teacher, who must plan the course and form of the presentation from the very beginning of work on the project. The presentation should not be limited to showing the final product. At the presentation, schoolchildren learn to express their thoughts, ideas, and analyze their activities in a reasoned manner. It is very important that children tell how exactly they worked on the project. At the same time, visual material that was produced in the process of working on the project is also demonstrated (examples of work - see Figures 1 - 5).

Rice. 1

Rice. 2

Rice. 3

Rice. 4

Rice. 5

9. Reflection. Summarizing

Reflection is an analysis of your path to achieving project goals.
With the support of the teacher, the work done is analyzed, difficulties encountered are identified, the contributions of the participants are assessed, the weaknesses of the project are identified, and ways to correct them are discussed.
The use of a reflective approach ensures the student’s conscious progress on the path of knowledge; the optimal choice of means to achieve the goals of self-development and self-improvement.

The need for reflection is clearly manifested in a problematic situation: it is aimed at finding the causes of failures and difficulties. Students learn from their own experiences and the experiences of others as they develop a learning project.

Conclusion

The project method is a wonderful didactic tool for teaching design - the ability to find solutions to various problems that constantly arise in a person’s life.

The technology for organizing schoolchildren’s project activities includes a set of research, search and problem-based methods that are creative in nature.

Any project must be dynamic in nature, have a reasonable time frame and take into account the age characteristics of primary schoolchildren.

Lesson 6. What is the project method?

We hope that you already have an idea about collaborative learning technology. In this lesson you will become familiar with the project method. This will be the first meeting. We will gradually understand this method in more detail so that you

could draw a reasonable conclusion for yourself to what extent the new pedagogical technologies discussed in this book meet your ideas about pedagogical skills and correspond to the tasks that you, as a professional, set for yourself in the educational process, research and experimental work.

. get acquainted with historical information about the origin of the methodprojects, because, although we are talking here about new pedagogical technologies, we must always keep in mind that true innovations infield of pedagogy is an extremely rare phenomenon. Usually,this is a consideration at a new stage of pedagogical, social, cultural achievements, long-forgotten old pedagogicaltruths used previously, in other conditions, in a different interpretationtation of teaching methods and techniques. It is the comprehension that takesunderstanding them in a new educational, cultural and social situation gives grounds to talk aboutnew educational technologies;

. find out what constitutes the essence of the modern interpretation of metoda projects;

. figure out what the topics of the projects might be.

The project method is not fundamentally new in world pedagogy. It arose back in the 1920s of this century in the USA. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W.H. Kilpatrick. J. Dewey proposed building learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show children their own interest in the acquired knowledge, which can and should be useful to them in life. But for what, when? This is where a problem taken from real life is required, familiar and meaningful to the child, to solve which he needs to apply the knowledge he has acquired and new knowledge that has yet to be acquired. Where, how? The teacher can suggest new sources of information or simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and jointly solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. The solution to the problem thus takes on the contours of a project activity. Of course, over time, the implementation of the project method has undergone some evolution. Born from the idea of free education, it is now becoming an integrated component of a fully developed and structured education system.

But its essence remains the same - to stimulate children’s interest in certain problems that require possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge. In other words, from theory to practice - combining academic knowledge with pragmatic ones while maintaining an appropriate balance at each stage of learning.

The project method attracted the attention of Russian teachers at the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S.T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice.

Later, already under Soviet rule, these ideas began to be quite widely, but not sufficiently thought out and consistently introduced into schools, and by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned. Since then, no serious attempts have been made in Russia to revive this method in school practice. At the same time, he actively and very successfully developed in foreign schools (in the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, where the ideas of J. Dewey’s humanistic approach to education and his project method were found widespread and have gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of schoolchildren). “Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .

The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge and navigate the information space, and the development of critical thinking. Project method- this is from the field of didactics, private methods, if it is used within a certain subject. Method- didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, one or another activity. This is the path of cognition, a way of organizing the process of cognition. Therefore, if we are talking about project method, then we mean exactly way achieving a didactic goal through a detailed development of the problem (technology), which should result in a very real, tangible practical result formatted in one way or another. Didacts and teachers

Gogis turned to this method to solve their didactic problems. The project method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on result, which is obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. To achieve this result, it is necessary to teach children think independently, find and resolve problems, attracting for this purpose knowledge from different fields, the ability to predict results and possible consequencesdifferent solution options, ability to establish a cause-tracepersonal connections. The project method is always focused on independent activities of students - individual, pair, group, which students carry out over a certain period of time. This method is organically combined with a group (cooperative learning) approach to learning. The project method always involves solving some problem. And the solution to the problem involves, on the one hand, the use of a combination of various methods and means of teaching, and on the other, the need to integrate knowledge and skills from various fields of science, technology, technology, and creative fields. The results of completed projects must be, as they say, “tangible”: if it is a theoretical problem, then a specific solution; if it is a practical problem, then a concrete result, ready To implementation.

Recently, the project method has become not just popular in our country, but also “fashionable,” which gives rise to well-founded fears, because where the dictates of fashion begin, the mind often turns off. Now we often hear about the widespread use of this method in teaching practice, although in reality it turns out that we are talking about working on a particular topic, just about group work, about some kind of extracurricular activity. AND All this is called a project. In fact, the project method can be individual or group, but if it method, then he assumes a certain set of educational and cognitive techniques,which allow you to solve a particular problem as a result of saindependent actions of students with the obligatory presentation of theseresults. If we talk about the project method as a pedagogical technology, then this technology includes a combinationthe ability of research, search, problem methods, creativityby their very essence.

The ability to use the project method is an indicator of the teacher’s high qualifications and his progressive methods of teaching and developing students. It is not for nothing that these technologies are classified as technologies of the 21st century, which provide, first of all, the ability to adapt to rapidly changing conditions at ^know person of post-industrial society.

Basic requirements for using the project method:

The presence of a problem/task that is significant in a creative research sense, requiring integrated knowledge, research to solve it (for example, studying a demographic problem in different regions of the world; creating a series of reports from different parts of the globe on one problem; the problem of the impact of acid rain on the environment and etc.).

Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper with a project partner, an almanac with reports from the scene ; forest protection in different areas, action plan, etc.).

Independent (individual, pair, group) activities of students.

Structuring the content of the project (indicating stage-by-stage results).

The use of research methods involving a certain sequence of actions:

Definition of the problem and the research tasks arising from it (use of the “brainstorming”, “round table” method during joint research);

putting forward a hypothesis for their solution;

discussion of research methods (statistical, experimental, observational, etc.);

Discussion of ways to format the final results (presentations, defense, creative reports, screenings, etc.); - collection, systematization and analysis of the received data; . summing up, drawing up results, their presentation;

Conclusions, development of new research problems.

The choice of project topics in different situations may be different. In some cases, teachers determine topics taking into account the educational situation in their subject, natural professional interests, interests and abilities of students. In others, the topics of projects, especially those intended for extracurricular activities, can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative and applied ones.

It is possible that the topic of the projects concerns some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue, differentiate the learning process (for example, the problem of humanism of the late 19th - early 20th centuries; the causes and consequences of the collapse of empires; the problem of nutrition, ecology in a metropolis etc.).

More often, however, project topics relate to some practical issue relevant to Everyday life and, at the same time, requiring the involvement of students’ knowledge not in one subject, but from different areas, their creative thinking, and research skills. In this way, by the way, a completely natural integration of knowledge is achieved.

Well, for example, a very acute problem in cities is environmental pollution from household waste. Problem: how to achieve complete recycling of all waste? There is ecology, chemistry, biology, sociology, and physics. Or this topic: The Patriotic Wars of 1812 and 1941 - 1945 - the problem of the patriotism of the people and the responsibility of the authorities. There is not only history here, but also politics and ethics. Or the problem of the government system of the USA, Russia, Switzerland, Great Britain from the standpoint of the democratic structure of society. This will require knowledge from the field of state and law, international law, geography, demography, ethnicity, etc. Or the problem of labor and mutual assistance in Russian folk tales. This is for younger schoolchildren, but how much research, ingenuity, and creativity will be required from the children here! There is an inexhaustible variety of topics for projects, and listing at least the most, so to speak, “expedient” ones is completely hopeless, since this is living creativity that cannot be regulated in any way.

The results of completed projects must be material, i.e. designed in some way (video film, album, travel log, computer newspaper, almanac, report, etc.). When solving any project problem, students have to draw on knowledge and skills from different fields: chemistry, physics, native language, foreign languages, especially when it comes to international projects.

Questions for the seminar:

When was the first mention of design methods? Who are their authors?

Have these methods been successful in Russia?

What is the basis of the project method? What attracts teachers to it?

What are the main requirements for the project method in its modern interpretation?

What could be the topic of the project?

Creative task

Try to suggest several topics for projects: in your subject; interdisciplinary.

Outline the possible results of the project (in what form they can be presented: in the form of an abstract, an album, a draft law, proposals for improvement, transformation of something, a film script, etc.).

You can discuss project topics with other students, with a teacher, and then structure and develop your own project.

Lesson 7. Typology of projects. Their structuring

So, we know what the project method is, what a project is, what its essence is. The project method can be used both in a regular classroom in the form of independent individual or group work of students for varying lengths of time, and with the use of modern means of information technology, in particular computer telecommunications, but more on this a little later, in Part II of our book .

In this lesson we will go a little further with you and look at what kinds of projects there are and how they should be structured. This is extremely important not only for a general understanding of the problem, but also so that when developing a project with your students, preparing for it, selecting the necessary materials, you can clearly understand its features and plan your work accordingly. Therefore, when starting to work on projects, it is important to familiarize yourself with the typology of projects.

In this lesson you will learn:

what, in fact, is what attracts teachers around the world to pedagogicalthe technologies we discuss in this book;

what types of projects (in general didactic terms) can youdivide and according to what criteria;

how a particular type of project should be structured.

The project method and cooperative learning are becoming increasingly widespread in education systems around the world. There are several reasons for this, and their roots lie not only in the sphere of pedagogy itself, but mainly in the social sphere:

the need not so much to transfer to students the sum of this or that knowledge, but to teach them to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical problems;

the relevance of acquiring communication skills and abilities, i.e. skills to work in diverse groups, playing different social roles (leader, executor, mediator, etc.);

the relevance of broad human contacts, acquaintance with different cultures, different points of view on one problem;

the importance for human development of the ability to use research methods: collect the necessary information,

facts, be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions.

If a school graduate acquires the above skills and abilities, he turns out to be more adapted to life, able to adapt to changing conditions, navigate a variety of situations, and work in different teams.

To master the project method, you must first of all know that projects can be different and their use in the educational process requires serious preparatory work from the teacher. Let's look at the projects themselves and their typology.

Project typology

First of all, let's define the typological characteristics. These, from our point of view, could be:

Dominant activities in the project: research, search, creative, role-playing, applied (practice-oriented), educational and orientation, etc.

Subject content area: mono-project (within one field of knowledge); interdisciplinary project.

Nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant).

Nature of contacts(among participants of the same school, class, city, region, country, different countries of the world).

Number of project participants.

Duration of the project.

In accordance with the first sign, the following types of projects can be outlined.

Research

Such projects require a well-thought-out structure, defined goals, relevance of the subject of research for all participants, social significance, appropriate methods, including experimental and experimental work, methods for processing the results. These projects are completely subordinated to the logic of research and have a structure that approximates or completely coincides with genuine scientific research. This type of project involves arguing the relevance of the topic taken for research, formulating the research problem, its subject and object, designating research tasks in the sequence of accepted logic, determining research methods, sources of information, choosing a research methodology, putting forward hypotheses for solving the identified problem, developing ways to solve it, including experimental, experimental, discussion of the results obtained, conclusions, presentation of research results, identification of new problems for further development of the research.

Creative

It should be noted that a project always requires a creative approach, and in this sense, any project can be called creative. When determining the type of project, the dominant aspect is highlighted. Creative projects require appropriate presentation of the results. Such projects, as a rule, do not have a detailed structure of joint activity of the participants; it is only outlined and further developed, subject to the genre of the final result, the logic of joint activity determined by this genre and accepted by the group, and the interests of the project participants. In this case, it is necessary to agree on the planned results and the form of their presentation (joint newspaper, essay, video, dramatization, sports game, holiday, expedition, etc.). However, the presentation of the results of the project requires a clearly thought-out structure in the form of a video script, dramatization, holiday program, essay plan, article, report, and so on, design and headings of a newspaper, almanac, album, etc.

Role-playing, gaming

In such projects, the structure is also just outlined and remains open until the work is completed. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. The results of these projects are either outlined at the beginning of their implementation, or appear only at the very end. The degree of creativity here is very high, but the dominant type of activity is still role-playing.

Introductory and orientation (informational)

the purpose of the project, its relevance - sources of information (whetherliterary, media, databases, including electronic, ininterviews, questionnaires, including foreign partners, aboutconducting a brainstorming session, etc.) and information processing (analysis,generalization, comparison with known facts, reasonedconclusions) - result (article, abstract, report, video, etc.) - presentation (publication, including online, discussion on TVferences, etc.).

Such projects are often integrated into research projects and become their organic part, a module.

The structure of research activities for the purpose of information retrieval and analysis is very similar to the subject research activities described above:

Subject of information search;

Stage-by-stage search with the designation of intermediate results;

Analytical work on the collected facts;

adjustment of the original direction (if required); . further search for information in specified areas;

analysis of new facts;

Conclusion, presentation of results (discussion, editing, presentation, external evaluation).

Practice-oriented (applied)

These projects are distinguished by clearly defined results from the activities of their participants from the very beginning. Moreover, this result is necessarily focused on the social interests of the participants themselves (a document created on the basis of the research results - on ecology, biology, geography, agrochemistry, historical, literary and other nature, an action program, recommendations aimed at eliminating identified inconsistencies in nature, society , a draft law, reference material, a dictionary, for example, of everyday school vocabulary, a reasoned explanation of some physical or chemical phenomenon, a project for a school winter garden, etc.).

Such a project requires a carefully thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear conclusions, i.e. registration of the results of project activities, and everyone’s participation in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustments to joint and individual efforts, in organizing the presentation of the results obtained and possible ways to implement them in practice, as well as systematic external evaluation of the project.

Based on the second characteristic - subject-content area - the following two types can be distinguished.

Mono-projects

As a rule, such projects are carried out within the framework of one pre-Meta. In this case, the most difficult sections or topics are selected

(for example, in a course in physics, biology, history, etc.) over a series of lessons. Of course, work on mono-projects sometimes involves the use of knowledge from other areas to solve a particular problem. But the problem itself lies in the mainstream of physical or historical knowledge, etc. Such a project also requires careful structuring by lessons with a clear designation of not only the goals and objectives of the project, but also the knowledge and skills that students are expected to acquire as a result. The logic of work in each lesson in groups is planned in advance (roles in the groups are distributed by the students themselves), and the form of presentation is chosen by the project participants independently. Often work on such projects continues in the form of individual or group projects outside of class time (for example, within the framework of a student scientific society). Project types:

literary and creative projects are the most common types of joint projects. Children of different age groups, different countries of the world, different social strata, different cultural development, and finally, different religious orientations unite in the desire to create, to write together some kind of story, story, video script, article in a newspaper, almanac, poetry, etc. Sometimes, as was the case in one of the projects coordinated by Cambridge University professor B. Robinson, hidden co-coordination is carried out by a professional children's writer, whose task is to teach children to express their thoughts competently, logically and creatively during the story being played out. ;

. natural sciences projects are most often research projects that have a clearly defined research task (for example, the state of forests in a given area and measures to protect them; the best washing powder; roads in winter, etc.);

environmental projects also most often require the use of research, search methods, and integrated knowledge from different fields. They can be at the same time practice-oriented (acid rain; flora and fauna of our forests; historical and architectural monuments in industrial cities; stray pets in the city, etc.);

linguistic (linguistic) projects are extremely popular because they relate to the problem of learning foreign languages, which is especially important in international projects and therefore arouses the keen interest of project participants. These projects will be discussed in more detail below, in Part. II;

cultural studies projects are related to the history and traditions of different countries. Without cultural knowledge, it is very difficult to work in joint international projects, since it is necessary to have a good understanding of the peculiarities of the national and cultural traditions of the partners, their folklore;

. sports projects bring together kids who are interested in some kind of sport. Often during such projects they discuss upcoming competitions of their favorite teams (other people's or their own); training methods; share impressions of some new sports games; discuss the results of major international competitions, etc.);

. geographical projects can be research, adventure, etc.

. historical projects allow their participants to explore a wide variety of historical issues; predict the development of events (political and social), analyze some historical events and facts;

Musical projects bring together partners interested in music. Perhaps these will be analytical projects or creative ones, in which the guys can even jointly compose some kind of musical piece, etc.

Interdisciplinary

Interdisciplinary projects are usually completed outside of class hours. These are either small projects affecting two or three subjects, or quite voluminous, long-lasting, school-wide projects planning to solve one or another rather complex problem that is significant for all participants in the project (for example, projects such as: “Unified Speech Space”, “Culture” communication”, “The problem of human dignity in Russian society of the 19th-20th centuries”, etc.). Such projects require very qualified coordination on the part of specialists, coordinated work of many creative groups with clearly defined research tasks, well-developed forms of intermediate and final presentations.

Depending on the nature of coordination, projects can be of different types.

With open, explicit coordination

In such projects, the project coordinator performs his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of its individual performers (for example, if you need to arrange a meeting in some official institution, conduct a survey, interview specialists , collect representative data, etc.).

With hidden coordination (this applies mainly totelecommunications projects)

An example of such projects can be the well-known telecommunications projects organized and carried out in the UK (Cambridge University, B. Robinson). In one case, a professional children's writer acted as a participant in the project, trying to “teach” his “colleagues” to express their thoughts on various topics competently and literary. At the end of this project, an interesting collection of children's stories similar to Arabic fairy tales was published. In another case, a British businessman acted as such a hidden coordinator of an economic project for high school students, who, also under the guise of one of his business partners, tried to suggest the most effective solutions to specific financial, trade and other transactions. In the third case, a professional archaeologist was brought into the project to investigate some historical facts. He, acting as an elderly, frail person, but an experienced specialist, directed “expeditions” of project participants to different regions of the planet and asked them to inform him about all the interesting facts that the guys found during excavations, asking from time to time “provocative questions” that forced project implementers to delve even deeper into the problem. We will talk about telecommunications projects later, in Part II, but here it is important for us to understand the method itself and the possible types of projects.

Depending on the nature of contacts, projects come in different types.

Domestic or regional (within one country)

These are projects organized either within one school, interdisciplinary, or between schools, classes within a region, one country (this also applies only to telecommunications projects).

International (project participants are representativesmi different countries)

These projects are of exceptional interest, which will be discussed in more detail in Part II, since their implementation requires information technology tools.

Based on the number of project participants, the following projects can be distinguished:

. personal (between two partners located in differentschools, regions, countries);

pairs (between pairs of participants);

group (between groups of participants).

In the latter case, it is very important to correctly, from a methodological point of view, organize the group activities of project participants (both in the group of their students and in the joint group

guys from different schools, countries, etc.) - P ol teacher here especially great.

Depending on the duration of implementation, projects are:

. short-term(to solve a small problem or part of a larger problem), which can be developed over several lessons in the same subject program or as interdisciplinary;

average duration(from a week to a month); . long-term(from a month to several months).

As a rule, work on short-term projects is carried out in lessons in a separate subject, sometimes with the involvement of knowledge from another subject. As for projects of medium and long duration, they - conventional or telecommunications, domestic or international - are interdisciplinary and contain a sufficiently large problem or several interrelated problems, and therefore can constitute a program of projects. But more on that later. Such projects are usually carried out outside of class time, although they can also be monitored in class.

Of course, in real practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative (for example, simultaneously practice-oriented and research). Each type of project is characterized by one or another type of coordination, deadlines, stages, and number of participants. Therefore, when developing a particular project, one must keep in mind the signs and characteristic features of each of them.

When working on projects, not only research ones, but also many others, various methods of independent cognitive activity of students are used. Among them, the research method occupies almost the central place and, at the same time, causes the greatest difficulties. Therefore, it seems important to us to briefly dwell on the characteristics of this method. The research method, or the method of research projects, is based on the development of the ability to master the world around us on the basis of scientific methodology, which is one of the most important tasks of general education. The educational research project is structured in accordance with the general scientific methodological approach:

Determining the goals of the research activity (this stage of project development is determined by the teacher);

Proposing a research problem based on the results of the analysis of the Source material (it is preferable that this stage involves independent activity of students in the class, for example, in the form of a “brainstorming”);

formulating a hypothesis about possible ways to solve the problem and the results of the upcoming research;

clarification of identified problems and selection of a procedure for collecting and processing the necessary data, collection of information, its processing and analysis of the results obtained, preparation of an appropriate report and discussion of the possible application of the results obtained.

The implementation of the project method and the research method in practice leads to a change in the teacher’s position. From a carrier of ready-made knowledge, he turns into an organizer of the cognitive activity of his students. The psychological climate in the classroom is also changing, as the teacher has to reorient his teaching and educational work and the work of students towards various types of independent activities of students, to the priority of activities of a research, search, and creative nature.

Separately, it should be said about the need to organize an external assessment of all projects, since only in this way can their effectiveness, failures, and the need for timely correction be monitored. The nature of this assessment largely depends on both the type of project, its topic (content), and the conditions under which it is carried out. If this is a research project, then it inevitably includes stages of implementation, and the success of the entire project largely depends on correctly organized work at individual stages. Therefore, it is necessary to monitor such student activities in stages, assessing them step by step. Moreover, here, as in collaborative learning, assessment does not necessarily have to be expressed in the form of grades. Various forms of encouragement are possible, up to the most common: “Everything is correct. Continue” or “I should stop and think. Something doesn't stick. Discuss." In gaming projects involving competitive nature, expedient use a point system (from 12 to 100 points). In creative projects it is often impossible to evaluate intermediate results. But it is still necessary to monitor the work in order to come to the rescue in time if necessary (but not in the form of a ready-made solution, but in the form of advice). In other words, external project evaluation (both interim and final) is necessary, but it takes different forms, depending on many factors. The teacher or trusted independent external experts (for example, teachers and students from parallel classes not participating in the project) constantly monitor joint activities, but not intrusively, but tactfully, providing assistance to the children if necessary.

It is worth dwelling on general approaches to project structuring:

1. You should always start by choosing the topic of the project, its type, and the number of participants.

Next, the teacher needs to think through possible options for problems that are important to explore within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is appropriate here.

An important point is the distribution of tasks into groups, discussion of possible research methods, information search, and creative solutions.

Then the project participants begin independent work on their individual or group research and creative tasks.

Intermediate discussions of the obtained data are constantly held in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).

A necessary stage in the implementation of projects is their protection and opposition.

The work ends with a collective discussion, examination, announcement of the results of the external assessment, and formulation of conclusions.

Parameters of external evaluation of the project:

the significance and relevance of the problems put forward, their adequacy to the topic being studied;

correctness of the research methods used and methods of processing the results obtained;

The activity of each project participant in accordance with his individual capabilities;

Collective nature of decisions made;

the nature of communication and mutual assistance, complementarity of project participants;

necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas;

evidence of decisions made, the ability to justify one’s conclusions;

aesthetics of presentation of the results of the completed project;

the ability to answer opponents’ questions, conciseness and reasoning of the answers of each group member.

Questions for the seminar:

Why are educators around the world turning to collaboration and project technologies?

What are the main characteristics that can be used to classify projects?

What types of projects can be distinguished by the dominant method in it? What are their specifics?

What types of projects can be distinguished by the nature of coordination? Give examples.

Name the types and examples of projects based on the nature of contacts.

What types of projects can be distinguished by the number of participants?

What types of projects can be distinguished by the duration of the project?

How is external project evaluation carried out?

Creative task

It's time to try your hand. Suggest topics for different

types of projects (according to the first sign). Give them a certain character based on other characteristics (the nature of the contacts, the duration of the event, the number of participants). Be sure to define the problem, formulate the goals and objectives of the project, indicate the educational material in the subjects that are supposed to be used to solve the specified problem, as well as how the results of the project will be presented and what practical/theoretical significance this project has and in what area. Separately, it should be noted what goals you set for the intellectual, moral, and cultural development of students.

Discuss your proposals in a group, try to choose the best projects. Present them at the seminar with appropriate argumentation. Determine which group’s proposals will be the most interesting and competent from the point of view of project technology.

The project can be designed for students or teachers.

Good luck to you!

Lesson 8. Project in the lesson system

In previous classes, we got acquainted with the project method: a brief history of its development, development technology. It is very important to properly structure the project, to provide for all logically necessary stages, the ability to collect and process data, generalizations and conclusions for subsequent research activities. Now we know that the structure of a project depends directly on its type and content. We hope that based on the didactic typology of projects proposed to you, you will be able to navigate at the methodological level, if necessary. When preparing a project, collaboration technology turns out to be very useful, which allows all project participants to fully comprehend and assimilate the training material, additional information, and most importantly, learn to work together and independently. Particularly useful in this regard are the European and Israeli options for learning in cooperation, which are based precisely on the project activity of students in the classroom. But these are only elements of the project method that allow you to better prepare for the actual project activity.

All we have to do is give specific examples development projects. This is what we And Let's do it in this lesson.

In this lesson you will:

- see some examples of project workat the lesson;

determine what students should learn as a result ofbots on the project;

get acquainted with some possible ways to presenttations of situations for understanding the research problem;

. get acquainted with possible ways to independentlyjudgment of research methods in groups, putting forward hypotheses, as well as formulating reasoned conclusions, drawingreviewing the results of the project.

There is no need to answer questions about the content of this lecture. It is much more important to try, taking as a basis all the stages of joint activity on the project, to develop your own idea step by step.

Examples of projects in school practice

Let us now try to better understand the didactic essence of this pedagogical technology using specific examples of individual projects. It is important to understand that the project method is one of the types of pedagogical technologies. Like any other method, it can be implemented using various teaching tools, including the use of new information technologies. These can be modern means: computer telecommunications, electronic databases, virtual libraries, cafes, museums, interactive television (currently little accessible to the general user), video, multimedia, audio and video conferences, fax, radio communications, etc. But these can also be traditional means: books, various kinds of reference books, videos, etc. The media also proves to be very useful when working on a project. Therefore, the main thing is to clearly define the method itself.

It was said above that collaborative learning is quite organically integrated with the project method. Actually, this direction in training grew out of the project method. Projects either fit organically into the educational process or are completed outside of class time. So let's look at the example of several projects to see how this happens. Let's start, naturally, with lessons, since we are dealing with a teaching method. I would like to remind you here once again why we turned to this method. What is its appeal? To do this, it is necessary to recall the basic conceptual provisions of the education system, on

which we focus on in this book and which we outlined in the introduction.

The main strategic direction for the development of education systems in world pedagogy is developmental education, the formation and development of students’ intellectual skills, and their moral development. It is important to define what is meant by developmental education. “Developmental training - type of training^in which human development is not a by-product, but a direct and main goal. Main features of developmental education:the student turns into a subject of cognitive activity;develops on the formation of thinking mechanisms, not exploitationtations of memory; the student's cognitive activity mastersin the unity of empirical and theoretical knowledge; equipment processknowledge is based on the priority of the deductive method of cognition; OSnew learning process - learning activities of students duringcompleting educational assignments" 1 .

Developmental education involves the formation of critical and creative thinking as priority areas of human intellectual development.

These two types, or types, of thinking incorporate or imply the need for the development of other types of thinking, which will be discussed below.

Critical thinking:

Analytical thinking (analysis of information, selection of necessary facts, comparison, juxtaposition of facts and phenomena);

Associative thinking (establishing associations with previously studied, familiar facts, phenomena, establishing associations with new qualities of an object, phenomenon, etc.);

Independent thinking;

Logical thinking (the ability to build the logic of evidence of a decision being made, the internal logic of the problem being solved, the logic of the sequence of actions taken to solve the problem, etc.);

Systems thinking (the ability to consider the object being studied, the problem in the integrity of their connections and characteristics).

Creative thinking requires the following skills:

Thought experimentation, spatial imagination;

f independent transfer of knowledge to solve a new task, problem, search for new solutions;

Combinatorial (the ability to combine previously known methods, methods of solving a problem, a problem into a new combined, complex method);

1 Professional pedagogy. - M., 1997. - P. 506. 82

Prognostic (the ability to foresee the possible consequences of decisions made, as well as establish cause-and-effect relationships);

Heuristic thinking, intuitive insight, insight.

In our opinion, these skills should be supplemented with specific skills in working with information, for which it is important to be able to:

Select the necessary (for certain purposes) information from different sources;

Analyze the information received;

Systematize and summarize the data obtained in accordance with the assigned cognitive task;

Identify problems in various fields of knowledge and in the surrounding reality;

Put forward reasonable hypotheses for their solution;

Conduct experiments (not only mental, but also natural);

Draw reasoned conclusions, build a system based on evidence;

Statistically process the obtained data from pilot and experimental tests;

Generate new ideas, possible ways to find solutions, and present the results;

Work in a team, solving cognitive, creative problems in collaboration, while performing different social roles;

Master the art and culture of communication."

The project method, due to its didactic essence, allows you to solve the problems of formation and development of all the above-mentioned intellectual skills of critical and creative thinking. Joint or individual work on a particular problem, with the goal of not only trying to solve this problem and proving the correctness of its solution, but also presenting the result of one’s activities in a certain product, involves the need to use set of listed higher than intellectual skills. All these skills need to be taught. This is why the collaborative learning method is used.

Let us consider as examples of development project in class Project "Planning a City Park". This example is taken from the practice of the American teacher Hildy Shank (Minnesota, USA), as well as the project “Problems of water supply in Moscow.” The author of the latest project is E.A. Mazokhina, geography teacher at Economics and Mathematics Gymnasium No. 1512.

1 Internet in humanities education / Ed. E.S. Polat. - M., 2000.

City Park Planning Project

Item: mathematics, natural sciences.

Class: 6-7th secondary school.

Planned result: Students develop a plan for a city park, create a design for it, and present it to the class as a commercial product with the goal of selling it to potential “customers.”

Learning objective: provide students with practice in developing a fairly large project, remaining within the planned amount of money, while using knowledge in the field of mathematics, economics (business), biology, botany, geography, design, physics, etc.

Materials:

Educational equipment Quantity

Task One per group

Materials and price list One per group

Whatman paper 16 x 20 One per group

Set of role cards One per group

Working hours: three lessons (one per week).

Group type: four participants.

Task for groups: The teacher provides tasks for one high achiever, two good achievers and one weak student.

Roles:

accountant - makes all calculations and draws up the final estimate of the project;

architect- puts the jointly discussed design drawing on whatman paper;

manager- ensures that each group member takes an active part in the development of the project at all its stages, stimulating cooperation;

. manager~ reads all instructions, reports the group's project and its cost with appropriate justification to the whole class at the end of each lesson, and outlines the group's plan for the next lesson.

Project work

(3 lessons)

Educational task

Lesson 1: Your task is to design a city park in Golden Valley, Minnesota (see assignment sheet attached).

Research Institute 1). Decide what you want to have in this park and describe how your idea relates to the criteria on the Challenge Sheet. All decisions must be made by consensus, meaning that you all agree on the decision. At the end of each lesson, you must put your project materials in a special folder on my desk.

Lesson 2. Today you will have to put your ideas on a piece of paper of a given size. Include five trees, a landscape with rocks or rocks, and one stream. You must decide how to arrange all these exterior parts in the project. Play the same roles as in the first lesson. At the end of the lesson, the manager should report your project solution to the class. And then you have to evaluate how well you are doing in your work.

Lesson 3. Now your tasks are: 1) complete the layout of the park; 2) write a report justifying the project; 3) draw up and justify an estimate to sell the project to the whole class; 4) present your project to the class so that all students in your group take an active part in the presentation.

Mutual assistance: I want you to introduce one project from the whole group, with which All agree, and let everyone have its role in its development.

Individual responsibility: Each of you will have a role that is very important to the success of the entire group. To successfully develop a park project, it is necessary that everyone felt my responsibility.

Success criteria: your group will successfully complete the task if you develop a project for a park with which All agree and which fully corresponds to the presented estimate; if your report is clearly formulated and communicated; if your arguments to justify the estimate are convincing.

Expected Behavior: I expect to see you working together, helping each other, responsibly fulfilling your assigned roles. If you have problems, try to solve them in your group.

1 The application is presented in special didactic material prepared by the teacher for this project. The appendix provides cost estimates for various types of building materials, trees, shrubs; the cost of planting, excavation and other types of work and materials needed by students to complete the project.

Golden Valley Park

Exercise

It was decided to establish a city park on the lands of the Golden Valley. Your team has been asked to develop these lands into a park. The townspeople are ready to complete the entire scope of work. Your task - plan their work: calculate what materials and what equipment will be needed. The total cost of expenses should not exceed $5,000. Keep the following criteria in mind when designing your park.

Versatility:

To what extent will the planned park meet the interests of the elderly, young and middle-aged people?

Will it be possible to use the park at night as intensively as during the day?

Will it be possible to use the park at any time of the year?

How wide is the range of active activities available to city residents?

Safety:

How safe is your project for young and old visitors?

Can we expect any unpleasant surprises in such a park?

Aesthetics:

Do you consider your project aesthetic?

Will people of all ages be able to enjoy your park?

Cost effectiveness:

Has all the money been spent?

How efficiently are energy resources used in the park?

Innovation:

How unusual is your project?

Did your project use materials in any new and unusual ways?

Let us turn to another project, which was carried out at Moscow gymnasium No. 1512.

Project “Problems of water supply in Moscow”

Item: geography.

Class: 9th gymnasium.

Nature of the project: interdisciplinary.

Sections of science: cartography, demography, history, ecology, computer science, geographical forecast, economic modeling.

Project type: research.

Equipment: computers with wide peripherals, with Internet access; scanner for reading graphic information; laser printer; VCR, tape recorder, overhead projector, photocopier.

Objective of the project: studying the possibility of creating an additional water reservoir to supply Moscow.

Project objectives:

learn to create and transform maps of the flood area;

be able to analyze the demographic situation of a given area;

be able to conduct sociological surveys By topic of the project;

learn to identify possible ways of development of the territory;

be able to conduct economic analysis;

master the method of geographic forecasting.

For discussion as project topics Students were asked about the problem of drinking water shortage in the capital region. Moscow has been experiencing a shortage of water resources for a long time; several alternative projects have been put forward to cover it. As a result of a discussion about possible ways to solve the problem, the path of creating a reserve reservoir in the upper reaches of the Volga was chosen. Three “expert” groups were formed, working in the following areas:

Creating a map of the flood area (developing the skills to use geographic and topographic maps from the display screen, scan graphic information, draw on the display screen).

Analysis of the demographic situation (development of skills to process statistical materials, make demographic forecasts, create maps, diagrams, diagrams).

3. Determination of possible ways of development of the territory (allocation environmental problems and finding ways to solve them, the problem of creating a recreational area, agricultural production; to format and comment on the results obtained - create a slide film).

When creating the map, the first group used a scanner, a laser printer, worked with global Internet databases, and used the Page Maker publishing system.

The second group collected and studied information from dictionaries, encyclopedias and reference books, collected information in Internet databases (Moscow Statistical Office, Canadian water resources statistics database), analyzed the information received, and conducted a sociological survey on the problem under study among schoolchildren and parents.

The third group also worked with reference literature. The children carefully studied video materials and slides collected in the gymnasium’s media room, worked with remote Internet databases, mastering the collections of the world’s largest libraries on environmental issues.

During the implementation of the project, another group appeared, whose conclusions it was impossible not to listen to. Instead of an extensive way to solve the problem, students suggested finding internal reserves and envisaged a saving mode. Thus, the fourth group worked with computer programs for mathematical calculations, graphic and text editors, creating diagrams in a short time, displaying graphs and processing statistical materials received in telecommunication networks.

The whole work took 3 lessons.

Lesson 1. Your task is to discuss in your group, using the “brainstorming” method, possible ways to solve the problem assigned to you, as a result of the discussion, put forward hypotheses for its solution and determine research methods. You also need to distribute roles in the group - who will be responsible for what. The one who has to defend the project reports to the whole class about the decisions made. Students in the class join in the discussion and either accept the group’s suggestions or offer some additions or adjustments. At the end of the lesson, the teacher should have reasoned decisions from each group about their search program on the table.

Lesson 2. Now you need to discuss in your groups the material collected by each, the preparations for the common project, prepared for the lesson in the media library; develop a general plan and scenario for your part of the project; report to the class about the decisions made and about further search paths. The class takes an active part in discussing parts of each group’s project, complements them, asks questions that arise, and advises on what else should be paid attention to. At the end of the lesson, each group should prepare

an agreed plan for your part of the project, distribute the collected material and have a clear idea of what material, what factual data is still missing and where it can be obtained. Preparations for the design of your part of the project also begin. Roles for design work are assigned.

Lesson 3. Projects are defended by each group with a corresponding demonstration of prepared visual materials. The whole class takes an active part in discussing group assignments in order to jointly select material and a system of arguments for a common project. An editorial group is created to formalize the results of research work (outside school hours).

The project will take its place in the exhibition of student research projects in the geography classroom.

And here is how Morkotun N.T. describes his experience of using the project method in biology lessons in the 7th grade. (gymnasium No. 1512).

Topic: “Evolution of plants. Comparison of higher spore and seed plants using the example of paternal plants and gymnosperms"

(7th grade botany research project)

Project idea

Botany at school is pragmatic, everything is clear and understandable, everything is described and explained. Can the project method bring something new to its study? What can be researched here? I asked myself these questions while thinking about the possibility of using the project method in a 7th grade botany course.

The idea arose to use the project method when studying the topic of ferns and gymnosperms. The guys themselves suggested the idea. In our gymnasium, the project method has been used for many years, but we are not aware of botany. I had to try this method for the first time. And then an idea came: shouldn’t we try, using the example of ferns and gymnosperms, to study the questions of evolution, which, as a rule, are studied by high school students? But can middle-aged children master such material using the knowledge available to them? There were more questions than answers: how to get started, how to identify the problem, bring children to the opportunity to formulate it, define it and express it. The idea of survival and preservation of more primitive species of living organisms and the extinction of other, more developed ones, appeared spontaneously when discussing in class examples of the similarities and differences of pine and spruce, and different types of ferns. The children were interested in questions of the survival of a living organism in general. They gave examples drawn from books, from television programs, and gradually we concentrated on

focused on botanical topics. And so the problem was identified through joint efforts and formalized. It sounds like this:

Why do some species of living beings die off in the process of evolution, “defeated” by more organized, more developed organisms, while others, primitively structured and little changed since ancient times, survive?

The following problem is attached to it as a clarifying one;

Why are some organisms able to spread widely around the world, while others live only in one, very small place?

Stages of work on the project

(work on the project took 6 lessons)

So, based on the contradiction, the problem of the evolutionary plan was identified.

First stage of work and consisted in determining the essence of a certain mystery of nature, verbal formulation of the problem that was to be considered. This is a rather serious stage for the teacher, since the level of the question must not only be quite high in complexity, but also be based on the mandatory subject knowledge of all children, must be understandable to every child and interest everyone.

But the problem has been identified - this is the mystery of nature's diversityliving beings using the example of representatives of two plant divisions.

Together with the teacher, the children determine the object of research (in this case we are talking about limiting the scope of research to two departments of plants), the subject of research is the structural features and vital functions of fern and gymnosperm plants. Here, in this first “project” lesson, children express hypotheses about a possible solution to the issues stated in the problem, determine research tasks that follow from the hypotheses.

The stages of the planned research, determined by us in the first lesson, are presented in more detail in Table. 1.

Lesson I. Defining the goals of the project, carrying out organizational work.

The research problem is formulated.

Hypotheses have been put forward that explain it and require proof.

The directions for searching for information on working with hypotheses have been determined.

Groups of children were organized, motivated to search for information in four directions each.

Group leaders are elected and the roles of each group member are defined.

Lesson 2. Determining research methods and techniques, organizing groups.

Research methods were pre-determined in groups and then as a result of a general discussion.

Work in groups of experts in specific areas.

Exchange of information in basic groups.

Lesson 3. Exchange of information, work in groups of experts, work in groups with a leader, determination of working methods, report forms.

Continuation of work in basic groups and in groups of experts on the exchange of collected information, its joint analysis.

Determination of reporting forms for your part of the project (direction), its design.

Determining the most successful arguments presented by members of the core group and expert groups that confirm or refute the hypotheses put forward.

Lesson 4. Analysis of information collected by groups, obtained as a result of experiments.

Completion of information collection and discussion in groups.

Conclusions on directions, argumentation.

Distribution of roles to protect the project.

Lesson 5. Work in small groups to draw up a project defense scenario.

Protection scenarioIgroups

Identification of the problem.

Defending your hypothesis:

a) materials on the topic “Evolution of types of reproduction from spores to gymnosperms”;

b) materials on the topic “Evolution of the structure of vegetative organs”;

c) materials on the topic “Evolution of generative organs”;

General conclusion, explanation in the form of tables, diagrams, drawings, etc.

Answers to questions from other groups (discussion).

Protection scenarioIIgroups

Formulation of the problem. Introduction, formulation of hypothesis, arguments.

Proof of the hypothesis, arguments.

The first proposition is examples of proof of the proposition about the evolution of vegetative organs (leaves) in the process of adaptation to environmental conditions.

The second point is examples of the plasticity of life, its adaptability to a wide variety of environmental conditions, including soil salinity, climate humidity and dryness, and temperature. Parallels with the evolution of flowering plants.

The third point is examples of the correspondence of the generative parts of a gymnosperm plant to similar parts of fern-like plants.

The fourth point is evidence of the possibility of ferns and gymnosperms colonizing a wide variety of habitats on Earth.

A combination of all four provisions using the example of a representative: a) ferns; b) gymnosperms.

Conclusion on the hypothesis.

Protection scenarioIIIgroups

Introduction. Hypothesis formulation, argumentation.

Ways to prove your hypothesis:

c) evolution of types of reproduction.

3. Conclusion based on the hypothesis. Generalization.

Protection scenarioIVgroups

I. Introduction. General brief overview of plants, their classification, location in taxonomy.

The ideas of botanists about the systematic position of these groups of plants, based on the structural features of their vegetative organs and methods of reproduction:

a) algae;

d) flowering.

Conclusion about the origin of some groups of plants from others.

1. Demonstration of cards:

a) areas of distribution of pteridophytes;

2. Report on maps:

a) features of pteridophytes that allowed them to spread in these territories;

Conclusion about the “displacement” of ferns by gymnosperms.

III. Main part. “Evolution of the structure of vegetative organs”:

a) analysis of changes in the structure of leaves based on the patterns of leaves of cactus, birch, and broadleaf trees of equatorial forests;

b) analysis of changes in the structure of leaves based on the patterns of leaves of birch and broadleaf trees of equatorial forests.

Conclusion: generalization on the correspondence of leaf structure to the habitat.

IV. Generalization. Conclusions: evidence of the validity of the hypothesis for positions 1-4.

Lessons 6-7. Protection of projects by groups. Lesson topic:"Evolution of plants. Comparison of higher spore and seed plants using the example of ferns and gymnosperms." (Final lesson - systematization of knowledge.)

Goals

Cognitive- students must learn: a) distinctive features of plant taxa; b) the idea of the plasticity of life - evolution following changes in living conditions and immutability under constant conditions.

Developmental- students must be able to: a) identify common features and differences in the structure (anatomy and morphology) of plant organisms at different levels of evolutionary development; b) establish cause-and-effect relationships between environmental factors and the structural and functioning features of plants; c) use the terms of a biological dictionary.

Educational- students must make sure: a) in the “purposefulness” of the structure and physiology of living organisms (for example, plants) in the phylogenetic, historical aspect; b) in the theoretical and practical significance of botanical knowledge.

higher plants;

relict plants;

evolution. Laws of evolution:

the inevitability of changes in the forms of living organisms (for example, plants) when living conditions change, including global climate changes on the planet;

the reason for survival is the correspondence of life forms and physiological processes to the habitat of organisms;

the existence of several paths of evolution of living nature.

Pedagogical foundations of project and research activities of students.

The founders of the project method in teaching. Brief description of the main provisions in pedagogical theory.

The founder of the pedagogical method of projects is considered to be John Dewey, an American philosopher, psychologist and teacher. According to his views, only that which gives practical results and is aimed at the benefit of the whole society is true and valuable. Education should take place primarily as work and play activities, in which the child’s taste for self-learning and self-improvement develops. It was Dewey who proposed building learning on an active basis, through the expedient activity of the student, in accordance with his personal interests and personal goals.

Gradually, the project method began to gain popularity in various countries, including Russia. At the turn of the 1910s-20s. The project method is included in the practice of national schools. He was well known to S.T. Shatsky, V.N. Soroka-Rosinsky, A.S. Makarenko, A.G. Asmolov and many others.

Being an independent pedagogical technology, the project method has a number of important characteristics. First of all, it is characterized by conceptuality, i.e. reliance on a coherent system of psychological and pedagogical views and justifications.

It was on the ideas of A.G. Asmolov based the content in the Federal State Educational Standard on the understanding of meta-subject activity as a universal educational activity.

A.G. Asmolov notes: “Today there is increasing recognition of the position that the basis for the success of learning is general educational activities that have priority over narrow subject knowledge and skills. Methods that ensure the development of independent creative educational activity of the student aimed at solving problems are beginning to prevail in the education system. real life tasks. The recognized approach here is activity-oriented learning: teaching aimed at solving problems; project-based forms of organizing learning."

Now the project method is a comprehensive teaching method that allows you to individualize the educational process, gives the student the opportunity to show independence in planning, organizing and monitoring their activities, and to show creativity when completing educational tasks.

Active position of students in learning; development of students' cognitive interest; formation of general educational abilities, skills and competencies: research, reflective, etc., directly related to the experience of their application in practical activities; connection between learning and life.

Characteristics of the main conceptual ideas of the project method.

The conceptual basis of the project method is the provision of the orientation of the educational and cognitive activity of schoolchildren, pupils, students, adult learners towards the result that is obtained in an independently planned activity of interest to them, aimed at solving a practically or theoretically significant problem. The project method in the practice of an educational institution can be used as a didactic means of development, training and education of students, and in a broader context - as a means of forming a socially active personality.

Basic professional competencies of a teacher that are necessary when using the project method and the research method in the educational process.

1. The ability to use the opportunities of the educational environment to achieve personal, meta-subject and subject-specific learning outcomes and ensure the quality of the educational process using the means of the taught subject.

2. The ability to organize cooperation between students, maintain activity and initiative, independence of students, and develop their creative abilities.

3. The ability to manage project and educational and research activities of students.

4. The ability to organize group project activities in accordance with its structure. Determine performance indicators of group activities. Apply approaches to staffing project teams.

5. The ability to organize and support students’ project and research activities, and determine indicators of its effectiveness. Evaluate the process and results of students’ project and educational research activities

And:

Ability to set goals;

Ability to evaluate one's activities;

Ability to make decisions;

Ability to exercise self-control;

The ability to correct one’s actions.

Ability to plan activities;

Ability to conduct reflection;

Ability to navigate the current situation;

TOcompetencies, personal qualities, skills, etc., which form the project and research activities of students?

1. Teaches you to apply basic knowledge and skills learned in class to find solutions to problems;

2. Stimulates independent cognitive activity of students;

3. Blurs the lines between school disciplines, bringing the educational process closer to real life;

4. Attracts students to social activities, which ensure the formation of various qualities and professional interests.

Positive and negative aspects of students' project and research activities.

Positive:

1.Development of thinking, memory, attention, psyche in general;

2.Development of independence, activity and reflection skills;

3.Implementation of educational, educational and cognitive tasks through “pleasant” methods for younger schoolchildren– games, performances, skits, etc.;

4.Development of socialization skills, familiarization with social responsibility through the creation of products that are necessary and interesting for others, helping younger schoolchildren understand their benefits and role in society;

5. Achieving the stage of “acceptable partnership” with the teacher (in the conditions of joint work on a project), establishing a trusting relationship with him and the team, developing the ability to express one’s opinion and prove one’s point of view (in the conditions of creating a collective project product).

Negative:

1. Excessive help from adults when working on the project;

2. The inability of some students to conduct fruitful design and research activities;

3. Excessive control of the teacher over the progress of the project, authoritative pressure on younger schoolchildren, unnecessary advice, leading to the fact that the project product will not be perceived by schoolchildren as their own, personally significant;

4. The topic of the project does not correspond to the children’s knowledge (too complex or, conversely, very simple topics);

5. The complexity of the requirements (inconsistency with the age and psychophysiological characteristics of younger schoolchildren).

Municipal educational institution Konstantinovskaya secondary school

History of the emergence and development of the method of educational projects

The project method is not fundamentally new in pedagogical practice, but at the same time it is today classified as a pedagogical technology of the 21st century as it requires the ability to adapt to a rapidly changing world.

It arose in the USA in the second half of the 19th century. Its theoretical basis was the “pragmatic pedagogy” of the American idealist philosopher John Dewey (1859 – 1952).

The main conceptual provisions of his theory:

Only that which produces practical results is true and valuable;

In ontogenesis, a child repeats the path of humanity in understanding the world around him (from the particular to the general, by the inductive method);

The assimilation of knowledge is a spontaneous, uncontrolled process;

A child can assimilate information only due to the emerging need for knowledge, being an active subject of his own learning.

The conditions for successful learning according to D. Dewey’s theory are:

Problematization of educational material;

Cognitive activity of the child;

Connecting learning with the child’s life experience;

Organization of learning as an activity (play, work).

Thus, D. Dewey essentially proposed the transformation of an abstract education, divorced from life, aimed at simply memorizing the theoretical knowledge of his contemporary education, into a system of schooling “by doing,” which enriches the child’s personal experience and consists in his mastering a method of independent knowledge of the world around him.

The ideas of D. Dewey had a huge influence on the education system of the 20th century. They were further developed in the works of his students and followers - American teachers E. Parkhurst and V. Kilpatrick. One of the ways to implement Dewey's ideas was training using the “project method”. This method was also used in Russia in school and university education in the 20s of the last century (for example, in the pedagogical practice of S. T. Shatsky, A. S. Makarenko, etc.). In 1931, by decree of the All-Union Communist Party (b), the project method was condemned because it did not contribute to the formation of deep theoretical knowledge of students. Until the mid-80s, he did not practice in domestic pedagogy. Over these years, our education, under the influence of the authoritarian-bureaucratic state, turned into a totalized system into which the child’s individuality did not fit. In foreign pedagogy, the project method has actively and successfully developed. He returned to our school in the second half of the 80s, when, in the wake of the democratization of our society, the situation in Russian education began to change. The ideas of prioritizing the child’s subjectivity in the educational process, focusing on his personal interests and characteristics, and focusing education on the intellectual, moral and physical development of students began to revive.

The critically transformed project method of D. Dewey and his followers will be able to ensure the development of students’ independence, their critical thinking, the ability to apply acquired knowledge in practice, and teach them to learn. In this case, the role of the teacher is reduced to guiding the independent work of schoolchildren and motivating them.

The formation of students’ project activities is necessary to equip them with the universal ability to solve various problems, including educational ones. In modern pedagogy, project activities should not be used instead of the classroom teaching system, but along with it, as a component of the education system, both in class and in extracurricular activities.

Types of projects

The typology of projects can be conditionally determined by the following characteristics:

number of project participants;
the method that dominates the project;
duration of the project;
nature of project coordination;
nature of contacts;
subject-content area.

In accordance with the method dominant in the project, the following types of projects can be distinguished:

Research.

Creative.

It should be noted that a project always requires a creative approach, and in this sense, any project can be called creative. But when determining the type of project, the dominant aspect stands out. Creative projects require appropriate presentation of the results. Such projects, as a rule, do not have a detailed structure of the joint activities of the participants; at the beginning it is only outlined and then develops, subordinating to the genre of the final result. Such a result could be: a joint newspaper, an essay, a video film, a performance, a game, a holiday, an expedition, etc. However, the presentation of the results of the project requires a clearly thought-out structure in the form of a script for a video film or performance, a holiday program, an essay plan, an article, a report, and so on, the design and headings of a newspaper, an almanac, an album, etc.

Role-playing, gaming.

Introductory and orientation (informational).

This type of project is initially aimed at collecting information about some object or phenomenon; It is intended to familiarize project participants with this information, analyze it and summarize facts intended for a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction along the way. The structure of such a project can be indicated as follows: the purpose of the project, its relevance, sources of information, brainstorming, information processing (analysis, generalization, comparison with known facts, reasoned conclusions), result (article, abstract, report, video and etc.), presentation. Such projects are often integrated with research projects and become their organic part, a module.

Practice-oriented (applied).

These projects are distinguished by clearly defined results from the activities of their participants from the very beginning. Moreover, this result is necessarily focused on the social interests of the participants themselves. Such a project requires a carefully thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear conclusions, i.e. registration of the results of project activities, and everyone’s participation in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustments to joint and individual efforts, in organizing the presentation of the results obtained and possible ways to implement them in practice, as well as systematic external evaluation of the project.

Based on the “subject-content area” feature, the following two types can be distinguished:

Mono-projects.

As a rule, such projects are carried out within the framework of one subject. In this case, the most difficult sections or topics are selected. Of course, work on a mono-project sometimes involves the use of knowledge from other areas to solve a particular problem. But the problem itself lies within the framework of any one knowledge. Such a project also requires careful structuring by lessons with a clear designation of not only the goals and objectives of the project, but also the knowledge and skills that students are expected to acquire as a result. The logic of work in each lesson in groups is planned in advance (roles in the groups are distributed by the students themselves), and the form of presentation is chosen by the project participants independently. Often work on such projects continues in the form of individual or group projects outside of class time (for example, within the framework of a scientific society of students).

Interdisciplinary. Such projects are usually completed outside of school hours. These are either small projects affecting 2-3 subjects, or quite voluminous, long-term, school-wide, planning to solve one or another rather complex problem that is significant for all project participants. Such projects require very qualified coordination on the part of specialists, coordinated work of many creative groups with clearly defined research tasks, well-developed forms of intermediate and final presentations.

By the nature of contactsprojects are regional and international.

By number of participantsIndividual and group projects can be distinguished.

By execution durationprojects can be short-term (can be developed over several lessons), medium-duration (from a week to a month), long-term (from a month to several months).

Of course, in real practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative, as well as other projects. However, the research project method occupies a central place and, at the same time, causes the greatest difficulties. It is based on the development of the ability to master the world around us on the basis of scientific methodology, which is one of the most important tasks of general education. The project method requires a change in the teacher's position. From a carrier of ready-made knowledge, he turns into an organizer of the cognitive activity of his students. The psychological climate in the classroom is also changing, as the teacher has to reorient his teaching and educational work and the work of students towards various types of independent activities of students, to the priority of activities of a research, search, and creative nature.

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The main idea of ​​the project methods is: The project method and its use in the educational process. The design work passport consists of

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The main idea of the project methods is: The project method and its use in the educational process. The design work passport consists of