Classification and characteristics of educational projects. Formation of design skills in technology lessons in primary school. The basis on which projects can be classified

The variety of ongoing projects is extremely large. They may differ in scope of application, scale and degree of complexity, level of uniqueness, impact of results on organizations and society, etc.

Figure 1 shows the main types of projects (classification according to the STC version - National requirements for the competence of a project manager).

Figure 1 – Main types of projects

Based on the presented scheme, the STC proposes to classify projects as follows: criteria:

1) project class– according to the composition and structure of the project and its subject area, projects are divided into single-projects, multi-projects and mega-projects;

2) project type– according to the main areas of activity in which the project is being implemented, social, economic, organizational, technical and mixed projects are distinguished;

3) type of project– according to the nature of the subject area, projects are divided into educational, research and development (research), innovative, investment and combined (mixed);

4) project duration– according to the duration of the project implementation period, they are divided into short-term, medium-term and long-term;

5) project scale– based on the volume of project work, the number of participants and the degree of impact on the environment, projects are divided into small, medium, and large;

6) project complexity– according to the degree of complexity, projects can be simple, complex, or very complex.

Let's describe some of the types of projects.

Small projects small in scale, simple and limited in volume (for example, in the USA: capital investments up to $10-15 million; labor costs up to 40-50 thousand man-hours).

For example, these are pilot plants, small (often in block-modular design) industrial enterprises, modernization of existing production facilities.

Small projects allow for a number of simplifications in the design and implementation procedure, and the formation of a project team (you can simply redistribute intellectual, labor and material resources for a short time). At the same time, the difficulty of correcting mistakes due to the lack of time to eliminate them requires a very careful determination of the scope of the project, the project participants and their work methods, the project schedule and report forms, as well as the terms of the contract.

Megaprojects– these are targeted programs containing many interrelated projects, united by a common goal, allocated resources and time allotted for their implementation. Such programs can be international, state, national, regional (for example, the development of free economic zones, republics, small nations of the North, etc.), intersectoral (i.e., affect the interests of several sectors of the economy), sectoral and mixed.

As a rule, programs are formed, supported and coordinated at the top levels of government: state (interstate), republican, regional, municipal, etc.

Megaprojects are nearby distinctive features:

1) high cost (about $1 billion or more);

2) high capital intensity - the need for financial resources in such projects, as a rule, requires non-traditional (equity, mixed) forms of financing, usually by a consortium of firms;

3) high labor intensity – 2 million man-hours. for design, 15-20 million man-hours. for construction;

4) long duration of implementation: 5-7 years or more;

5) the need for the participation of other countries;

6) remoteness of implementation areas, and therefore additional costs for infrastructure;

7) influence on the social and economic environment of the region and even the country as a whole.

The most typical examples of industry megaprojects are projects carried out in the fuel and energy complex and, in particular, the oil and gas industry. Thus, the systems of main pipelines that connected the oil and gas-bearing regions of the Far North with the center of the country, the western borders and large industrial areas were built in queues (“threads”) over the course of 2-3 years each. Moreover, the duration of such a project was on average 5-7 years, and the cost was more than $10-15 billion.

Complex projects imply the presence of technical, organizational or resource problems, the solution of which requires non-trivial approaches and increased costs for their solution.

In practice, there are “cut-down” versions of complex projects with a predominant influence of any of the listed types of complexity. For example, the use of non-traditional construction technologies, a significant number of project participants, complex financing schemes, etc. – all these are manifestations of the complexity of projects.

Short term projects They are usually sold at enterprises producing various types of new products, pilot plants, and restoration work. At such sites, the customer usually increases the final (actual) cost of the project against the initial one, since he is most interested in its speedy completion.

Zero Defect Projects Increased quality is used as the predominant factor. Typically, the cost of zero-defect projects is very high and is measured in hundreds of millions and even billions of dollars (for example, nuclear power plants).

Modular projects are associated with the modular construction of objects (in other words, this is a complex block method), the essence of which is that most of the future object (sometimes up to 95% of its cost) is manufactured not at the site of future operation, but “to the side” - sometimes behind thousands of kilometers from the construction site, in factory or semi-factory conditions. After manufacturing, such large modules are transported and installed at the site of future operation. This method is effective for industrial facilities (usually for fuel and energy purposes) constructed in hard-to-reach, remote areas with undeveloped industrial and social infrastructure. The complete block method (CBM) was widely used in domestic practice in the 80s to solve the problem of developing oil and gas fields in hard-to-reach areas of Western Siberia.

Mono-projects act as an alternative to multi-projects, have clearly defined resource, time and other frameworks, are implemented by a single project team and represent separate investment, social, etc. projects.

International projects usually have significant complexity and cost. They are also distinguished by their important role in the economy and politics of the countries for which they are developed. These projects are usually based on complementary relationships and capabilities of the partners.

To solve the problems of such projects, joint ventures are created, bringing together two or more participants to achieve certain commercial goals under certain joint control. In this case, each partner makes his contribution and participates in the profits in a certain way.

According to researcher R. Archibald, project management is developing in the direction of specialization of methods and approaches.

Archibald identifies the following categories of projects, presented in Table 1.

Table 1 – Classification of projects (according to R. Archibald)

For many of these types of projects, special approaches to their implementation and management are being developed, but the basic principles of project management remain the same for all types of projects.

It should be noted that projects differ from the current (operational) activities of the organization.

Analyzing the work of any organization, it is almost always possible to identify two main types of activities that exist in parallel: repeating processes (operations) and projects.

The main differences between these two types of activities are the following: operational activities are repetitive, cyclical in nature, while projects are aimed at achieving unique goals within a specific time frame.

Repetitive Operations are characterized by a fairly high degree of certainty, involve the use of mastered technological processes and existing equipment, and require a management system aimed at increasing the efficiency of using existing equipment and resources in similar production cycles.

Projects, as a rule, are aimed at the implementation of certain changes within the organization or in the external environment. Accordingly, their implementation requires a high degree of uncertainty, related both to the implementation of the project work and to the external environment.

For example, if we consider the production of automobiles, then the operation of a production line, the preparation of quarterly balances in the accounting department, or the processing of incoming/outgoing correspondence can be classified as repetitive operations.

Examples of internal changes in the case under consideration include the development of new product models, reconfiguration or repair of a conveyor, or the introduction of a new automated system.

Changes external to the organization include conducting a marketing campaign, expanding business areas, and targeted market changes.

Figure 2 and Table 2 provide examples of projects and operational activities in the organization, as well as a comparison of regular work with projects.

Figure 2 – Projects and operational activities in the organization

Table 2 - Comparison of regular work with projects

Thus, a significant part of the company’s activities today consists of project activities. Considering that it is more complex than the operational one in terms of planning and control, senior and middle managers of a modern company devote, according to experts, up to 60% of their working time to issues of project implementation.

Based on the dominant (dominant) activity of students:

- practice-oriented project(from tutorial to reco package
recommendations for restoring the Russian economy);

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

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

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

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

By complexity And nature of contacts projects can be mono-projects or interdisciplinary.

Mono-projects are implemented within Interdisciplinary are performed outside
one academic subject or one lesson time under the guidance of a specialist
areas of knowledge. cialists from different fields of knowledge.

By the nature of contacts there are projects - intraclass, intraschool, regional and international. The last two, as a rule, are implemented as telecommunications projects, using the capabilities of the Internet and modern computer technologies.

By duration projects can be:

□ 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 (annual) both individually and in group settings. They are usually performed outside of school hours.

By composition project participants can be group personal One of them has its undeniable advantages.

Types of project presentation:

scientific report, business game, video demonstration, excursion, TV show, conference, dramatization, theatrical performance, games with the audience, defense at the academic council, dialogue of historical or literary characters, sports game, performance, travel, advertising, press conference, etc. .

Project evaluation criteria should be clear and accessible to project participants, there should be no more than 7-10 of them, known from the very beginning of work on the project. First of all, the quality of the work as a whole should be assessed, and not just the presentation.

Practical task:

1. Analyze the characteristics of the proposed types of educational projects. 2. Determine the types of educational projects that can be integrated (combined).

3. Justify the integration of types of educational projects.

4. Determine the type(s) of instructional project according to the problem you have identified for developing the instructional project.

5. Fill out the table.

Tables A

Learning Project Goals

The purpose of the educational project is the main element of achieving the planned result. Particular attention must be paid to the formulation of goals, because the success of project development half depends on the thoroughness of this part of the work. First, the most general goals are determined, then the general goals are detailed to the specific tasks facing each participant in the work.

The goals are divided into:

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: setting goals, planning activities, working in a group, conducting a competent discussion, analyzing information.

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

One of the largest modern researchers of educational projects, Evgenia Semenovna Polat, Doctor of Pedagogical Sciences, Professor, Head. The distance learning laboratory of ISMO RAO identifies the following goals of educational design: the formation of critical (analytical, associative, independent, logical, systematic) and creative thinking; developing skills to work with information: select and analyze the necessary information from different sources; systematize and summarize the data obtained in accordance with the assigned educational task; identify and formulate problems in various fields of knowledge and the surrounding reality, put forward options for their solution; conduct experiments, formulate reasoned conclusions, carry out proofs, statistically process the experimental data obtained; generate (create) new ideas, possible ways to find solutions, formalize the results; formation of skills to work in a group, solve cognitive, creative tasks in collaboration, performing different social roles; development of a communicative and reflective culture.

Practical task:

1. Based on the brief characteristics of the types of educational projects given in the table, select the goals of the educational project, using the recommendations for formulating goals by E. S. Polat.

2. Fill out the table.

Table

Practical task:

1. Using the materials from the table “Goals of the educational project,” formulate goals in accordance with the type of educational project you have chosen.

Classification of educational projects

There are many approaches to classifying educational projects. One of the authors of the classification of educational projects is Alla Stepanovna Sidenko, Doctor of Pedagogical Sciences, professor of agro-industrial complex and software development.

In modern pedagogical practice of secondary vocational education, the following are distinguished: types of educational projects:

By area of ​​application

· Educational project: project - illustration of an educational topic; current educational project, final educational project in the discipline

· Educational project

· Organizational project

· Regulatory draft

· Socially significant project (project related to resolving environmental problems of the city, region, problems of family and youth conflicts)

· Political project.

By subject of work

· Man – man

· Man is nature

· Man – technology

· Man is an artistic image

· Man is a sign system

By area of ​​application

· Educational organization

· Professional self-determination

By interest

· Cognitive

· Commercial

· Gaming

· Professionally - labor

· Scientific

By material embodiment

· Intelligent

· Information

· Complex

By material embodiment

· Individual

· Group

By content structure

· Monomodular (cover one section, topic of the academic discipline program)

· Polymodular (combining the content of several sections, topics of the curriculum of the academic discipline)

· Integrated (interdisciplinary)

By level of creativity

· Reproductive

The educational project, as a complex and multi-purpose method, has a large number of types and varieties. To understand them, different types of classifications are required.

By dominant project activity:

• · practice-oriented;
• · research;
• · informational;
• · creative;
• · role-playing.

A practice-oriented project is aimed at the social interests of the project participants themselves or the external customer. The product of the project is predetermined and can be used in the life of a class, school, neighborhood, etc.

Research projects are close in structure to genuine scientific research: proving the relevance of the topic, defining the problem, subject and object of research, identifying the task, methods, sources of information, putting forward hypotheses, generalization results, conclusions, presentation of results, identification of new problems.

Information projects are aimed at collecting information and familiarizing interested parties with it, analyzing and summarizing facts; are similar to research projects and are an integral part of them; they require presentation and its development.

Creative projects do not have a detailed structure and are subject to the genre of the final result (newspaper, film, holiday), but the results are presented in a thoughtful, complete form (scripts for a film or holiday, newspaper layout).

Role-playing projects: designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end. How will the trial end? Will an agreement be concluded and the conflict resolved?

• · mono project (within one area of ​​knowledge);
• · interdisciplinary project.

By the nature of project coordination:

• · direct (hard, flexible);
• · hidden (implicit, simulating a project participant, typical for telecommunications projects).

By the nature of contacts between participants:

• · intraclass;
• · intra-school;
• · interregional;
• · international.

By the number of project participants:

• · individual;
• · group.

By duration:

• · mini-projects (fit into 1 lesson);
• · short-term (4-6 lessons);
• · medium-term;
• · long-term.

Any project, regardless of type, has almost the same structure.

Let's look at the general approaches to project structuring:

• 1. You should always start by choosing the topic of the project, its type, and the number of participants.
• 2. 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.
• 3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.
• 4. Independent work of project participants on their individual or group research and creative tasks.
• 5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).
• 6. Project protection, opposition.
• 7. Collective discussion, examination, results of external assessment, conclusions.

Monitor and evaluate your achievements The main goal of education in the standards is defined as “the development of students’ personalities based on the acquisition of universal methods of activity.” Forming universal learning activities means developing in students the ability to independently set educational goals, design ways to implement them (i.e., optimally organize their activities), monitor and evaluate their achievements (develop the ability to learn). The activity-based approach to teaching is based on the research of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, P.Ya. Galperina, A.G. Asmolov. From their research it follows that the development of students depends on the nature of the organization of their activities, aimed at developing the student’s consciousness and his personality as a whole.

TECHNOLOGIES FOR ASSESSMENT OF EDUCATIONAL SUCCESS The teacher and student, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student's grade is determined on a universal scale of three levels of success. “pass/fail”, i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material; “good”, “excellent” assessments, indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational activities, as well as the horizons and breadth (or selectivity) of interests.

Levels of knowledge acquisition First level: reproduction and memorization Second level: application of knowledge in a familiar situation according to the model Third level: application of knowledge in an unfamiliar situation, i.e. creatively Levels of formation of methods of action First level: following a pattern, rule, algorithm without the need to understand why one should act that way. Second level: action with an understanding of the basis of the method that is necessary to solve the problem Third level: transformation of the mastered method of action in relation to a new context Level approach

Basic technologies of second generation standards Information and communication technologies (communication) Technology based on creating a learning situation (solving problems that are practically significant for studying the world around us) Technology based on the implementation of project activities Technology based on level differentiation of learning

A project is a detailed prototype of a future object or type of activity. A project is a set of actions specially organized by the teacher and independently carried out by students, culminating in the creation of a creative product. Design is an activity associated with coming up with a new way to solve a problem or overcome a difficulty.

Temporary features Short-term (implemented for the sake of a specific case) Signs of the project Contents Statement of the problem Goals and objectives, management and personnel content and methods, effectiveness budget Meaningful load Description of a specific situation that needs to be improved and specific methods for its improvement Figurative representation “An arrow that hits on target"

Typology of projects The typology of projects is based on the following features: the dominant activity in the project, the subject-content area of ​​the project, the nature of project coordination, the nature of contacts, the number of project participants, the duration of the project.

Practice-oriented Aimed at solving social problems that reflect the interests of project participants or an external customer. These projects are distinguished by the results of the activities of their participants that are clearly defined from the very beginning, which can be used in the life of a class, school, neighborhood, city, or state. The form of the final product is varied - from a textbook for a physics classroom to a package of recommendations for restoring the Russian economy. The value of the project lies in the reality of using the product in practice and its ability to solve a given problem.

Information project. Aimed at collecting information about any object or phenomenon for the purpose of analysis, synthesis and presentation of information to a wide audience. Such projects require a well-thought-out structure and the ability to adjust it as work progresses. The output of the project is often a publication in the media, on the Internet, a video, social advertising, or a booklet.

Research project. The structure resembles a scientific study. It includes justification of the relevance of the chosen topic, formulation of the research problem, mandatory formulation of a hypothesis with its subsequent verification, discussion and analysis of the results obtained.

Creative project. It assumes the most free and unconventional approach to its implementation and presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.

Role-playing project The development and implementation of such a project is the most difficult. By participating in it, schoolchildren take on the roles of literary or historical characters, fictional heroes in order to recreate various social or business relationships through game situations.

Social design is understood as an activity: socially significant, having a social effect; the result of which is the creation of a real (but not necessarily material) “product” that has practical significance and is fundamentally, qualitatively new in his personal experience; conceived, thought out and implemented by a teenager; during which the designer enters into constructive interaction with the world and society; through which social skills are formed

The difference between design activities and research activities is the goal of design to go beyond solely research, teaching additional design, modeling, etc. working on a project presupposes, first of all, obtaining a practical result; the project, being the result of collective efforts at the final stage of activity, involves reflection on joint work, analysis of the completeness, depth, information support, and creative contribution of everyone. for educational and research activities, the main result is the achievement of truth, new knowledge; the activity of designing one’s own research, which involves identifying goals and objectives, identifying principles for selecting methods, planning the progress of the research, determining the expected results, assessing the feasibility of the research, determining the necessary resources - is the organizational framework of the research .

The difference between the project method and project activities The project method is a didactic tool that allows you to teach design, as a result of which students acquire knowledge and skills in the process of planning and independently performing certain practical tasks with the obligatory presentation of the results. The product can be a film, a booklet, a book. When starting to work on a project, students answer the following questions: What do I want to do? What do I want to learn? Who do I want to help? The name of my project. What steps should I take to achieve my project goal? Based on their answers, students draw up a plan for an educational project according to the following scheme: project name, project problem (why is this important to me personally?), project goal (why are we doing the project?), project objectives (what are we doing for this?), deadlines project execution, schedule of consultations, information about the project leader, planned result, presentation form, list of students involved in the project

The similarity of all types of projects A project is five Ps: Problem – Design (planning) – Search for information – Product – Presentation. The sixth P of the project is its Portfolio, i.e. a folder in which all working materials of the project are collected, including drafts, daily plans and reports, etc.

Basic concepts A problem (in project activities) is a complex issue, a task that requires resolution and research. Set by life. A situation of mismatch between what you want and what you have. This is a situation where there are not enough means to achieve a goal. A situation characterized by insufficient means to achieve some goal.

Problems in the project-based teaching method The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video sequence with the same purpose, etc.). The teacher can suggest sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, and obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

Planning (design) identification of information sources; determining methods for collecting and analyzing information; determining how results will be presented; establishing procedures and criteria for evaluating results and process; distribution of tasks (responsibilities) between team members.

Limits and difficulties of using the project method The project method is used when any research, creative task arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research techniques that reveal a specific topic.

The teacher turns into the organizer of the necessary conditions for independent activity of students. The style of communication with students, methods and methods of interaction are changing. A pedagogical goal appears: the formation, development and enhancement of skills in project actions, operations, and project activities in general.

A problem is a question that objectively arises in the course of the development of cognition, or a holistic set of questions, the solution of which is of significant practical or theoretical interest. The problem is related to the formulation of the creative name (topic) of the project and the main problematic issue. This stage is the most difficult for a teacher in organizational technology, since it is it that largely determines the project development strategy and its effectiveness.

The situation can become problematic if: there are certain contradictions that need to be resolved, it is necessary to establish similarities and differences, it is important to establish cause-and-effect relationships, it is necessary to justify the choice, it is necessary to confirm the patterns with examples from one’s own experience and examples from experience with theoretical patterns, it is worth the task of identifying the advantages and disadvantages of a particular solution

Features of the stages of project activity of junior schoolchildren: motivational (teacher: states the general plan, creates a positive motivational mood; students: discuss, propose their own ideas); planning - preparatory (the topic and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established, methods of joint activity are agreed upon, first with maximum help from the teacher, later with increasing student independence); information-operational (students: collect material, work with literature and other sources, directly implement the project; teacher: observes, coordinates, supports, is himself an information source); reflective-evaluative (students: present projects, participate in collective discussion and meaningful assessment of the results and process of work, carry out oral or written self-evaluation, the teacher acts as a participant in collective evaluation activities).

home » Earn money online » Classification and characteristics of educational projects. Formation of design skills in technology lessons in primary school. The basis on which projects can be classified