Project activities in high school. Project activity, project method in educational activities. Stages of work on the project

Student project activities

In Moscow, a program of work with intellectually gifted and interested students is being implemented in several areas. One of the areas is subject Olympiads and intellectual marathons. Another direction is research and project activities of students.

Project is a very fashionable word these days. In European languages, the word “project” is borrowed from the Latin language (projectus) - meaning “thrown forward”, “conspicuous”. In the “Explanatory Dictionary of the Russian Language” by S.I. Ozhegov and N.Yu. Shvedova: “a project is a preliminary text of a document; idea, plan." William Kilpatrick (American educator, founder of the project method) defined the essence of this approach as a method of “... expedient activity in connection with solving some school task in a real life situation.” In other words, the project method is when the student is directly involved in the active cognitive process, independently formulates an educational problem, collects the necessary information, plans possible solutions to the problem, draws conclusions, analyzes his activities, acquiring new educational and life experience.

For a teacher, a project is one of the forms of developing the creative activity of students. Therefore, at present, student project activities are becoming increasingly recognized and widespread. We raise children for society, forming a new type of personality capable of implementing large-scale, knowledge-intensive high technologies. This is reflected in the Moscow regional basic curriculum, in which it is recommended that the hours of the school component be used to organize project activities.

This form of work came from universities to secondary schools. Therefore, the development of the methodology of project activities began in general educational institutions that implement lyceum, gymnasium, and specialized education programs, in schools with in-depth study of individual subjects. Now such activities are practiced in regular schools in Moscow.

The experience of my school shows that only high school and middle school students, but also elementary school students began to engage in project activities. At any age, it is necessary to identify children who are inclined to explore and develop intellectual abilities throughout the entire period of schooling.

Existing pedagogical practice provides the basis for classifying projects:

• Depending on the number of students, the project can be individual or group;
• According to content they are divided into mono-subject and inter-subject;
• According to the duration of project activities, short-term (1 - 2 lessons), medium-term (month), long-term (from a month to a year) are distinguished;
• By dominant activity: information, research, practice-oriented and telecommunication projects.

The methodology for organizing work on a project includes the following stages: preparatory or planning of work on the project, analytical, generalization and systematization of information, presentation of the results obtained.

The planning stage of work on a project (preparatory stage) includes putting forward primary ideas based on existing knowledge; identifying the inclinations, interests, and capabilities of students; formation of possible project topics; formulation of hypotheses, goals, objectives; developing a plan; forming groups working on the same topic; selection of project managers.

At this stage, the teacher’s task is to formulate an interesting topic (problem); outline to students the conditions necessary for the implementation of the project, the deadlines; keep a project log (date, student activities, difficulties, notes). An important point is the provision of resources: the use of computer equipment, audio, video, copying equipment, library services.

During the analytical stage, each student searches and collects information, studying literature, the media, and the Internet. At this stage, possible results of work on the project topic are discussed. But first, the student, together with the teacher, identifies the existing knowledge on the chosen topic. Then the sources of information are determined. The teacher introduces the student to such methods of collecting information as observation, questionnaires, sociological surveys, conducting experiments, and working with literature. At the first stages of working with literature, the teacher teaches note-taking.

The student gains skills in obtaining information, comparing it, classifying it, analyzing it and synthesizing it; personal observation and experimentation, communication with other people.

Processing the information received requires the student to understand it, be able to interpret facts, and draw conclusions.

Systematization of the obtained data is the next stage. Data from experiments, sociological surveys, and questionnaires are processed here. At this stage, it is necessary to provide students with maximum independence in choosing forms for presenting the project.

At this stage, the teacher must think in advance about the forms of presentation of the project results for each student, taking into account their abilities.

A report on the implementation of project work (with the exception of creative projects) must consist of an introduction, main part, conclusion, and a list of sources of information.

In the introduction: the choice of the topic of work and the relevance of the problem are justified; the object and subject of the research are determined (only for research-type work); the hypothesis, goal, and objectives of the project work are formulated; describes the research methods that were used during the work; sources of information are analyzed.

The main part: describes the main stages of the work; the essence of the problem, the research conducted, and the results of the research are substantiated.

In conclusion: conclusions are formulated, sources of information are characterized in terms of their completeness and reliability; the interaction of group members, difficulties encountered, and what personal goals the group members achieved during the project are analyzed.

Schemes, diagrams, and drawings can be presented as appendices or included in the text of the main part of the report.

The report is printed on A4 sheets with one and a half intervals, 12-14 point.

The title page indicates: the full name of the school, class, last names, patronymic names of the authors, title of the topic, name of the form of work (project work), last name and position of the head of the topic, place and year of writing the report.

The stage of presenting the results (presentation) includes the following elements: preparing a presentation of the results; public presentation of project work; analysis of the work done during the project period; assessment of each project participant.

When preparing a presentation of project work, it is advisable to pay attention to the following points:

1. The presentation must be clearly planned in advance, since the evaluation of the work depends, first of all, on its quality.

2. The presentation is prepared in the form of a kind of “performance”, the main goal of which is to convince the audience.

3. When making a presentation, the use of visual aids (posters, drawings, videos, slides) is very important.

The presentation form must be consistent with the goals of the project, the characteristics of the results, and the age of the students. During the preparation of the project presentation, the teacher explains to students the basic rules of discussion and business communication, and strives to develop the skills of a constructive attitude towards criticism of their judgments by other students. For an oral presentation, a minimum of information is selected for each question, it is necessary to learn the first phrase of each thesis, definitions, the meaning of the speech must be formulated within the first three minutes, give an example from life for each question, and come up with an effective ending.

I would like to note that multimedia speeches based on a multimedia presentation increase the effectiveness of the speech and improve the speaker’s contact with the audience. During such a presentation, the student demonstrates on the screen previously prepared: names of sections, main theses, still and moving illustrations (photos, videos, animations). The effectiveness of the speech is increased due to: highlighting the main points of the speech on the screen, reducing the time for presenting abstracts, and the opportunity for listeners to prepare notes in notebooks during the speech. For a student who has difficulty speaking in front of an audience, this allows him to better organize his speech and not lose his composure.

The teacher provides a final event at which the project is presented. At my school, there has been a School Scientific Society for several years, which is headed by the Small Academy of Sciences. Every spring a Scientific and Practical Conference is held. Objectives of the conference: formation of a community of creatively active children and teachers, dissemination of innovative techniques; acquiring the skill of public speaking to defend your work in front of an audience. This helps to increase the effectiveness of schoolchildren’s project activities, since at the meeting of subject sections (biologists and chemistry, physics, economics and geography, etc.), which are held on different days, any interested student can come and listen and, perhaps, on the next year will be involved in this work. The jury at each section hears and evaluates the project; the best projects are presented at a school-wide conference. A score sheet may be used in the jury work of any subject.

Evaluation paper

It makes sense to post the results of the Conference of the School Scientific Society on the Internet, which plays a significant role in the implementation of the open school model, while the self-esteem of students increases noticeably.

Project work allows for a comprehensive assessment of the knowledge and skills of each student. The grade for the project work is assigned by the supervisors and can be used as the final grade in the subject.

In many schools, a creative report of project work is used as a form of final certification (exam). In this case, the teacher needs to prepare a review for each project work.

After the presentation, it is very important to discuss the results of the work with students, note the positive results, and analyze the shortcomings. Listen to students’ wishes to improve the methodology of project work.

In conclusion, it should be noted that within the framework of project activities, important prerequisites are created for the formation and development of both subject-specific (chemical experiment, qualitative and quantitative analysis) and general academic and communication skills in students. Thus, project activities contribute to the formation of a new type of student who has a set of skills and abilities for independent work, knows the methods of intellectual activity and is ready to cooperate.

MBOU secondary school No. 14

Krasnogorsk

English teacher

Maslennikova V.V..

2015-2016 academic year year

PROJECT ACTIVITIES OF SCHOOLCHILDREN.

In recent years, as part of ongoing reforms in the field of education, much attention has been paid to developing students' skills in independent creative activity - the ability to obtain and process information, the ability to construct new knowledge, and use it to solve educational, industrial and other problems. In this regard, the project activities of schoolchildren have acquired particular relevance. But not only schoolchildren now use the project method in teaching. Every day we hear about a variety of projects in different spheres of life - commercial, environmental, scientific, technical, etc. Every year, an increasing number of students are involved in project activities; conferences and competitions are held at different levels, at which students present their projects and propose their own ways of solving pressing problems. The most interesting and well-developed projects, as a rule, find support and are implemented.

Foreign language teachers also organize project activities for students in their lessons, which helps show the practical value of language learning and increases students’ proficiency not only in subject matter, but also in organizational skills.

Not only the academic performance of students, but also mainly their motivation to learn a foreign language depends on the effectiveness of the educational process and the introduction of innovative methods and technologies. Project activities, it seems to me, directly contribute to the development of motivation and, as a result, increasing students’ interest in learning a foreign language. In my practice, I use various game forms of activity, multimedia (mainly with primary schoolchildren), presentations, and videos. This is an effective method of activating all sides of the student, his lively and genuine interest in the language.

Project activity is one of the teaching methods that forms a huge number of skills and abilities; it is a form of organizing the educational process, which becomes more exciting and, as a result, productive. The teacher’s ability to create the most favorable conditions for the comprehensive development of the child, to stimulate creative activity, to create conditions for practical language acquisition for each student, to choose teaching methods that would allow each student to show their activity, their creativity, but at the same time - the task of each teacher.

One of the fundamental characteristics of a modern person operating in the space of culture is his ability for projective activity.Projective (or design) activitybelongs to the category of innovative, since it involves the transformation of reality, is built on the basis of appropriate technology, which can be unified, mastered and improved. The relevance of mastering the basics of design is due, firstly, to the fact that this technology has a wide range of applications at all levels of organization of the education system.

Project activitiesstudents is one of the methods of developmental education, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained).

TO project organizationthe following requirements apply:

1. The project is developed on the initiative of students. The topic of the project can be the same for the whole class, but the ways of its implementation in each group are different. It is possible for students to carry out different projects at the same time.

2. The project is significant for the immediate and indirect environment of students - classmates, parents, acquaintances.

3. The work on the project is research and simulates work in a scientific laboratory or other organization.

4. The project is pedagogically significant, that is, students acquire knowledge, build relationships, and master the necessary ways of thinking and acting.

5. The project is planned and designed in advance, but at the same time allows for flexibility and changes during implementation.

6. The project is focused on solving a specific problem, its result has a consumer. The goals of the project are narrowed down to the problem being solved.

7. The project is realistic, focused on the resources available to the school.

Topics of educational projectscan be varied: experimental study and use of natural phenomena (rains, changes in temperature, air), study of technical processes (exhaust gas purification); assembly of an electrical structure with specified parameters (for example, signaling equipment); creation of theoretical models, science fiction and social developments; designing objects with specified properties; literary, cultural, historical and other topics.

The educational project hasstructural basis, which is reflected in its position or program:

Project name

Quote, slogan or other form of project presentation

General characteristics of the project

Project idea

Project goals and objectives

Project participants

Conditions for registration in the project

Project implementation timeframe

Stages of the project

Conditions for participation in the project (organizational, technical, others)

Features of the project, types of activities of participants

Forms of interaction between project organizers and its participants and other entities.

Criteria for evaluating the work of individual participants and the entire project.

Diagnostic and Evaluation Team

Project results, their evaluation. Prizes and awards

Possible continuation and development of the project

The name, quantity, sequence, content and style of the structural elements of the project are formulated on the basis of specific goals and objectives. The style of the project statement may correspond to the main idea of ​​the project. For example, a project description about historical events may take the form of a credential.

In connection with the development of computer telecommunications, distance educational projects are becoming widespread, in which schoolchildren from different schools, cities, and countries participate. For example, the Center for Distance Education "Eidos" conducts interschool projects on the topics "Phenomenon", "My Virtual Home", "My Pushkin", "My Victory", "Virtual Christmas Card", "My Sweet Valentine", "Millennium Art Gallery" .

1. Main characteristics of the educational project.

“Give a man a fish and you only feed him once.

Teach him to fish, and he will feed on it all his life."

Chinese wisdom

These lines, perhaps, contain the idea of ​​the project method: students must learn to solve a problem by applying the necessary knowledge, skills, various methods and means, and obtain a concrete and tangible result. For example, if a student solves a certain theoretical problem, then the result of the project should be a specific solution to this problem, and if the project is aimed at solving a practical problem, then its result should be ready for use (in the classroom, at school, in real life). The teacher in this case acts only as a consultant, a tutor who guides students in the right direction to independently search and solve the problem. The student learns to “obtain” knowledge himself within the framework of a certain subject, topic, which guarantees that the student will not just listen to the material, but master it and learn to apply it practically. "So if we're talking aboutproject 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, tangiblepractical result, decorated in one way or another"

« Student project activities– joint educational-cognitive, creative or gaming activity of students, having a common goal, agreed upon methods, methods of activity, aimed at achieving a common result of the activity. An indispensable condition for project activity is the presence of pre-developed ideas about the final product of the activity, design stages (development of the concept, determination of the goals and objectives of the project, available and optimal resources for the activity, creation of a project implementation plan) and implementation. Project activity has attributes characteristic of any type of activity - first of all, the culture of activity, determined by traditions, values, norms, and patterns. Its main value is accomplishment. All means are subordinated to achieving results and their typology is of secondary importance. Naturally, at different stages of projects it is necessary to solve research problems, otherwise the project becomes detached from life and becomes unrealistic. But research here performs purely servicing functions.

Project method - a way to effectively organize any type of activity (including design). It is a method that allows you to effectively plan research, design, management, etc. in order to achieve the result in an optimal way. In this sense, any conscious activity is a project insofar as it involves achieving this result and working on organizing and planning movement towards it. It is necessary to understand well that the research implementation project is not a project, but remains a research, and only an organized project method.

The project method originated in the 2nd half of the 19th century in US agricultural schools and was then transferred to secondary schools. The American educator W.H. Kilpatrick distinguished 4 types of projects: creative (productive), consumer, problem-solving project, exercise project. The main goal of the projects is to equip the child with tools for solving problems, searching and researching in life situations.

In the 20s of the 20th century, the project method began to be used in domestic schools. However, the universalization of this method and the refusal to systematically study academic subjects led to a decrease in the level of general educational training of children, and this method was excluded from school along with its advantages.

The main value of the project method is that it focuses students not on simply studying a topic, but on creating a specificeducational product. Schoolchildren, individually or in groups, perform educational, research, design or other work on a given topic for a certain time. Their task is to solve a scientific, technical or other problem or task.

An educational project provides for the comprehensive nature of the activities of all its participants to obtain educational products over a certain period of time - from one lesson to several months.

The project method in the works of foreign scientists.

One of the technologies that ensures personality-oriented education and training is the project method, since it practically incorporates other modern technologies, such as collaborative learning. In addition, the positive specificity of this technology is that it is based on the independent work of students at school and at home, encouraging them to search for new information from any sources available to them. The teacher naturally loses the need to create a separate self-educational program for the student, since while working on the project he himself, together with other students, needs to organize and plan his work in order to achieve a positive result. The teacher only acts as a consultant, an indirect project manager.

Let us turn to the main approaches to using the project method in teaching foreign languages. They can be divided into two categories. To the first, we include the development of projects not related to the textbook material: students get acquainted with the city, the area in which they live, in order to tell their foreign peers about it, thereby becoming involved in the social environment, developing pragmatic projects. The second category is research projects, the development of which is carried out in parallel with the study of a specific topic in the textbook.

The first category includes Diana Fried-Bud's projects for foreign language learners. Her projects are socially oriented. The author divides project work into preparatory exercises, which serve as a bridge to the implementation of the project, and work on the projects themselves.

Fried-Bud differentiates students' work on the project based on the level of language proficiency, the students' own interests and individual needs for mastering certain types of speech activity. She believes that for some of them there is no need to be equally good at reading, listening, writing and speaking. For those lagging behind in any skill, the author offers so-called “bridges” or, as we called them above, preparatory exercises. They are also necessary if the teacher and students have never worked on projects before and have not fully decided on the stages of project development. They can help if the teacher does not know his students very well and has no idea how best to divide them into groups. Many teachers try to create situations in the classroom that are as close to reality as possible and that help students apply the knowledge acquired during the learning process.

The most effective means in this case are game situations. For example, students are given the task of finding out how much pocket money their foreign peers, in the role of which is part of the group, have, where they earn money and how they spend it, and make a preliminary list of expenses. Of course, before playing the interview, the “correspondents” determine a preliminary list of questions. The form in which they are presented and how they will present the information they have received (diagrams, tables, written report, wall newspaper). Project assignments of this type involve a lot of work for the teacher. He can suggest the topic of the project himself, but most often it is suggested by the students themselves. Despite the "hands-off" policy in the implementation of projects, the teacher should be interested in the successes and achievements of the students: whether they have learned anything truly new, what they do not know but want to know, what aspects of the language they need to repeat. To do this, the teacher can ask students to fill out a specially designed questionnaire as needed. An undoubted advantage of this approach is the constant discussion of work on the project in class.

Spanish teachers Ramon Ribe and Nuria Vidal, who are the authors of a different approach, believe that learning a foreign language using the project method can follow three parallels that prepare the student to complete a project. By parallels, the authors mean specially organized exercises that precede the development of a project, the purpose of which is not only to familiarize students with lexical material, but also their gradual entry into socialization, step-by-step acquaintance with the world around them with the support of a teacher, as well as the development of skills in working with information.

The first parallel involves the development of communicative abilities within certain lexical topics and includes the implementation of specific tasks, for example, students have with them maps of bus routes and subways of one of the countries of the language being studied. Using a foreign language, they discuss how best to get from one point to another, using additional information obtained from textbooks, reading books, reference books, for example, such as: ticket prices, travel time, travel conditions, safety, etc. d.

The second parallel includes in the learning process not only tasks within the lexical material studied, but also the skills of collecting and further selecting information, determining the ways to search for it, and the date of presentation of the received material. Thus, students master the necessary intellectual, creative and communication skills.

The third parallel provides tasks similar to the second parallel, but in a broader aspect. They include both knowledge within the speech topics studied and integrative knowledge from other scientific fields. For example, friends on an international project that addresses environmental problems in various parts of the planet ask us to tell them how things are with the environment in our city and send us measurement results, various sketches from nature, and illustrations. Students and the teacher discuss the state of the environment in their city (village) in order to tell their project friends about it. During this work, students are united into interest groups. They determine the ways of collecting information, individual tasks for each, as well as the form for presenting the results and proposals.

According to the above-mentioned authors, work on a project can last from several weeks to an entire academic year. Their approach is interesting in that working on a project using their technology involves performing each step as a separate task or even as an independent mini-project. According to Ribe and Vidal, the project implementation involves the following work flow:

First stage. Creating a creative atmosphere in the group. Proposal of a research topic. Selecting a project topic..

Second phase. Coordination of the overall project development line. Formation of groups. Drawing up a detailed plan for working on the project.

Third stage. General collection of the results obtained by all. Project presentation. Discussion of the presentation and the results obtained.

So, working on a project is, first of all, the student’s independent work to solve a problem, which requires the ability to pose a problem, outline ways to solve it, plan the work, select the necessary material, etc. Thus, in the process of this activity, the student develops his intellectual skills, character traits such as determination, perseverance, hard work, acquires certain educational skills, and training through the mastery of knowledge, skills, abilities ensures social and professional adaptation in society, which is important in today's world. an ever-changing world.

Educational research And Scientific research.The main feature of research in the educational process is that it is educational. This means that its main goal is the development of the individual, and not obtaining an objectively new result, as in “big” science. If in science the main goal is to obtain new knowledge, then in education the goal of research activity is for the student to acquire the functional skill of research as a universal way of mastering reality, developing the ability for a research type of thinking, and activating the student’s personal position in the educational process based on the acquisition of subjectively new knowledge ( i.e., independently acquired knowledge that is new and personally significant for a particular student).”

While working on a project, the student gets the opportunity to demonstrate, demonstrate and acquire skills such as:

Put forward ideas, hypotheses; set goals and formulate tasks; plan your activities; choose methods and methods of work; analyze, evaluate your activities and reflect.

Prepare a presentation of your project, build an oral report, choose methods and forms of visual presentation of the project; prepare a written report on the work done.

Listen and understand others, express your point of view, interact within the group, find compromises; lead a discussion, answer questions when defending a project; interview, conduct a survey.

Request information, find it in catalogues, on the Internet, and in other sources; process, analyze, store, transmit received information.

Organize your workplace, select the necessary materials and equipment for the project; organize your time and resources.

To complete any project, the student must go through the following steps:

Statement of the problem, determination of the topic of the project, its relevance;

Formulating the project goal and tasks to achieve it;

Selecting a model for solving the identified problem;

Choosing ways and methods to solve the problem;

Drawing up a plan for organizing work;

Implementation of the plan, its adjustment during the project;

Review of work and development of accompanying documentation or report;

Presentation of the project, its defense;

Self-analysis, evaluation of the work done.

But, at the same time, each project can have its own specifics, which are determined by its goals, as well as its organizational features. For example, E.S. Polat identifies the following typological features of project classification:

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

Research project is similar in structure to scientific research and is aimed at solving a research problem with a previously unknown solution.

Information project is aimed at collecting information about an object in order to provide more detailed information about it. The results of such a project can be articles, reports, reports, etc.

Creative projectassumes that its “product” can be a theatrical production, a film, works of fine and decorative art, etc.

Role-playing project is that project participants take on certain roles of literary, historical and other characters in order to reproduce various business and social relationships through role-playing situations. For example, “court hearing to consider the Raskolnikov case”, “Negotiations between the presidents of the two countries”, etc. As a rule, the outcome of such a project always remains open, because the reconstruction of the situation does not occur according to a predetermined scenario, but develops during a discussion, meeting, etc.

Application projectdistinguished by the clearly defined results of the activities of its participants from the very beginning. At the same time, it is important that the result is focused on the social interests of the students themselves. For example, the result of such a project could be a dictionary, manual, presentation, etc.

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

Mono-projects are carried out within the framework of one subject, but at the same time, such work also involves the application of knowledge from other areas to solve the problem under study. As part of the study of foreign languages, students usually carry out language (linguistic) projects that relate to the problem of learning and using foreign languages. The learning objectives in language projects can be practical language acquisition; linguistic and philological development of schoolchildren; familiarization with cultural and regional realities; formation of communicative competence. The goals of linguistic projects are to study linguistic features, linguistic realities (idioms, neologisms, sayings, etc.), folklore, etymology of words, literary studies, etc. Recently they have becomeTelecommunication projects in foreign languages ​​are very popular.

So, the beginning of any project is a statement of the problem, a clear idea of ​​what we want to create in the course of our work. Of course, this may not cause difficulties for a more experienced student. But teachers often wonder how a student, who most often has no experience in project activities, can formulate the topic of his project? Apparently, wanting to solve this problem, teachers sometimes simply offer students ready-made names of topics within which the children begin their work. And the percentage of those students who actually penetrate into the essence of the proposed problem, are carried away by it, and carry out a real search, showing the qualities of a young designer, is not large.

In my opinion, in order for there to be fewer such situations, it is necessary to take into account such points at the stage of determining the topic of the project, such as:

The topic of the project should be primarily of interest to the student.

It doesn’t matter that the teacher believes that the title of the work topic voiced by the student is not promising or deep. Very often, the topics that children themselves formulate (especially in the lower grades) do not pose any problem (topics such as “English in the world”, “English holidays”, “Fashion in France”, “Plural nouns”, etc.) .d.). But everyone has to start somewhere. At the beginning of his research journey, let the student complete abstract work, learn to find, process and present information.

But, of course, this also does not mean that you should always accept the topics proposed by the student himself as the final version, because Thus, we risk never teaching him the essence of project activity. When a student proposes a topic, he thereby indicates his range of interests, within which the teacher can continue to work with the student. Depending on how well the student already knows how to analyze, draw conclusions, generalize, the teacher can try to work with the student in the direction of problematizing the topic proposed by him, but in no case in the following way:

“Yes, Misha, it’s good that you yourself chose the topic of your work, “English holidays,” but it is too broad, and therefore it is not clear what exactly you want to explore, what question you want to answer in your work. Therefore, I propose to change the topic somewhat and call your work “English holidays as a reflection of national consciousness,” or “English and Russian holidays in comparison: two worlds, two cultures?” etc.".

As we can see, the teacher himself decided that the student would explore instead of leaving the student to think creatively by asking questions like “What exactly would you like to know about English holidays? Why did you choose this particular topic? What interested you in her? What did you find unusual? What surprised you about this topic? What information about English holidays makes you doubtful? astonishment? etc."

So, it is important not to “give” a ready-made name for the topic, but to help formulate it based on the interests of the students.

Having identified a global issue and direction, the student should familiarize himself with the literature and materials of previously conducted research on the topic of interest, which will help to find out to what extent this topic has been studied, what are the results obtained, what issues still require further solutions. A good grasp of the history of the issue will help the student decide on the research problem and more clearly imagine those aspects that can be investigated.

The topic of the project should also take into account the characteristics of the student.By organizing educational design, the teacher aims to help the student reveal his creative, intellectual abilities, develop certain personality qualities, i.e. At the center of all work organized by the teacher is the Student, and accordingly, the topic of his project should help him to express himself, develop himself, learn new skills, and acquire new skills. This will be possible if, when defining a topic with a student, the teacher takes into account age characteristics, personal qualities, and the level of development of organizational and subject skills.

The topic should reflect the problem.

Any project is a way to solve a specific problem (theoretical or practical), those. the topic of the project should provide for the presence of a significant, in terms of research, problem/task that requires research to solve it, for example, a study of the motivation for learning a foreign language by school students; studying the cultural characteristics of the country of the language being studied, the problems of modern youth; creating reports from different countries on one issue; creating a pen pal club, etc.

A problem for research cannot come from nowhere: first the student learns, observes, analyzes individual facts and phenomena, and reflects on them. Then these facts and reflections allow him to see something unusual, incomprehensible, unclear to him - he discovers some kind of inconsistency, which will be the problem of the study. At the same time, someone has the ability to discover something completely original, hitherto unknown to others, and then we are talking about great discoveries, enormous long-term work of entire teams of scientists. But, in order for our students, too, to become real scientists someday in the future, they can begin their path by learning to discover the unusual in the known. Already at school, it is necessary to teach children to look at traditional objects and phenomena differently, to teach them to put forward unusual views and opinions regarding different things.

“Based on the identified contradiction, a problem is formulated. Not every contradiction in practice can be resolved by means of science - it can be caused by material, personnel difficulties, lack of necessary equipment, etc. Moreover, science does not resolve contradictions in practice, but only creates the prerequisites for their resolution, which, by the way, may subsequently not be implemented for various reasons. Therefore, formulations like “the problem is to overcome the contradiction...” can hardly be considered correct, and even more so: “The problem of the research is the contradiction...”.

The word problem is used in two senses. In broad, commonly used language - as a synonym for the words “task”, “obstacle”, etc. It is not permissible to use a commonly used approach in research. For example, “the problem of increasing the social activity of the younger generation” is only a major practical problem, but not a research problem.

In the scientific sense, a problem is a question or an integral set of questions that objectively arises in the course of the development of knowledge, the solution of which is of significant practical or theoretical interest.

In this sense, the problem acts as an awareness, a statement of the insufficiency of the level of knowledge achieved to date, which is either a consequence of the discovery of new facts, connections, laws, the discovery of logical flaws in existing theories, or a consequence of the emergence of new requests for pedagogical practice that require going beyond the limits of what has already been obtained knowledge, movement towards new knowledge.

Thus, the research problem logically follows from the established contradiction; from it, what is relevant only to science is isolated and translated into the plane of knowledge, formulated in the language of science.”

If a group of students is working on one project and working together to solve the same problem, this does not mean that each of the members of this group (or each of the subgroups) must work on the same problem. In group projects, as a rule, the general theme, idea, and problem of the project are initially determined, then individual parts of this problem are distributed among individual participants and subgroups. Thus, within the framework of one general project, subprojects also appear. The problem of the overall project will be solved only when each part of it is solved, when each of the subgroups completes its part of the work. During such a group project, not only work within the subgroup is necessarily organized, but also general discussions, amendments or additions to each mini-project and a general decision-making on whether the problem has been solved or not. Thus, we see that the success of a group project depends on how well everyone did their part of the work and on the success of the group as a whole. The main conditions for such projects are cooperation, coordination of actions, the ability to negotiate, and the desire to help others.

The topic of the project should take into account the resources available for its implementation.

When choosing a topic, the teacher must take into account the availability of the required tools and materials that will be required during the creation and implementation of the project. Their absence, the inability to collect the necessary data, usually leads to a superficial decision, the absence of a concrete result as the outcome of the project. In addition, the teacher needs to provide resources for teaching time within the framework of which the project will be implemented in order to avoid overloading students, provide staffing (additionally involved specialists), information resources, organizational support (special schedule of classes, classrooms, library work, access to Internet), a place separate from class lessons (a room with the necessary resources and equipment that does not limit free activity).

- The goal of the project should give an idea of ​​what will be created during the work.

Based on the formulated problem, a goal is set.

Target – this is an idea of ​​the result, of what should be achieved (created, completed) in the course of work.

There should be one goal, it is formulated briefly and precisely, and is specified and developed in the project tasks, which reflect what needs to be solved in the process of project work. Further, the student must subordinate all his work to the purpose of the project, constantly keeping in mind the final result to which he wants to come, thereby discarding what is not related to his achievement.

Project objectives reflect how the project goal will be achieved.

After defining the purpose of the project, they begin to define its objectives.

The task reflects how to achieve the goal of the project; it is what needs to be accomplished during the research in order to solve the main goal.

"The first task As a rule, it is associated with the identification and substantiation of the essence and nature of the object being studied.

Second - with an analysis of the real state of the subject of research, dynamics, internal contradictions of development.

The third - with the abilities of transformation, modeling, experimental verification.

The fourth - with the identification of ways and means of increasing the efficiency of improving the phenomenon or process under study, i.e. with the practical aspects of the work, with the problem of managing the object under study.”

Telecommunications project.

Telecommunications regional and international projects occupy a special place in the educational activities of the school. International projects for foreign languages ​​are especially interesting, because with their help a natural language environment is created and the need for language communication is formed. In addition, real conditions for intercultural communication are created.

Having appeared in the early eighties, telecommunication networks were initially used in the field of science and education only as a convenient and operational type of communication, since all network work then consisted of the exchange of letters between students. However, as international practice and numerous experiments have shown, in contrast to simple correspondence, specially organized, purposeful collaborative work of students online can give higher pedagogical results. The most effective was the organization of joint projects based on cooperation between students from different schools, cities and countries. The main form of organizing students' learning activities online has become an educational telecommunications project.

By an educational telecommunications project we mean a joint educational-cognitive, research, creative or gaming activity of partner students, organized on the basis of computer telecommunications, having a common problem, goal, agreed upon methods, methods of activity, aimed at achieving a joint result of the activity.

Solving a problem inherent in any project always requires the involvement of integrated knowledge. But in a telecommunications project, especially an international one, as a rule, a deeper integration of knowledge is required, which involves not only knowledge of the actual subject of the problem under study, but also knowledge of the peculiarities of the partner’s national culture, the peculiarities of his worldview.It is always a dialogue of cultures.

It is advisable to include international projects that are conducted in English, if the program allows, in the structure of the teaching content for a given class or course and relate it to a particular topic of oral speech and reading. Thus, the chosen topic for a telecommunications project will fit organically into the educational system, including all program language material. If an international project is provided for in other subjects of the school curriculum, which must also be completed in English, but which does not correspond to the program material in English, then such a project is carried out in extracurricular activities, as a rule, not by the whole group, but by individual students.

The problems and content of telecommunications projects should be such that their implementation quite naturally requires the use of the properties of computer telecommunications. In other words, not all projects, no matter how interesting and practically significant they may seem, can correspond to the nature of telecommunications projects. How to determine which projects can be most effectively completed using telecommunications?

Telecommunication projects are justified pedagogically in cases where, during their implementation: multiple, systematic, one-time or long-term observations of one or another natural, physical, social, etc. phenomenon are provided, requiring the collection of data in different regions to solve the problem; provides for a comparative study, research of a particular phenomenon, fact, event that has occurred or is taking place in various places to identify a certain trend or make a decision, develop proposals, etc.;

provides for a comparative study of the effectiveness of using the same or different (alternative) methods of solving one problem, one task in order to identify the most effective solution acceptable for any situation, i.e. to obtain data on the objective effectiveness of the proposed method of solving the problem; joint creative development of an idea is proposed: purely practical (for example, breeding a new variety of plant in different climatic zones, observing weather phenomena, etc.), or creative (creating a magazine, newspaper, play, book, piece of music, proposals for improvement educational course, sports, cultural joint events, national holidays, etc., etc.); It is planned to conduct exciting adventure joint computer games and competitions.

Pedagogical The purpose of organizing project activities is for students to obtain internal products. However, the work on their creation is built in the process of students developing external products - something that is of interest to the student, allows him to assert himself in the eyes of teachers and peers, and can serve as real proof of his achievements.

Only in the process of creative work on the implementation of a project does a deep study of the material occur, skills and abilities are formed and honed, and the child’s personal qualities develop, which can be classified as internal educational products.

In my opinion, project activity is one of the most important ways of goal setting, planning and learning. In the course of project activities, skills in collecting and processing information and its use are formed. Project activities help to increase students’ motivation, demonstrate their creative abilities, stimulate speech activity, thinking, and expand communication experience. It is interesting not only for students, but also for the teacher himself, who enjoys this process of education and teaching.

Literature:

1. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education // People's education. - No. 2. - 2003. - P. 58-64.

2. Council of Europe: Symposium on the topic “Key competencies for Europe”: Doc. DECS / SC / Sec (96) 43. – Bern, 1996.

3. Khutorskoy A.V. Modern didactics: Textbook for universities. - St. Petersburg: Peter, 2001. - P.288-289.

4. Khutorskoy A.V. Workshop on didactics and modern teaching methods: [Electronic resource]. - M.: Center for Distance Education "Eidos", 2008.

5. Afonina Maria Vladimirovna, teacher of the Department of English Philology, Glazov State Pedagogical Institute

6. Polat E.S. "Project Method".

7. Khutorskoy A.V. Diagnostics, control and evaluation of creative learning.

"The only path leading to knowledge is action."
Bernard Show

Project activities at school

Success in the modern world is largely determined by a person’s ability to organize his life as a project: determine the long-term and short-term prospects, find and attract the necessary resources, outline an action plan and, having implemented it, evaluate whether it was possible to achieve the set goals. Numerous studies conducted both in our country and abroad have shown that the majority of modern leaders in politics, business, art, and sports are people with a project type of thinking. Today at school there is every opportunity to develop design thinking through a special type of student activity - project activity.

And although project activities are increasingly being used in secondary schools, no idea has yet been formed about what it should be like. A project can be called work of a wide variety of genres: from an ordinary essay and non-standard performance of a standard assignment (an answer on geography or history with the performance of songs and dances of the country or era being studied) to a truly serious study followed by a defense on the principle of a coursework or dissertation.

Project as a type of independent creative work for students

The project method, developed back in the first half of the 20th century, is once again becoming relevant in the modern information society. However, the introduction of project activities into school practice sometimes encounters certain difficulties.

A project is often called any independent work of a student, say an essay or report. In general, there is quite a lot of confusion with the terms, and our media actively contribute to this, in which sporting events, show programs, and charity events are called projects. It is not surprising that sometimes teachers do not have a clear idea of ​​the project as a teaching method, and students do not have a clear idea of ​​the project as a very specific type of independent work.

To avoid all these problems, it is necessary to clearly define what a project is, what its characteristics are, how it differs from other types of independent student work, what is the degree of teacher participation at various stages of the project, how does this depend on the student’s age and on his other individual features.

Among the various types of independent work by students, the genres closest to projects are reports, essays and educational research. Maybe that’s why they are often confused not only by children, but also by adults. Before talking about a project as a teaching method, you need to understand what a project is and how it differs from other types of work.

Report - oral or written communication with the purpose of introduce listeners (readers) with a specific topic (problem), give general information it is possible to present the considerations of the author of the report, which in this case do not require scientific verification or evidence. Since preparing a report may require a lot of time, studying various sources, and formalizing the results in a certain way, there is a temptation to talk about the project. The fact is that work on a project is associated with the presentation of information. However, a report and a project are not the same thing.

Abstract - collection and presentation comprehensive information on a given topic from various sources, including the presentation of different points of view on this issue, the presentation of static data and interesting facts. When working on a project, there is a similar abstract stage, which, however, is only part of the entire project.

Research work - work related to solving a creative, research problem with a previously unknown result. If scientific research is aimed at finding out the truth, at obtaining new knowledge, then educational research has the goal of acquiring students the skill of research activity, mastering the research type of thinking. This kind of work is very similar to a project. However, in this case, research is only a stage of design work.

Project - work aimed at solution to a specific problem, to achieve in the optimal way pre-planned result. The project may include elements of reports, essays, research and any other types of independent creative work by students, but only as ways to achieve the result of the project.

Project as a teaching method

The project method is currently very widespread in teaching. It can be used in any school discipline where large-scale problems are solved, preferably for middle and senior students.

Although computer science began to be studied relatively recently, the project method of teaching began to be used immediately when studying this discipline. At first, projects were compiled at school using programming languages ​​(Bacic, Pascal), but now they are studied little, and currently project activities in computer science are based on application programs (presentations, spreadsheets, databases, hypertext markup language HTMI).

Teaching methods such as the project method play a major role in the process of forming the professional self-education of schoolchildren.

Project activities are aimed at cooperation between teacher and student, development of creative abilities, is a form of assessment in the process of lifelong education, and provides an opportunity for the early formation of professionally significant skills of students. Project technology is aimed at developing the personality of schoolchildren, their independence, and creativity. It allows you to combine all modes of work: individual, pair, group, collective.

The implementation of the project method in practice leads to a change in the role and function of the teacher. With this approach, the teacher acts as a consultant, partner, and organizer of the cognitive activity of his students. In the process of working on a project, students have a need to acquire new knowledge and skills. There is a process of consolidating the skills of working on a separate topic or a large block of the course. The teaching method is complex, multidimensional, multi-quality education. “If we could build a spatial model of it, we would see a bizarre crystal, sparkling with many faces and constantly changing its color,” is how many authors define the concept of “teaching method.”

Project method in teaching

The main goal of the project is to develop students' creative thinking. There are many classifications of teaching methods, but almost all of them contain a research method, when students are given a cognitive task that they solve independently, selecting the necessary methods for this and using the help of a teacher. The project method can be classified as a research type, in which students individually deal with any given problem.

The educational process is based on cooperation and productive communication between students, aimed at jointly solving problems, developing the ability to highlight what is important, set goals, plan activities, distribute functions and responsibilities, think critically, and achieve significant results. In Russian pedagogy, this approach is associated with the use of teaching methods such as problem-based and project-based. Educational activities in this case are focused on successful activities in real society. The result of training is no longer the assimilation of knowledge, skills and abilities, but the formation of key competencies that ensure the success of practical activities.
An important feature of the project approach is humanism, attention and respect for the student’s personality, a positive charge, aimed not only at learning, but also at developing the personality of the students.

The word "project" in European languages ​​is borrowed from Latin and means "thrown forward", "protruding", "conspicuous". Now this word is beginning to be understood as an idea, which the subject can and has the right to dispose of as his own thought. Currently, this term is often used in management, meaning in a broad sense any activity presented as a set of individual steps. This understanding is close, but somewhat different from that which has developed in Russian technical jargon. Here, a project is an idea for a new object (building, machine, mechanism or unit), materialized in drawings, diagrams and other documentation.

In the pedagogical literature one can find various definitions of an educational project. In any case, the educational project is based on the following points:
development of cognitive, creative skills of students, ability to independently search for information, development of critical thinking;
independent activities of students: individual, pair, group, which students perform for a certain period of time;
solving some problem that is significant for students, modeling the activities of specialists in a particular subject area;
presenting the results of completed projects in a “tangible” form (in the form of a report, paper, wall newspaper or magazine, etc.), and in the form of specific results ready for implementation;
cooperation between students and the teacher (“pedagogy of cooperation”).

For a student, a project is an opportunity to maximize their creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, bring benefit, and publicly show the results achieved. This is an activity aimed at solving an interesting problem formulated by the students themselves. The result of this activity - the found method of solving the problem - is practical in nature and significant for the discoverers themselves. And for a teacher, an educational project is an integrative didactic means of development, training and education, which allows you to develop and develop specific skills and design skills: problematization, goal setting, activity planning, reflection and self-analysis, presentation and self-presentation, as well as information search, practical application of academic knowledge, self-study, research and creative activities.

When working with a project, it is necessary to highlight a number of characteristic features of this teaching method. First of all, this is the presence Problems, which has to be solved during the work on the project. Moreover, the problem must be of a personally significant nature for the author of the project and motivate him to search for a solution.

The project must have a clear, realistically achievable target. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution and its own, unique embodiment. This embodiment is project product, which is created by the author in the course of his work and also becomes a means of solving the problem of the project.

There is one more difference in working with a project - preliminary planning work. The entire path from the initial problem to the implementation of the project goal must be divided into separate stages with their own intermediate tasks for each of them; identify ways to solve these problems and find resources.

The implementation of a work plan for a project is usually associated with the study of literature and other sources of information, selection of information; possibly with conducting various experiments, experiments, observations, research, surveys; with analysis and synthesis of the data obtained; with the formulation of conclusions and the formation on this basis of one’s own point of view on the original problem of the project and ways to solve it.

The project must have written part - report about the progress of work, which describes all stages of work (starting with the definition of the project problem), all decisions made with their justification; all the problems that have arisen and ways to overcome them; the collected information, experiments and observations carried out are analyzed, the results of surveys are presented, etc.; the results are summed up, conclusions are drawn, and the prospects for the project are clarified.

An indispensable condition for the project is its public protection, presentation work results. During the presentation, the author not only talks about the progress of the work and shows its results, but also demonstrates his own knowledge and experience of the project problem, acquired competence. The element of self-presentation is the most important aspect of working on a project, which presupposes a reflective assessment by the author of all the work he has done and the experience he has acquired through it.

At its core, the project-based teaching method is close to problem-based learning, which involves consistent and purposeful presentation of cognitive problems to students, solving which they actively acquire new knowledge under the guidance of a teacher. Problem-based learning ensures the strength of knowledge and its creative application in practical activities. In addition, the project method is similar to developmental learning. Developmental learning is an active-activity method of learning, in which purposeful learning activities are carried out. At the same time, the student, being a full-fledged subject of this activity, consciously sets goals and objectives for self-change and creatively achieves them.

Terms and meaning of words used for project activities proposed by M.Yu. Bukhara.

Stages of work on the project. Motivation of students.

When organizing student project activities, there are a number of circumstances that must be taken into account during the work. A student cannot be offered a project for which he does not have any knowledge and skills, despite the fact that he has nowhere to find and acquire this knowledge and skills. In other words, to work on a project, the author must have a certain initial (even minimal) level of readiness. And, of course, work that is very familiar, has been performed many times before, does not require the search for new solutions and, accordingly, does not provide an opportunity to acquire new knowledge and skills cannot be a project. The first stage of the project is problematization- it is necessary to assess the existing circumstances and formulate the problem. At this stage, the primary motive for activity arises, since the presence of a problem gives rise to a feeling of disharmony and causes a desire to overcome it. The second stage of work - goal setting. At this stage, the problem is transformed into a personally significant goal and acquires the image of an expected result, which will later be embodied in the project product. The most important stage of working on a project is planning, as a result of which not only the distant goal, but also the nearest steps acquire clear outlines. When there is a work plan, available resources (materials, labor, time) and a clear goal, you can start working. The next stage of the project cycle is the implementation of the existing plan.

Upon completion of the work, the author must compare the result obtained with his plan, and, if possible, make corrections. This is the stage of comprehension, analysis of mistakes made, attempts to see the prospects of work, assessment of one’s achievements, feelings and emotions that arose during and at the end of work. The final stage of work - self-esteem and reflection.

The main stages of working on the project are problematization, goal setting, planning, implementation, reflection. However, within each stage there are smaller, but very important steps that must be completed during the work.

By formulating the purpose of the work, the author of the project creates a mental image of the desired result of the work - project product, which is an indispensable condition for work. During planning needs to be determined tasks, which have to be solved at individual stages of work and ways, with which these problems will be solved. Determine the order and timing of the work - develop schedule. At the stage implementation plan, it may be necessary to make certain changes to the tasks of individual stages and methods of work, and sometimes the author’s idea of ​​the final result may change. Project product. The project usually ends presentations the method found by the author to solve the original problem, the design product created by him and self-presentation competence of the project author. A presentation is a showcase of the project. Everything should be subordinated to one goal - to best show the results of the work and the competence of its author, which he acquired in the process of this work. Self-presentation, the ability to show oneself in a favorable light without losing a sense of proportion, is the most important social skill.

The presentation schedule, as a rule, provides no more than 7-10 minutes for presentation. In this short time, it is necessary to talk about the work that was carried out over several months, which was associated with the processing of a large amount of information, communication with various people, and discoveries made by the author.

So, the two main problems of presentation are speech and regulations. It is very important to teach children to choose the most important thing, to express their thoughts briefly and clearly. It is better if the text of the presentation is written in the form of abstracts.

During the presentation, the author of the project may have to answer questions from the public. You need to be prepared for this. It is better to begin the answer by thanking the person asking it (any question on the topic of the project indicates the public’s interest in the speech and gives the author another chance to show his competence).

It is advisable to rehearse the presentation.

The essence of students' project activities.

The program of the new educational field "Technology" provides for the completion of at least one creative project annually by students of grades II - XI. It is the creative project activities of schoolchildren that will contribute to technological education, the formation of the technological culture of every growing person, which will help him take a different look at the environment, more rationally use the available resources of the Fatherland, increase natural resources and human potential. The reviving project-based teaching method, when applied skillfully, truly makes it possible to identify and develop the inclinations of a person and his abilities.

The project-based teaching method “Technology” assumes that design is carried out not under the tutelage of the teacher, but together with him, and is built not on pedagogical dictate, but on the pedagogy of cooperation.

Design also involves studying not only technologies, but also the actual activities of people in the production and non-production spheres of the economy. Thus, we can talk about the ergonomic content of the new educational field "Technology", which is a natural development of polytechnics in modern conditions.

Design as a method of cognition should provide students with practical assistance in understanding the role of knowledge in life and learning, when it ceases to be a goal, but becomes a means in true education, helping to master a culture of thinking. It is also aimed at the psychophysical, moral and intellectual development of schoolchildren, the activation of their inclinations and abilities, essential strengths and vocations, inclusion in successful work activities and the system of universal human values, the formation and satisfaction of their activity and cognitive demands and needs, the creation of conditions for self-determination, creative self-expression and continuing education.

A creative project is an educational and labor task that activates the activities of students, as a result of which they create a product that has subjective and sometimes objective novelty.

Organization and methodology for performing creative projects

By the method of projects in the educational field of "Technology" we understand the way of organizing the cognitive and labor activity of students. It involves the implementation of certain needs of people, the development of ideas for the manufacture of products or services to satisfy these needs, the design and creation of a product or the provision of a service, assessment of their quality, and determination of real demand in the goods market.

The project method is a flexible model for organizing the educational process, focused

It promotes the development of observation and the desire to find answers to them, and then check the correctness of their answers by analyzing information, conducting experiments and research.

The results of projects can be products, services, systems. Students receive technology, developments for environmental improvement and other skills in working with materials, tools and information as needed to complete a particular project. The system of projects is built on the principle of complication, therefore the curriculum is based on a number of provisions:

gradual increase in knowledge and skills;

implementation of projects in various areas, ranging from the more familiar (home, school, recreation areas) to the more complex (society, business, industry);

constant complication of the requirements for solving problems (using an integrated approach, taking into account a large number of influencing factors);

students gradually realize their own abilities and capabilities to meet the needs of the individual and society;

the ability to focus on local conditions, since problems for projects are selected mainly from the surrounding life.

Helping the student, tirelessly active guidance in choosing projects that are feasible for the student, that are actually carried out taking into account actually existing Material and other resources and, at the same time, the most promising from the point of view of expanding the experience, horizons, titles and skills of students, falls entirely on the shoulders of the technologist teacher,

These first functions of helping children freely choose a project are followed by a number of others: assistance in project planning, its practical implementation, and analysis of the final results.

The teacher must help students:

obtain various materials, reference books, information, tools, etc.;

discuss ways to overcome difficulties through indirect, leading questions;

approve or disapprove various phases of the work procedure;

teach how to briefly record the results of your activities;

give a brief analysis of the completed project.

When developing a project plan, students consult reference books, use the Internet, other sources of information, consult with family members, knowledgeable people, study the tools and materials necessary for the implementation of the project. The initial project implementation plan is constantly revised, possible omissions are corrected,

The technique of drawing up a plan, of course, can be as varied as the projects themselves. The most important thing is that the plan corresponds to the project and, and not vice versa,

Of particular importance is the project method, which allows schoolchildren in the system to master organizational and practical activities along the entire design and technological chain - from an idea to its implementation in a model, product, service, integrate knowledge from different fields, apply it in practice, while creating new ones knowledge, ideas, material things. The use of the project method as a leading method in the technological education of schoolchildren contributes to the implementation of didactic functions.

The educational function of the new approach to technology education involves introducing students to basic technological knowledge, skills and terminology.

The educational function of the new approach to technological education of schoolchildren is to develop personal qualities: efficiency, enterprise, responsibility, developing the skills of reasonable risk, etc. Project activities of students will allow them to realize their interests and abilities, teach them to take responsibility for the results of their work, and form the belief that success in business depends on the personal contribution of everyone.

The developmental function of using the project method in technological education is that schoolchildren realize the possibilities of using abstract technological knowledge and

Students develop skills in choosing one solution from multiple options1 and awareness of all the short-term and long-term problems of this choice

1. Introduction.

The concept of a project, project activities, project culture, Project structure. Typology of projects.

Students should know:

• concept of project, project activity,
• typology of projects.
• Students must be able to;
• distinguish between types of projects;
• determine the project structure.

1. Practice-oriented project.

Aimed at the social and interests of the project participants themselves.

The product is pre-defined and can be used in the life of the classroom, school, city, etc. etc.

The palette is varied - from a textbook for a physics classroom to a package of recommendations for the restoration of Russia.

2. Research project.

Concept of a research project. Features of a Research Project Basic concepts required to complete a research project; object of research, problem It includes justification of the relevance of the chosen topic, identification of research objectives, discussion of the results obtained,

3. Information project. Aimed at collecting information about some object or phenomenon for the purpose of analyzing it and generalizing the presentation for a wide audience.

4. Role-playing project.

The development and implementation of such a project is the most difficult. By participating in it, projects take on the roles of literary or historical characters.

5. Creative project.

It assumes the most free and unconventional approach to the presentation of results.

The concept of a creative project. Features of a creative project. The main stages of creative projects.

Elaboration of the structure of activities of participants in a creative project.

Presentation of results in the form of videos, articles, albums Students should know:

• concept of a creative project;
• main stages of a creative project

Students must be able to;

• choose and justify the topic of the project;
• select the necessary information for the implementation of the project;
• work out the structure of joint activities of participants; creative project;
• formalize the results of project activities,

6. Design and evaluation of the project.

Registration of the results of project activities. Preparation of a list of references and applications.

Criteria for assessing project implementation. Project protection, Criteria for assessing the protection of the completed project

Students should know;

• criteria for evaluating completed projects;
• criteria for assessing the protection of the completed project.

Students should be able to:

• evaluate the completed project;
• protect the project.

Selection and justification of projects.

The choice of projects is determined by the needs of various spheres of life of the individual and society (school, industry, leisure, home), the need to satisfy them, improve and modernize existing consumer goods and services.

1) The main problems that arise during the selection, analysis, and implementation of the project:

1. How to determine the scope of activity.

2. How to choose a project topic.

3. How to choose a model and product design.

4. How to develop technology for manufacturing a product.

5. How to carry out an economic calculation of a product.

6. How to prepare a project report.

2) Main criteria for selecting projects:

1. Originality.

2. Availability.

3. Reliability.

4. Technical excellence.

5. Aesthetic advantages.

6. Security.

7. Meeting social needs.

8. Ease of use (ergonomics).

9. Manufacturability.

10. Material capacity.

11. Cost, etc.

For greater clarity, you can use the “justification asterisk” (thinking), where in the center is the object of study, and on the periphery are the factors that determine its consumer properties that need improvement.

"Thinking Star"

Next, the feasibility of production, the outcome of the knowledge, skills and abilities acquired in technology lessons, the possibilities of material and technical support, economic and environmental feasibility, etc. are determined.

Basic requirements for product design

Manufacturability - the ability to manufacture a product as simply as possible, in particular on existing equipment, from available materials, with the least labor costs.

Creatively focused and entertaining. Creative activity and consideration of children's interests are expected.

Systematicity. The content of work to implement projects must reflect the material studied during the academic year, be polytechnic-oriented,

Strength. It assumes that the level of students’ training corresponds to their individual, age and physical abilities.

Economical. Requires the manufacture of a product at the lowest cost, with the greatest profit from the sale and operation of the product.

Environmental friendliness. The manufacture and operation of the manufactured product should not entail significant changes in the environment or disruption of human, animal and plant life.

Safety. Provided both at the project implementation stage and at the operation stage. Safety is associated with a system of labor protection measures, industrial sanitation, and hygiene. The project should eliminate the possibility of injuries and occupational diseases.

Ergonomics. Associated with the scientific organization of labor. Provides for organizing a workplace with the least amount of human energy consumption during maintenance.

Compliance with design requirements. The designed product must be externally aesthetically beautiful, fashionable, the color scheme and all details must be harmoniously combined, and the tank must be functional and practical.

Significance. The manufactured product must have a certain value and utility in the interests of society or a specific individual.

Area of ​​knowledge used in technology projects

Anthropometry - measuring the human body and its parts when taking measurements, identifying the conformity of a product to the size and shape of a person.

Life safety is a system of measures for labor protection, industrial sanitation, hygiene, etc.

Biology - the structure of the human body, the characteristics of his body movements.

Geography - climatic conditions of various regions, temperature limits in a given climatic region.

History of costume - information about the history of development and modification of certain types of clothing.

Mathematics - calculation of formulas for constructing a pattern, calculation of costs of materials, funds, mathematical dependencies.

Materials science - the study of materials for the correct selection of products appropriate for a given model.

Mechanics, elements of mechanical engineering - the simplest adjustment (repair) of equipment on which work is performed.

Modeling (technical modeling) - changing the pattern drawing in order to obtain the desired model of the product.

Career guidance - information about professions, acquisition of professional knowledge and skills.

Psychology - features of human perception, for example, the laws of visual illusion in color, in artistic modeling.

Drawing - development of sketches of alternative models (elements of artistic modeling), laws of composition, drawing.

Technology - cutting, working with fabric, technological processes in the manufacture of products.

Chemistry, physics - physical and chemical properties of materials, dyes, various additives to fabric composition, information on fabric production.

Color science - the choice of color as an important informational quality of a suit: the influence of different colors on the characteristics of a given figure and overall appearance (the ability to emphasize advantages and hide flaws), a harmonious combination of colors, patterns of color combinations, color symbolism and the purpose of a suit.

Drawing - creating a pattern drawing.

Ecology - environmental friendliness of materials, influence of harmful dyes and other components that make up fabrics.

Economics, the basics of entrepreneurship - calculating the cost of a product, family economics, mini-marketing research, consistency of product quality, consistency of product quality and prices, that is, supply and demand), planning possible ways to sell your products.

Aesthetics is the embodiment of the desired aesthetic idea in a costume (taste, aesthetic sense, intuition, sense of color and shape, sense of proportion, understanding of rhythm and composition in a costume).

General view and structure of the explanatory note.

A project is an independent creative completed work of a student, completed under the guidance of a teacher. It usually consists of two parts: theoretical and practical. The latter is a specific product, layout, model, video film, computer development, etc., and the theoretical one is the explanatory note. Below are recommendations for its preparation. Of course, when using them, it is necessary to take into account the age capabilities of students, and an explanatory note to a fifth-grader’s project will differ significantly in content from that completed by a high school student.

The structure of the explanatory note depends on the type of work, and in general should contain:

• Title page.
• Table of contents (contents).
• Introduction.
• Heads of the main part.
• Conclusion.
• Bibliography.
• Application.

Structural elements of an explanatory note.

Title page

The title page is the first page of the explanatory note and is filled out according to certain rules.

The full name of the educational institution is indicated in the top field. On average, the name of the project is given without the word “topic” and quotation marks. It should be as short and precise as possible - consistent with the main content of the project. If it is necessary to specify the title of the work, then you can give a subtitle, which should be extremely short and not turn into a new title. Next, indicate the last name, first name, school number and class of the designer (in the nominative case). Then the surname and initials of the project manager.

The lower field indicates the place and year the work was performed (without the word “year”).

Following the title page is a table of contents, which lists all the headings of the explanatory note and indicates the pages on which they are located. They cannot be shortened or given in a different wording, sequence or subordination. All blanks are written with a capital letter and without a period at the end. The last word of each heading is connected by an accent to its corresponding page number in the right column of the table of contents.

Introduction to the work

It substantiates the relevance of the chosen topic, the purpose and content of the tasks set, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs who the project is intended for and what is its novelty. The introduction also describes the main sources of information (official, scientific, literary, bibliographic). It is advisable to list the equipment and materials used during the project.

Main chapters

The following is a statement of the goal, and specific tasks to be solved in accordance with it.

The first chapter of the project discusses the proposed methodology and technique for its implementation, and provides a brief review of the literature and other materials on the topic.

In the next chapter (search) it is necessary to develop a bank of ideas and proposals for solving the problem considered in the project.

In the technological part of the project, it is necessary to develop a sequence for executing the object. It may include a list of stages, a technological map that describes the algorithm of operations indicating tools, materials and processing methods.

Next, it is necessary to consider the economic and environmental assessment of the project. In the economic part, a complete calculation of the costs of manufacturing the designed product is presented. Next is project advertising and marketing research. Particular attention must be paid to the environmental assessment of the project: justification that the manufacture and operation of the designed product will not entail changes in the environment or disruptions in human life.

Conclusion

At the conclusion of the project, the results obtained are outlined, their relationship with the general goal and specific tasks formulated in the Introduction is determined, and students are given a self-assessment of the work they have done.

Bibliography

After the Conclusion there is a list of references used. All borrowings must necessarily have subscript references to where the given materials were taken from.

Applications

Auxiliary or additional materials that clutter up the main part of the work are placed in appendices. The application contains tables, text, graphs, maps, drawings. Each application must begin on a new sheet (page) with the word “Appendix” in the upper right corner and have a thematic heading. If there is more than one application in the work, they are numbered in Arabic numerals (without the No. sign), for example: “Appendix 1”, “Appendix 2”, etc. The numbering of the pages on which appendices are given must be continuous and continue the general numbering of the main text. Through it with applications, it is carried out through links that are used with the word “look” (see), enclosed together with the code in parentheses.

Literature

1. Kruglikov G.I. Methods of teaching technology with a workshop. M.: 2003.
2. Morozova N.G., Kravchenko N.G., Pavlova O.V. Technology grades 5-11: student project activities. Volgograd: Teacher, 2007.
3. Stupnitskaya M.A. What is a learning project? M.: September 1st, 2010.
4. Stupnitskaya M.A. Creative potential of schoolchildren's project activities. Development of creative abilities of schoolchildren and the formation of various models for taking into account individual achievements. M.: Center "School Book", 2006.

Project activity of schoolchildren as a model of professional project activity.

What is meant by the word “project”?

The term “project” extends far beyond the field of education. In everyday life and in production processes, this term refers to different types of activities that have a number of common characteristics that make them projects:

1) they are aimed at achieving specific goals;

2) they include the coordinated implementation of interrelated

Actions;

3) they have a limited extent in time, with a certain

The beginning and the end;

4) they are all, to a certain extent, inimitable and unique.

At the same time, the leading type of professional activity in projects can be any of its varieties:

– experimental – production,

– information and analytical,

– diagnostic,

– scientific,

– methodical,

– educational, etc.

Schoolchildren’s project activities can be considered as model

professional project activities.

Depending on the goals of the project activities of schoolchildren (more precisely, the goals for schoolchildren of different age groups), various types of actions included in the project activities can be combined, additional conditions, restrictions, auxiliary

Stages (for mastering skills that adults already master, but children still need to learn). Sometimes in pedagogical literature the words “project activity” mean only one of the types of project activity – research. Apparently, this is due to the use of project activities in the classroom. The fact is that it is research project activity (as opposed to other types of project activity) that sets the goal of the project to obtain new knowledge as a result, which corresponds to the goals of Project activity

In the Educational System "School 2100"

What are the features of extracurricular project activities?

To determine the type of projects that are appropriate for extracurricular activities, it is logical to be guided by the following considerations:

1) goals of extracurricular activities;

2) learning objectives to which it is advisable to devote additional

Attention. The main goal of extracurricular activities can be considered the realization by children of their abilities and personal potential.

Important learning objectives that should be given additional attention include:

1) formation of communication skills (partnership communication);

2) developing skills in organizing the workspace and using working time;

3) developing skills in working with information (collection, systematization,

Storage, use);

4) developing the ability to assess one’s capabilities, be aware of one’s interests and make informed choices.

Forming skills in working with information in extracurricular project activities requires additional organizational efforts.

The point is that working on crafts and activities accessible to children

Often it does not provide them with those information skills that will be needed when working on complex projects and which it is desirable to develop in schoolchildren. Therefore, to include information activities in project activities in full

It is necessary to provide special organizational techniques.

Such techniques include:

1) simultaneous work on different projects on the same topic (this allows you to create motivation to search for a variety of information on the same topic);

2) inclusion in the list of these projects of one collective information project - the creation of an encyclopedia or thematic card index.

As a result, the project activity is preceded by the necessary stage - work on the topic, during which children are asked to collect a wide variety of information on a general topic. At the same time, children themselves choose what exactly they would like to learn within the framework of this topic. In the process of working on a topic, the search for information is not motivated solely by the needs of project activities, but is determined by the interests of children. During further work on projects, the compiled general encyclopedia or card index can serve as one of the main sources of information on the topic. Children learn from their own experience how to organize information: how to arrange the material and what links to supplement it with, so that they can easily find answers to new information requests.

Eventually extracurricular project activities are organized as two-component.

First component– work on a topic is a cognitive activity initiated by children, coordinated by the teacher and implemented in projects. Second component– work on projects is a set of actions specially organized by a teacher or educator and independently performed by children, culminating in the creation of creative works (i.e., a product).

Main types of creative work– these are crafts and activities.

Examples of projects: creating drawings, collages, layouts, staging performances and concerts, etc.

Collection of information.

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 records, drawings, clippings or photocopies of texts and images. In addition, you can collect information on media that require the presence of a particular device for playback (audio and video recordings, floppy disks, CDs, etc.).

While working on a topic, children learn to find information that interests them, store and use it in a systematic way. 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.

Sources of information may include: individual items

(books, classroom libraries, films); organizations (museums, libraries,

Enterprises); events (excursions); individual people (parents, specialists, teachers). The collection of information is completed by placing all the information found in one information project - in a file cabinet or in a thematic encyclopedia. The special role of the information project is associated with the possibility of storing with its help the entire amount of information collected by children, and, consequently, with preserving the work of each child in searching for information. The information project must provide means for systematizing information (table of contents, etc.). The goal of information projects is to develop skills in organizing acquired information. In the structure of the information project.

What are the main stages of extracurricular project activities?

1. Selecting a topic.

2. Collection of information.

3. Selection of projects.

4. Project implementation.

5. Presentations.

Selecting a topic.

Work on a topic begins with its selection. Since the topic is chosen for everyone, it must be capacious enough so that many different subtopics can be identified in it according to the interests of children. The criteria for choosing a topic can also be specific sources of information (the possibility of excursions to enterprises, the industry orientation of the city, the teacher’s experience in working with a specific topic). The collective choice by children of a common topic for all can and should be regulated by the teacher (with guidance and hints).

The picture is completely different with the choice of subtopics - here children can make a personal choice of what interests them. The topic and the set of subtopics chosen by the children determine the structure of future information projects - encyclopedias and card indexes. The teacher depicts this structure in the form of a diagram on the board during the process of selecting subtopics, so that children can observe how knowledge is systematized in any area. Among all kinds of subtopics there are typical subtopics: geographical aspect, historical aspect,

Cultural aspect (theme in literature, painting, films, etc.

Selection of projects.

After completing the information gathering stage, the teacher offers the children

Take part in the implementation of projects. In doing so, it introduces children to a variety of projects that can be completed on the topic being studied, giving children the opportunity to come up with their own projects. At the first stage, without bothering children with coming up with their own projects, you should offer them a choice of affordable, realistically feasible projects. It would be nice to have multiple projects running in parallel in the classroom at any given time. When compiling a list of projects, it is recommended to focus on local conditions and provide children with a variety of activities.

In collective projects, children can act as “experts” on previously chosen aspects of the topic. It is clear that when determining the types of activities when working on a topic and when choosing them, children will take into account the skills that they have at this moment. So, for example, it is obvious that tasks like “read and tell” can be completed by those children who can read, and “prepare a page in a book” - by those who can write. True, different approaches are possible here too.

Small group work

Crafts, collages, layouts, etc.

Individual activities

The resulting product is the result of the work of one person. Further, from such personal products, you can simply combine (for example, by organizing an exhibition) to create a collective product

Collective activities

For example: a concert or performance with general preparation and rehearsals, one large common craft, a video film with the participation of all interested children, etc.

Implementation of projects.

At this stage, children prepare projects of their choice, combining activities in school (possibly in some lessons and after school) and outside school.

Adults help only in cases of urgent need, if there is a fear that the child has overestimated his strength and may not be able to cope with the chosen project. But under no circumstances should this be the work of adults, as sometimes happens. Recalling the voluntary participation of children in the described activities, we would like to formulate the basic principles of working on projects.

Every child has the right:

– do not participate in any of the projects;

– participate simultaneously in different projects in different roles;

– exit any project at any time;

– start your own new project at any time.

Presentations.

Each project must be brought to successful completion, leaving the child with a sense of pride in the result. To do this, in the process of working on projects, the teacher helps children balance their desires and capabilities. After completing work on the project, children should be given the opportunity to talk about their work, show what they did, and hear praise addressed to them. It would be good if not only other children, but also parents were present at the presentation of the project results. If the project is long-term, then it is advisable to highlight intermediate stages, as a result of which children receive positive reinforcement. For example, when preparing a puppet show, you can arrange a presentation of the character puppets you have made. Some projects are, as it were, “self-presenting” - these are performances, concerts, living newspapers, etc. The presentation of projects that culminate in the production of crafts must be organized in a special way.

What are the typical projects?

There are universal projects that can be included in work on almost any topic. They can be divided into production and performance. There may be combined projects - these are performances using pre-made products (showing clothing models, puppet show, etc.).

Views include:

– performances (including puppet shows);

– concerts;

– oral magazines (analogues of television programs);

– quizzes and games using knowledge on the topic (including analogues of TV games);

– fashion shows.

Manufactured products include:

– thematic exhibitions of drawings, sculptures, crafts;

– newspapers, magazines, books, card files (information projects);

– video magazine or video film;

– layouts;

– models (current);

– sewing and culinary products;

- toys.

Is it possible to use class time for project activities?

Working on the topic and project activities make it possible to connect children’s classroom and extracurricular activities into a single whole.

Conclusion

A system of extracurricular project activities, which makes it possible to combine children's initiative with the discipline of project execution, can be considered as an alternative to children's and youth organizations with a fixed distribution of social roles.

A modern school requires the development of new methods of education, pedagogical technologies that deal with individual personality development, creative initiative, and independence skills. The emphasis is shifted to the education of a truly free personality, the formation in children of the ability to think independently, acquire and apply knowledge, clearly plan actions, and be open to new contacts and connections. This involves introducing alternative forms and methods of conducting educational activities into the educational process.

Projective (or design) activity belongs to the category of innovative, as it involves the transformation of reality.

Project activities contain: problem analysis; goal setting; choice of means to achieve it; search and processing of information, its analysis and synthesis; assessment of the obtained results and conclusions.

Subject activity consists of three blocks: subject, activity and communicative. Project activities students is one of the methods of developmental education, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained), promotes the development of creative abilities and logical thinking, combines knowledge gained during the educational process, and introduces to specific vital problems.

The purpose of the project activity is the understanding and application by students of knowledge, skills and abilities acquired in the study of various subjects.

Objectives of project activities:

Planning training (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the entire work);

Formation of skills in collecting and processing information and materials (the student must be able to select appropriate information and use it correctly);

Ability to analyze (creativity and critical thinking);

Ability to prepare a written report (the student must be able to draw up a work plan, clearly present information, draw up footnotes, and have an understanding of bibliography);

Form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).

Project(from Latin projectus, lit. - thrown forward), 1) a set of documents (calculations, drawings, etc.) for the creation of any structure or product. 2) Preliminary text of a document. 3) Concept, plan.

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the USA. It was also called the problem method and 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 personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and meaningful to the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired. 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, sometimes from different areas, to obtain a real and tangible result. All work on the problem thus takes on the contours of project activity. Of course, over time, the idea of ​​the project method has undergone some evolution. But its essence remains the same - to stimulate students’ interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving these problems, the ability to practically apply the acquired knowledge. 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 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. The project method was used by domestic teachers only until the 30s of the 20th century. He developed actively and very successfully at a foreign school. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands, the ideas of J. Dewey’s humanistic approach to education and his project method have found wide circulation and gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems. problems of the surrounding reality in the joint activities of schoolchildren.

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 and creative thinking.

If we're 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, designed in one way or another. To achieve this result, it is necessary to teach children think independently, find and solve problems, using knowledge from different fields for this purpose, the ability to predict results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships.

The project method is always focused on independent activities of students - individual, pair, group, which students carry out over a certain period of time.

Basic requirements for using the project method:

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

2. Practical, theoretical, cognitive significance of the expected results (for example, a report; joint publication of a newspaper, almanac with reports from the scene; action plan, etc.);

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

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

5. Using research methods that involve a certain sequence of actions:

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

· putting forward hypotheses for their solution;

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

· discussion of ways to formalize the final results (presentations, defense, creative reports, screenings, etc.).

· collection, systematization and analysis of received data;

· summing up, drawing up results, their presentation;

· conclusions, development of new research problems.

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 cognitive, research activities 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.

We should also stop at 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.

Classification of projects.

According to the dominant method in the project:

Research. They require justification of the relevance and social significance of the topic. The result is, as a rule, a research paper (abstract).

Creative. The result of the project can be a video film, a computer program, a photo album, a herbarium, a published almanac, etc.

Gaming. They represent a plot-role scenario, determined by the nature and content of the project. The result of the project is a performance, a conference, etc. A game project differs from a traditional literary and musical composition in the independence of students, the advisory role of the teacher, as well as the mandatory presence of a search and research stage and analysis of the resulting product.

Information. They represent generalized information and analytical material about any object or phenomenon, intended for a wide audience. The product of the project can be statistical analysis, monitoring results, etc.

Practically-oriented. They contain a clearly defined result of students’ activities, focused on the social needs of its participants. The result could be, for example, a plan for the reconstruction of a school canteen and so on.

By number of project participants, we can highlight the following projects:

· personal (between two partners located in different schools, regions, countries);

• pairs (between pairs of participants);
• group (between groups of participants).

By duration projects can be:

• short-term (to solve a small problem or part of a larger problem). Such small projects can be developed in one or two lessons;
• average duration (from a week to a month);
• long-term (from a month to several months).

Activities of subjects of the design process at its various stages:

1. Determination of the topic, goals, starting position, formation of working groups.

2. Planning (problem analysis, task setting, information clarification, synthesis of ideas, plans).

3. Decision making (“brainstorming”, discussion of alternatives, selection of the optimal option).

4. Execution (work to complete the project).

5. Checking and evaluating results (analysis of project implementation, finding out the reasons for successes and failures).

6. Project protection (collective analysis of activities).

Project work includes four stages:

1) Preparatory: choosing a topic; defining goals and formulating objectives; searching for sources of information and determining the list of references; issuing recommendations: requirements, deadlines, implementation schedule, etc.

2) search and research: identification of information sources; planning ways to collect and analyze information (building an action plan); conducting research; collection and systematization of materials.

3) practical (design): finalization of the project taking into account the comments and suggestions of the teacher-consultant; receipt and processing of the product; writing an abstract; preparation for public defense of the project.

4) final (analytical): public defense of the project; summarizing and analyzing the defense and abstract with a teacher-consultant.

I. Planning (preparatory).

Planning work on a project begins with its collective discussion. This is, first of all, an exchange of opinions and agreement on the interests of students; putting forward primary ideas based on existing knowledge and resolving controversial issues. Then the project topics proposed by the students are brought up for discussion.

Purposes of the initial exchange of views:

1. Stimulating the flow of ideas. To stimulate the flow of ideas, the brainstorming method is relevant. The teacher should, if possible, refrain from commenting, and write down on the board ideas, the direction of work as they are expressed, as well as objections raised by students.

2. Determining the general direction of research work

When all possible areas of research have been identified, the teacher invites students to express their views on each. Then the teacher:

Highlights the most successful ones;

Determines the time frame required to obtain the final results;

Helps students formulate 5-6 related subtopics;

Considers the option of combining the highlighted subtopics into a single project for the class (parallels, several parallels, etc.).

Each project participant chooses a subtopic for future research. In this way, groups are formed working on one subtopic. The teacher’s task at this stage is to ensure that each group created includes students with different levels of knowledge, creative potential, different inclinations and interests.

Next, students, together with the teacher, identify the potential capabilities of each (communicative, artistic, journalistic, organizational, sports, etc.). The teacher should structure the work so that everyone can express themselves and win the recognition of others. You can also choose consultants, i.e. guys who will help research groups in solving certain problems at certain stages of work.

II. Search stage.

This stage of independent research, obtaining and analyzing information, during which each student:

Clarifies and formulates his own task, based on the goal of the project as a whole and the task of his group in particular;

Searches and collects information, taking into account: Own experience; The result of sharing information with other students, teachers, parents, counselors, etc.; Information obtained from specialized literature, the Internet, etc.;

Analyzes and interprets received data.

At the same stage, group members need to agree on the distribution of work and forms of control over work on the project.

Sequence of work:

1. Clarification and formulation of tasks.

The correct formulation of the project task (i.e., the problem to be solved) determines the effectiveness of the group’s work. The teacher's help is needed here. First, members of each group exchange existing knowledge in their chosen area of ​​​​work, as well as ideas about what else, in their opinion, needs to be learned, researched, and understood. Then the teacher, using problematic questions, leads students to formulate the problem. If students a priori know the solution to the problem posed and easily answer the teacher’s questions, the tasks for the group are set incorrectly, since they do not meet the main goal of the project - teaching the skills of independent work and research. While working on a project, it is necessary that each group and each of its members clearly understand their own task, therefore it is recommended to set up a stand on which the following would be posted: general topics of the project, tasks of each group, lists of group members, consultants, responsible persons, etc. .

2. Search and collection of information.

First, students need to determine where and what data they will find. Then the actual collection of data and selection of the necessary information begins. This process can be carried out in various ways, the choice of which depends on the time allocated for this stage, material resources and the availability of consultants. Students (with the help of the teacher) choose a method of collecting information: observation, questioning, sociological survey, interviewing, conducting experiments, working with the media, and literature. The teacher’s task is to provide, as necessary, consultation on the methodology for carrying out this type of work. Here it is necessary to pay special attention to teaching students note-taking skills. At this stage, students gain skills in searching for information, comparing it, classifying it; establishing connections and drawing analogies; analysis and synthesis; working in a group, coordinating different points of view through: - Personal observations and experimentation; - Communication with other people (meetings, interviews, surveys); - Work with literature and the media (including via the Internet).

The teacher plays the role of an active observer: monitors the progress of research, its compliance with the goals and objectives of the project; provides groups with the necessary assistance, preventing the passivity of individual participants; summarizes the intermediate results of the study to summarize at the final stage.

3. Processing of received information.

A necessary condition for successful work with information is a clear understanding by each student of the purpose of the work and the criteria for selecting information. The teacher's task is to help the group determine these criteria. Processing the information received is, first of all, understanding it, comparing it, and selecting the most significant information to complete the task. Students will need the ability to interpret facts, draw conclusions, and form their own judgments. It is this stage that is most difficult for students, especially if they are accustomed to finding ready-made answers to all the teacher’s questions in books.

III. Information synthesis stage (practical).

At this stage, the received information is structured and the acquired knowledge, skills and abilities are integrated.

Students: - Systematize the data received; - Combine the information received by each group into a single whole; - Build a general logical diagram of conclusions to summarize. (This could be: abstracts, reports, holding conferences, showing videos, performances; publishing wall newspapers, school magazines, presentations on the Internet).

The teacher needs to ensure that students exchange knowledge and skills acquired in the process of various types of work with information (questioning and processing of acquired knowledge, conducting a sociological survey, interviewing, experimental work, etc.). All necessary activities at this stage should be aimed at summarizing the information, conclusions and ideas of each group. The process of summarizing information is also important because each of the project participants, as it were, “passes through himself” the knowledge, skills and abilities acquired by the entire group, since in any case he will have to participate in the presentation of the project results.

IV. Presentation of the obtained work results (presentation).

At this stage, students comprehend the data received and ways to achieve the result; discuss and prepare a final presentation of the results of the project (in school, district, city, etc.). Students present not only the results and conclusions obtained, but also describe the methods by which the information was obtained and analyzed; demonstrates acquired knowledge and skills; talk about the problems they encountered while working on the project. Any form of presentation is also an educational process during which students acquire skills in presenting the results of their activities. Basic requirements for the presentation of each group and for the general presentation: the chosen form must correspond to the goals of the project, the age and level of the audience for which it is being held. In the process of summarizing the material and preparing for the presentation, students, as a rule, have new questions, during the discussion of which the course of research may even be revised. The teacher’s task is to explain to students the basic rules for conducting discussions and business communication; teach them to react constructively to criticism of their judgments; recognize the right to the existence of different points of view in solving one problem.

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