Home Generator Stages of organizing project activities. Methodology for organizing project activities of students: Technology of project activities Organization of project activities at school system of work

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Stages of organizing project activities. Methodology for organizing project activities of students: Technology of project activities Organization of project activities at school system of work

“The project method as a means of developing key competencies of students”

Organization of project activities at school (presentation)

The most important tasks of modern general education in schools of the Russian Federation can be formulated as follows:

– teach how to organize your activities: determine its goals and objectives, choose means of implementation and apply them in practice, interact with other people in achieving common goals, evaluate the results achieved;

– teach to explain the phenomena of reality (natural, social, cultural, technical environment), i.e. highlight their essential features, systematize and generalize, establish cause-and-effect relationships, and evaluate their significance;

– to teach one to navigate the world of social, moral and aesthetic values: to distinguish between facts and their assessment, to compare evaluative conclusions, to see their connection with evaluation criteria and the connection of criteria with a certain value system, to form and justify one’s own position;

– teach how to solve problems associated with a person’s fulfillment of a certain social role (voter, consumer, user, resident of a certain area, etc.), develop the ability to analyze specific life situations and choose methods of behavior that are adequate to these situations;

– to form key skills (key competencies) that are of universal importance for various types of activities: problem solving skills, decision making, searching, analyzing and processing information, communication skills, measurement skills, collaboration skills;

– prepare for professional choice, i.e. to teach one to navigate in the world of professions, in the situation on the labor market, in the vocational education system, in one’s own interests and capabilities, to prepare for the conditions of study in a vocational educational institution, to develop knowledge and skills that are of fundamental importance for vocational education of a certain profile.

It is obvious that the use of methods and methodological techniques that develop in schoolchildren the skills of independently acquiring new knowledge, collecting the necessary information, the ability to put forward hypotheses, draw conclusions and draw conclusions is becoming relevant in the pedagogical process. Such methods and techniques may include design technologies that subject teachers can use both in the classroom and in extracurricular and extracurricular activities.

It should be remembered that real knowledge and skills remain with a person only when he studies with interest, when he understands why he needs this very knowledge and skills and why they are personally significant for him. Knowledge and skills are important when, with their help, a person determines his place in the world and builds relationships with this very surrounding world. And overload occurs when a person is forced to do something without understanding why and why he is doing it. If the work a person is doing is personally interesting and personally significant to him, then the overload is not even felt. Remember S. Lem’s answer to the question about the reasons for his success in various endeavors: “When I start doing something, I prepare myself for the fact that there is nothing more interesting in life than this.”

PROJECT METHOD AND ITS PLACE IN MODERN METHODOLOGY

Currently, the project method has again gained quite wide popularity.This is due, first of all, to the presence of crisis phenomena in all areas of public life, including the sphere of education, and our inability to purposefully and promptly resolve pressing social issues. The destruction of the previous education system, centralized, focused exclusively on fulfilling the state social order, led, in the conditions of denationalization of public life, to a state of confusion for many, many teachers, educational institutions, and educational authorities. After all, now, freeing ourselves from unfounded illusions or consumer attitudes, we must learn to do a lot ourselves: understand the meaning and purpose of our work, independently set professional goals and objectives, think through ways to implement them, and much more that is included in the content of the project. But this was not specifically taught. So there is an urgent need for training in design at almost all levels of education: federal, regional, municipal, school. And not only education. It is no coincidence that a new line on project activities has been added to the Basic Curriculum, and one of the parameters of the new quality of education is the ability to design.

Analysis of world experience allows us to state the widespread use of the project method in the education systems of different countries. The reason is that in the conditions of the information society, in which knowledge about the world is rapidly becoming outdated, it is necessary not so much to transfer to students the amount of this or that knowledge, but to teach them to acquire this knowledge independently, to be able to use the acquired knowledge to solve new cognitive and practical problems .

Every 5-6 years, new areas of professional activity arise and become in demand; they fade into the background.plan and the obsolete ones are gradually dying out. This requires people to be highly mobile. It is no coincidence that the well-known slogan “Education for life” has ceased to be relevant. Currently, it can be replaced by the slogan “Education throughout life.” Every school graduate must be prepared for the fact that he will have to study all his life: study new materials, new equipment, new work technologies, improve his skills, and receive additional education.

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. The project method is from the field of didactics, private methods, if it is used within a specific subject. Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, one or another activity. This is the path of cognition, a way of organizing the process of cognition. Therefore, if we talk about the project method, we mean precisely the way of achieving a didactic goal through a detailed development of the problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.

The project method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. To achieve such a result, it is necessary to teach children or adults to think independently, find and solve problems, using for this purpose knowledge from different fields, 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 students’ independent activities - individual, pair, group,which students complete over a certain period of time. This method is organically combined with group methods.

The project method always involves solving some kind of problem. The solution to the problem involves, on the one hand, the use of a combination of various methods and teaching aids, and on the other hand, it presupposes the need to integrate knowledge, the ability to apply knowledge from various fields of science, technology, technology, and creative fields. The results of completed projects must be, as they say, “tangible”, that is, if it is a theoretical problem, then a specific solution to it, if it is a practical one, then a specific result, ready for use (in the classroom, at school, in real life).

If we talk about the project method as a pedagogical technology, then this technology presupposes a combination of research, search, and problem-based methods that are creative in their very essence.

The project method allows, in the least resource-intensive way, to create operating conditions that are as close as possible to real ones for the formation of student competencies. When working on a project, an exceptional opportunity arises for schoolchildren to develop problem-solving competence (since a prerequisite for implementing the project method in school is for students to solve their own problems using the project’s means), as well as mastering the methods of activity that make up communicative and information competence.

At its core, design is an independent type of activity, different from cognitive activity. This type of activity exists in culture as a fundamental way of planning and implementing changes in reality. Project activities include the following stages:

- development of a project plan (situation analysis, problem analysis, goal setting, planning);

- implementation of the project plan (carrying out planned actions);

- assessment of project results (new/changed state of reality).

Project activities at school cover all levels.

In elementary school (grades 1-4), project activities are carried out in class, during free independent work, and during extracurricular hours. Joint projects of the whole class on any problem, projects completed together with parents, and individual projects are practiced.

In primary school (grades 5-9), projects are most often of a creative nature. The project method at this stage makes it possible to accumulate experience independently, and this experience becomes for the child a driving force on which the direction of further intellectual and social development of the individual depends.

A feature of projects at the senior level of education (grades 10-11) is their research, applied nature. High school students give preference to interdisciplinary projects and projects with a social orientation.

Project activities -innovative, since it involves the transformation of reality, is built on the basis of appropriate technology, which can be unified, mastered and improved.

"Project" - literally translated from Lat."thrown forward"

Purpose of the project activity - understanding and application by students of knowledge, skills and abilities acquired in the study of various subjects (on an integration basis).

Educational project - this is a complex of search, research types of work performed by students independently (in pairs, groups or individually) with the aim of practical or theoretical solution of a significant problem.

Why do we need the project method?

· Teach students independent, critical thinking.

· Think, based on knowledge of facts, laws of science, and draw informed conclusions.

· Make independent reasoned decisions.

· Learn to work in a team, performing different social roles.

The essence of the project method

A set of methods used in project activities

research (discussions, heuristic conversations)

· search (brainstorming)

· scientific method (role play)

· reflective

Intellectual skills required when using the project method

skills of the subject area of knowledge (skills of the subject area of knowledge),

· intellectual skills of critical thinking (information search, comprehension, synthesis, analysis, application, evaluation),

· communication skills (teamwork skills

Levels of problem

· The general basis for level-based consideration of problems is the degree of independent mental activity of students:

· 1- the th level corresponds to the problematic presentation of educational material by the teacher;

· 2- The th level means that the teacher creates a problem situation and resolves it together with the students;

· 3- The th level assumes that the teacher creates a problematic situation, and the student independently resolves it;

· 4- The th level indicates the complete independence of the student, who finds the problem himself and solves it himself, thereby resolving the problem situation that has arisen.

Principles of organizing project activities.

· The project must be feasible to complete

· Provide project leadership from teachers

· Each student must clearly demonstrate their contribution to the project. Each project participant receives an individual assessment.

· Prepare students for projects

· Create the necessary conditions for the successful implementation of projects

· Mandatory presentation of project results

Project typology

Signs of typology.

Dominant activity in the project :

· research, search, creative, role-playing, applied (practice-oriented),

· orientation, etc. (research project, game, practice-oriented, creative).

Subject content area:

· mono project (within one area of knowledge);

· interdisciplinary project.

Nature of project coordination :

· open coordination project- direct (hard, flexible),

· project with hidden (implicit) coordination- hidden (implicit, simulating a project participant, typical for telecommunications projects).

Nature of contacts

· intra-school;

· regional;

· international.

Number of project participants

· individual;

· pairs (between pairs of participants);

· group (between groups of participants).

Project duration

· 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).

Work on projects is carried out in stages.

The project method as a pedagogical technology does not imply strict algorithmization of actions, but requires adherence to the logic and principles of project activity.

Work on the project can be divided into 5 stages. It should be noted that the principles of constructing projects are the same; completely “adult” projects are built in exactly the same way as projects created by students.Since we are talking about the project method in the educational process, I would like to note that the sequence of stages of work on a project corresponds to the stages of productive cognitive activity: problematic situation - the problem contained in it and realized by the person - search for ways to solve the problem - solution.

Stages of work on the project

1. SEARCH ENGINE

2. ANALYTICAL

3. PRACTICAL

4. PRESENTATION

5. CONTROL

Stages of the project

1. Presentation of the problem situation:

Verbal;

- using video footage;

- using multimedia.

2. Brainstorming.

3. Discussion.

4. Proposing hypotheses.

5. Determining the project type.

6. Organization of small cooperation groups, distribution of roles.

7. Discussion in groups of research strategies, sources of information, ways of presenting results.

8. Independent research and search work of students in accordance with their assignment.

9. Intermediate discussions, debates, collection and processing of data (in lessons, in a scientific society, in creative workshops, in the media library).

10. Registration of the results of project activities.

11. Project defense, opposition, discussion.

12. Proposing and predicting new problems arising from the results obtained.

13. Self-esteem, external assessment.

Criteria for external evaluation of the project

1. The significance and relevance of the problems put forward, their relevance to the topic being studied.

2. The correctness of the research methods used and the methods for processing the results obtained.

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

4. Collective nature of decisions made.

5. The nature of communication and mutual assistance between project participants.

6. Necessary and sufficient depth of penetration into the problem, attracting knowledge from other areas.

7. Evidence of decisions made, the ability to give reasons for one’s conclusions.

8. Aesthetics of presentation of project results.

9. Ability to answer opponents' questions.

Interaction between teacher and student when working on a project

I. The role of the teacher.

The role of the teacher in carrying out projects changes depending on the stages of work on the project.However, at all stagesThe teacher acts as a facilitator, that is, an assistant. The teacher does not convey knowledge, but ensures the student’s activities, that is:

- advises.The teacher provokes questions, reflections, independent assessment of activities, modeling various situations, transforming the educational environment, etc. When implementing projects, the teacher is a consultant who must refrain from giving hints even when he sees what the students are “doing.” something wrong";

- motivates.A high level of motivation in activity is the key to successful work on the project.During work, the teacher must adhere to principles that reveal to students the situation of project activity as a situation of choice and freedom of self-determination;

- facilitates.Assistance to students when working on a project is not expressed in the transfer of knowledge and skills that can be practically implemented in project activities; the minimum set of them should have been learned by the student in the lessons preceding work on the project; other necessary information will be obtained by working on collecting information at various stages of the project. The teacher also does not indicate in the evaluation form the shortcomings or errors in the student’s actions or the inconsistency of the intermediate results. It provokes questions, reflections, and independent assessment of activities by simulating various situations;

- observes.The observation carried out by the project manager is aimed at obtaining information that will allow the teacher to work productively during consultation, on the one hand, and will form the basis of his actions to assess the level of formed competencies of students, on the other.

II.The role of the student.

The role of students in the educational process changes fundamentally when working on a project: they act as active participants rather than passive extras. In other words, the studentbecomes a subject of activity. At the same time, schoolchildren are free to choose methods and types of activities to achieve their goals. Nobody imposes on them how or what to do. It should be recognized that every student has the right:

- not participate in any of the current projects;

- participate in several projects simultaneously in different roles;

- start a new project at any time.

The student's role in completing the project varies depending on the stages of work. But at all stages he:

- chooses (makes decisions). It should be remembered that the right of choice given to a smart person is not only a motivating factor, forming a sense of belonging. The choice must be fixed in the student's mind as a process of taking responsibility;

- builds a system of relationships with people. It's not just about role-based participation in teamwork. Interaction with a teacher-consultant allows you to master another role position. Going outside the school in search of information or to test (implement) one’s idea forces one to enter into relationships with adults (librarian, janitor, etc.) and peers from new positions. In relation to adults, there is a transition from the position of social infantilism (he is a responsible guardian, I am an irresponsible consumer) to a position of cooperation (he is a professional doing his job, making decisions; I am a person doing specific case and the person responsible for it);

- evaluates.At each stage, various objects of assessment arise. The student evaluates a “foreign” product - information from the standpoint of its usefulness for the project, proposed ideas from the standpoint of their realism, etc. At the same time, he evaluates the product of his activity and himself in the process of this activity. In order to teach students to adequately evaluate themselves and others, it is necessary to give them the opportunity to reflect onwhat participation in the project gave each of them, what the components of success were, what failed (misunderstanding, lack of information, inadequate perception of their capabilities, etc.). Even the least successful project has great positive pedagogical significance. Analysis (self-analysis) of objective and subjective causes of failures, unexpected consequences of activities, understanding of errors enhances motivation for further work, for example, they form personal interest in new knowledge if the “failure” of the project is due to incorrectly interpreted information or unverified data. Such reflection allows you to form an assessment (self-assessment) of the surrounding world and yourself in micro- and macro-society.

An essential point in organizing project activities is teaching schoolchildren the ability to design.

This purpose can be served by a course of practical training to develop design skills and abilities. (The manual provides thematic planning for the “Learning to Design” course.) Classes in this course can be taught by subject teachers, class teachers, heads of educational institutions, and psychologists. The most important thing is that these should be teachers who are proficient in group work techniques, have an understanding of the individual characteristics of schoolchildren, and are able to establish trusting partnerships with children.

When developing a special course, the correspondence of the formation of skills and abilities in the areas of individuality was taken into account:

- intellectual;

- motivational;

Emotional;

Strong-willed;

- spheres of self-regulation;

- substantive and practical;

- existential.

When organizing classes on the “Learning to Design” course, it is advisable to use heuristic methods that develop creative imagination and help find non-trivial ways to solve creative design problems.

Creative methods used in design

1. Creative design methods: analogy, association, neology, heuristic combination, anthropotechnics.

Analogy- a method for solving a given problem, in which already existing solutions in other areas are used (bioform, architecture, engineering solutions, etc.). Thus, analogues become a creative source. Interpretation of a creative source and its transformation through transformation into a design solution to one’s own problem is the essence of this method. The initial idea, borrowed by analogy, is gradually brought to a solution that is adequate to the plan. Such design is related to functional design, that is, designing not an object (thing), but a method (function): we are designing not a stove, but a method for heating a room; not a kettle, but a method of boiling water; not a player, but a way to reproduce sound.

Association- method of idea formation. Creative imagination turns to different ideas of the surrounding reality. The development of a student’s figurative-associative thinking, bringing his mental apparatus into constant combat readiness are one of the most important tasks in training a creative person who is able to react mobilely to the environment and draw productive associations from there.

Neology- a method of using other people's ideas. For example, you can search for a shape based on the spatial rearrangement of a prototype. But V In the process of borrowing, it is necessary to answer the questions: what needs to be changed in the prototype? What can be changed in the prototype? What's the best way to do this? Does this solve the problem?

Heuristic combination - a rearrangement method that involves changing elements or replacing them. It can be characterized as a combinatorial search for compositional solutions. This method can give quite unexpected results. For example, with its help, the initial idea can be brought to the point of absurdity, and then a rational grain can be found in this. Thus, avant-garde artists in fashion often use heuristic combinations.

Anthropotechnics- a method that involves linking the properties of the designed object to the convenience of a person, to his physical capabilities.For example, when designing bags, there is a rule: the lock should be easy to open with one hand; The umbrella should open by pressing the button, also with one hand. Remember how owners now open their cars - by pressing one button on the key fob. All this is anthro-technique.

2. Methods that provide new paradoxical solutions: inversion, brain attack, brain siege.

Inversion- (from Latin inversion - “rearrangement”). The design method is by contradiction. This is a seemingly absurd rearrangement - a “coup”. This approach to design is based on the development of flexibility of thinking, so it allows you to get completely new, sometimes paradoxical solutions (for example, clothes with seams facing out, etc.).

Brain attack(brainstorming) - collective generation of ideas in a very short time. The method is based on intuitive thinking. The main assumption: among a large number of ideas, there may be several successful ones. Main conditions: the team should be small; each participant in the “attack” takes turns producing ideas at a very fast pace; any criticism is prohibited; the process is recorded. The ideas are then analyzed.

Brain Siege- This is also a method of conducting a quick survey of participants with a ban on critical comments. But unlike the previous one, each idea is brought to its logical conclusion, so the process turns out to be lengthy, hence the name “siege”.

Opportunities for students’ design and research activities to solve developmental and correctional problems

· Formation and development of general educational skills.

· Regulating relationships in a children's team.

· Involving children and adults in solving the problem.

· Increasing the child's self-esteem.

· Development of educational motivation

· Deepening interest in personality development and many others.

Advantages of the project method

The project method is a set of techniques and techniques that make it possible to create educational situations in which the student develops and solves his own problems, and a technology to support the student’s independent activity.A project is a set of actions specially organized by the teacher and independently carried out by children to solve a subjectively significant problem for the student, culminating in the creation of a product and its presentation as part of an oral or written presentation.

The project method has a number of advantages:

- it makes it possible to organize educational activities, maintaining a reasonable balance between theory and practice;

- successfully integrates into the educational process;

- fits easily into the educational process. This technology makes it possible to achieve the goals set by any program or education standard in any academic subject, while preserving the achievements of domestic didactics, educational psychology, and private methods;

- This method is humanistic and ensures not only the successful assimilation of educational material, but also the intellectual and moral development of children, their independence, goodwill towards the teacher and each other;

- projects bring children together, develop communication skills, a desire to help others, the ability to work in a team and responsibility for joint work;

- allows you to shift the emphasis from the process of passive accumulation by the student of a sum of knowledge to his mastery of various methods of activity in the conditions of availability of information resources.

Project-based learning stimulates true learning among students themselves because it:

- personally oriented;

- uses a variety of didactic approaches;

- self-motivated, which means an increase in interest and involvement in the work as it is completed;

- allows you to learn from your own experience and the experience of others in a particular matter;

- brings satisfaction to students using the product of their labor.

The increased interest in the project method is explained by the fact that it allows you to implement the main directions modernization general education:

- integration of educational content;

- development of user skills in information technology;

- formation of information, communication and social competencies;

- formation in students of a special attitude towards themselves as a subject of knowledge, practical skills and abilities.

The skills acquired by the student in the design process, in contrast to “accumulative-knowledge” learning, form the meaningful execution of vital mental and practical actions. In other words, the components of cognitive, informational, social, communicative and other competencies are formed. These, for example, include:

- the ability to identify needs for improving the objective world, for improving the consumer qualities of things (and services);

- the ability to understand the task at hand, the essence of the educational task, the nature of interaction with peers and the teacher, requirements for the presentation of completed work or its parts;

- the ability to plan the final result of work and present it in verbal form;

- the ability to plan actions, that is, manage the budget of time, effort, and funds. Create a sequence of actions with approximate estimates of time spent on stages; - ability to perform a generalized design algorithm;

- the ability to make adjustments to previously made decisions;

- the ability to constructively discuss the results and problems of each design stage; formulate constructive questions and requests for help (advice, additional information, equipment, etc.);

- the ability to express ideas, constructive solutions with the help of technical drawings, diagrams, sketches of drawings, layouts;

- ability to search and find the necessary information independently;

- the ability to draw up diagrams of the necessary calculations (structural, technological, economic), present them in verbal form;

- the ability to evaluate results in terms of achieving what was planned, in terms of volume and quality of work done, in terms of labor costs, and in terms of novelty;

- ability to evaluate projects completed by others;

- ability to understand project evaluation criteria;

- the ability to defend your project during the procedure for public defense of projects;

- the ability to construct ideas about professional design activity, about the individuality of the designer, manifested in the result, the finished product.

V.S. ROKHLOV,
Associate Professor, MIOO, Moscow

Organization of project activities at school

The most important tasks of modern general education in schools of the Russian Federation can be formulated as follows:

However, the introduction of design technologies into schools causes aversion and even some fear among most teachers of a fundamentally new form of the pedagogical process. The teacher acts not as an interpreter of ready-made knowledge and its translator in the optimal form and optimal logic of presentation, but as an equal participant in the process of obtaining, processing, analyzing and presenting knowledge by schoolchildren. It is clear that this is much more difficult, requiring additional time for both the student and the teacher, as well as additional effort on both sides. Moreover, the teacher has well-founded concerns about the possibility of fulfilling the state order (in the form of the “Federal component of the state standard of general education”) within the time established in the basic curriculum and the reluctance to come under pressure from higher management and society for overloading schoolchildren.

All of the above formed the basis for the creation of the “contextual school” model, developed jointly with Professor V.N. Kasatkin. This model is one of the promising organizational forms of schools that help maintain the health of schoolchildren.

An important place in this model is occupied by the project activities of schoolchildren. Its implementation in our school began with the creation of a methodological service that helps teachers and students enter the space of new educational relationships. At the first stage of its work, a number of tasks were formulated, which have now been successfully completed.

Firstly, school-wide theoretical seminars were organized for teachers to familiarize themselves with innovative educational technologies for organizing the pedagogical process (once every quarter). In particular, technologies for organizing project activities were considered. Subject teachers received practical skills in organizing project activities, taking into account the specifics of academic subjects, at subject methodological associations (twice a month). Based on the results of the classes, teachers were provided with documents to help project managers: “Stages of the project”, “To the leader (organizer) of the project”; “General rules for the project manager”; “Diagnostics of students (identification of aptitude for research and social activities)”; "Pharmacy for Students"; “Report on the current work of the project group No...” (Appendix 1).

Secondly, a system of requirements for the final presentation of the project was developed, which simultaneously helps teachers and students organize their work (Appendix 2).

Thirdly, the problem of monitoring the qualifications of the teacher – the project organizer, as well as monitoring the qualifications of the subject teacher and methodologist (only for heads of methodological sections) was solved. The results of individual monitoring made it possible to provide targeted methodological assistance to each subject teacher.

Fourthly, a system of protection and expert assessment of projects was created as the result of all activities (Appendix 3).

In many ways, project activities at the school were initiated by the district design competition “Fair of Ideas in the South-West” held in the South-Western District since 2003. And much of what formed the basis of the system for organizing project activities within the framework of the “Contextual School” model was developed as proposals for organizing project work in preparation for this competition. However, the massive nature of the competition did not allow the use of the entire volume of submitted materials throughout the district, which is primarily due to the large volume of processed and analyzed materials.

Annex 1

To the project manager's folder

As already mentioned, you need to help the teacher. Therefore, documents were developed that we call “Documents for the Project Manager’s Folder.” It is clear that at school there are teachers who know and can do a lot themselves, but at the same time there are also those who do not know how to solve a new methodological and professional problem, but will never admit it. These documents were created for them, in the work on which the technology of organizing project activities in school is being comprehended. They are constantly being improved, refined, and added. We present only a few of them.

Stages of the project

1. Preparatory, or introductory (immersion in the project)

1.1. Selecting a topic and specifying it (determining the genre of the project).

1.2. Defining goals, formulating tasks.

1.3. Formation of project groups, distribution of responsibilities within them.

1.5. Approval of the project topic and individual plans of group members.

1.6. Establishment of procedures and criteria for evaluating the project and the form of its presentation.

2. Search and research stage

2.1. Identification of information sources.

2.2. Planning ways to collect and analyze information.

2.3. Preparation for research and its planning.

2.4. Conducting research. Collection and systematization of materials (facts, results) in accordance with the goals and genre of work, selection of illustrations.

2.5. Organizational and consulting sessions. Interim student reports, discussion of alternatives that arose during the project.

3. Translation and design stage

3.1. Pre-defense of the project.

3.2. Finalization of the project taking into account comments and suggestions.

3.3. Preparation for public defense of the project:

3.3.1. determination of the date and place of defense;

3.3.2. determination of the program and scenario of public defense, distribution of tasks within the group (media support, audience preparation, video and photography, etc.);

3.3.3. poster information about the project.

4. Final stage

4.1. Public defense of the project.

4.2. Summing up, constructive analysis of the work performed.

To the project manager (organizer)

1. Propose project topics with various dominant methods (research, social, creative, informational, practice-oriented, gaming, etc.). Justify their relevance. Indicate the age of schoolchildren for whom this project assignment is designed.

2. Characterize and supplement projects based on other characteristics (nature of contacts, nature of project coordination, duration, number of participants). Select the most relevant one (based on the results of the discussion in the group of course participants).

3. Specify the problem, formulate the goals and objectives of the project, educational material on the subject and interdisciplinary connections (in the form of didactic units) that should be involved in the course of the project.

4. Consider the practical or theoretical significance of the project.

5. Indicate what developmental goals you set (intellectual, moral, cultural development of students).

6. List what creative methods will be used to complete the project.

7. Indicate how this project fits into classroom and extracurricular activities.

8. Think about how the results of the project might be presented.

9. Designate the forms of control over the stages of the project.

10. Suggest criteria for assessing the success of the project.

11. Think about how this project can influence the social adaptation and professional self-determination of a teenager, and the motivation to work in their chosen field ( only for high school students).

12. Think about what psychological and pedagogical effect is possible as a result of completing this project.

General rules for the project manager

1. Approach this work creatively.

2. Don't hold back students' initiative.

3. Encourage independence, avoid direct instructions, teach children to act independently.

4. Remember the main pedagogical result - do not do for the student what he can do (or can learn to do) on his own.

5. Do not rush to make value judgments.

6. When evaluating, remember: it is better to praise ten times for nothing than to criticize once for nothing.

7. Pay attention to the main components of the process of acquiring knowledge:

– learn to trace connections between objects, events and phenomena;
– try to develop skills in independently solving research problems;
– try to teach the student the ability to analyze, synthesize, and classify the information he receives.

8. In the process of work, do not forget about education.

Diagnostics of students
(identification of aptitude for research and social activities)

1. Which area of human knowledge is most interesting to you?

2. What school subject are you most interested in?

4. What educational literature have you read over the past year? Name it.

5. Do you participate in clubs, sections, or attend electives? Which ones and where?

6. Which scientific problem of our time seems to you the most relevant (significant)?

7. Would you like to participate in research on any problem?

8. What real social event would you like to hold with your friends within your school, district, city?

9. Are you a member of any public youth associations? Name them.

10. Which school teacher could become your consultant or advisor in organizing and conducting the project?

11. Would you like to involve parents in your work? (Not really).

Questionnaire for students

1. Rank the following sources of educational information in order of decreasing their importance to you:

teachers, textbooks, parents, friends, television, radio, books, newspapers, magazines, the Internet.

2. Write the names of five of your favorite newspapers and magazines in order of decreasing importance to you:

3. How often do you use a school textbook to prepare homework on...?

Often
Sometimes
Never

5. If the information you received from the teacher or from the textbook and other sources does not match, which option gives you more confidence?

Textbook
Teacher
Other source

6. Do you have a computer at home?

7. Where can you use the computer?

House
School
Other (enter)

8. Do you have access to the Internet?

9. How often do you use Internet information to prepare homework?

Often
Sometimes
Never

In what academic subjects?

(specify by what ____________)

"The Art of Discovery"
Bernard Bolzano (1781–1848)

1. Precisely formulate the question for which we are looking for an answer. It is necessary to strictly limit the scope of research.

2. Assess, from the point of view of existing knowledge, whether it is possible to obtain a true answer to the question posed.

3. Divide the problem into subtasks and subquestions, seek answers to them first by deriving a solution from known truths or by reducing it to solving similar problems.

4. Directly derive the solution from existing knowledge, if possible.

5. Put forward hypotheses using the method of complete or incomplete induction or analogy.

6. Use the fourth and fifth techniques in combination.

7. Compare the result obtained with known knowledge.

8. Check the accuracy of the logical techniques used.

9. Check the correctness of all definitions and judgments used in the solution.

10. Express all the concepts of the problem being solved in “expedient” signs (using symbolic language).

11. Strive to develop visual images of the objects of the task.

12. Formulate the result of the decision logically strictly.

13. Evaluate all the pros and cons of the result.

14. Solve the problem as focused as possible.

Appendix 2

The following documents are compiled jointly by the student - the author of the project and the teacher - the project leader. They allow you to track the formation of the necessary educational skills and determine how the work performed helps the student master the basic material.

List of documents submitted for defense of students’ design and educational research works

1. Passport of students’ project or educational research work.

2. Feedback from the supervisor on the submitted project or educational and research work.

3. Review of the submitted project or educational research work.

4. Analysis of project or educational research work to identify didactic units used by students in the process of creating an educational product.

5. List of equipment (educational, scientific, self-made) used in achieving the goals and objectives of the project. (Required for research projects only.)

6. List of pedagogical goals (tasks) set by the supervisor within the framework of a specific educational project.

7. List of methods used by schoolchildren in working on the project.

8. List of articles, publications, monographs, scientific and popular science books (from the presented bibliographic list), on which abstracts, reviews, annotations were written in the process of work, and notes were compiled. (Attach one example of a compiled abstract, review, annotation, synopsis to the list).

9. Brief summary of the project content (project goal, rationale for relevance, project hypothesis, summary of the project, results obtained or the achievability of planned results).

1. Research project passport

1. Project name.

4. Scientific supervisor(s) of the project (specialty, teaching experience, title, academic degree).

6. Project type.

6.3. By the nature of project coordination: with open coordination (hard), with hidden coordination (flexible).

6.4. By the number of project participants: personal, pair, group.

7. Educational area within which the educational project was carried out: philology, social studies, mathematics, computer science, natural science, art, technology, basic life safety, physical education.

8. Academic subject within which the educational project was carried out: Russian language, literature, foreign language, mathematics, computer science and ICT, history, social studies, geography, economics, law, physics, chemistry, biology, natural science, music, fine arts, technology , physical culture, basics of life safety.

10. Form of presentation of the project: poster, album, video, booklet, abstract, layout, other (enter).

12. Sources of information used by the authors in the process of implementing the project: popular science magazines, scientific journals, bulletins, textbooks and teaching aids, popular science books, scientific publications, monographs, dissertations, abstracts, deposited manuscripts, dictionaries, reference books, encyclopedias, foreign books (English, German, French, Spanish), Internet (website).

13. Researcher's dictionary (conceptual apparatus).

2. Social project passport

1. Project name.

4. Project leader(s) (specialty, teaching experience, title, academic degree).

5. Consultant(s) (specialty, title, academic degree).

6. Project type.

6.1. According to the dominant activity in the project: research, creative, gaming, information retrieval, practice-oriented (takes into account the social interests of the participants, clearly focuses on the result).

6.2. By subject area: cultural (literary, musical, linguistic), natural science, environmental, sports, geographical, historical.

6.3. By the nature of project coordination: with open coordination (hard), with hidden coordination (flexible).

6.4. By the number of project participants: personal, pair, group.

6.5. By breadth of content coverage: single-subject, interdisciplinary, extra-subject.

6.6. By duration: short, long.

6.7. By the nature of contacts (degree of coverage): within a class, school, district, city, region, country.

7. Area of social research.

8. Educational area with which the content of the project is connected: philology, social studies, mathematics, computer science, natural science, art, technology, basic life safety, physical education.

9. Methods used in working on the project.

10. Form of presentation of the project: poster, album, video, booklet, abstract, layout, other (enter).

11. Educational and cultural institutions on the basis of which the project was carried out: school base, library(s), museum(s), higher education institution (department), research institute (laboratory), zoo, planetarium, technical center, other (specify).

13. Researcher's dictionary (conceptual apparatus).

Appendix 3

Project examination

Examination of design work makes it possible to organize work in the form of an intra-school competition, in the form of a direction of work for a student scientific society with a final conference, etc. But at the same time, one must understand that a clear system of project examination allows not only to objectively determine the winner (if a design competition is organized), but also to objectively assess the quality of the work of the project authors and its manager with the ability to monitor successful and unsuccessful elements of the project.

An expert commission is formed for expert assessment. It is advisable to involve in this commission parents who have the necessary qualifications, teachers and graduate students of universities with which the school works under an agreement, and teachers from other schools in the district.

The examination is carried out in two stages: first, examination of the submitted documents, and then examination directly during the presentation of the project. Submitted documents are evaluated by at least two experts competent in the given educational field (we repeat once again that it is desirable to attract specialists from higher educational institutions competent in the specified fields of knowledge). The results of the examination are brought to the attention of all its members in advance by the chairman of the expert commission.

The overall score for the project consists of an assessment of the materials submitted to the commission and their independent analysis by experts, as well as the presentation itself.

If there are many projects presented, then it is advisable to present the projects not in the form of a conference, but in the form of poster presentations. In the latter case, each expert is offered a list of projects for mandatory assessment.

Evaluation of the presentation of social project No. _________________________

Date of:______________

Evaluation of the presentation of research project No. ___________________

For each position in the “available” column, 1 point is awarded, thereby assessing the presence of one or another element for which the assessment is being made.
Then the quality of performance of the present element is assessed on a three-point scale. The full score for each question will be reflected in the last cell of the corresponding column.
When filling out the table, the expert puts only “+” signs in the corresponding columns – “high”, “average”, “satisfactory”, “unsatisfactory”.

Date of:______________
Project name:_______________________
Expert (full name): ____________________________

Project (from Latin “throwing forward”)- this is a prototype, an ideal image of a supposed or possible object, state, in some cases - a plan, a plan for some action. Projects are aimed at achieving specific goals and include the coordinated implementation of interrelated actions. They have a limited duration in time, with a definite beginning and end. All of them are unique and unique to a certain extent. The leading type of professional activity in projects can be any of its varieties: scientific-methodological, educational, experimental-research, diagnostic, design, design, information-analytical, etc. Project activity of students can be considered as a model of professional project activity.

In modern science educational project method – this is one of the personality-oriented technologies, a way of organizing independent activities of students, aimed at solving the problem of an educational project, integrating a problem-based approach, group methods, reflective, presentational, research, search and other techniques. The project method is based on the idea of focusing educational and cognitive activity on the result that is obtained when solving a particular practically or theoretically significant problem. External result can be seen, comprehended, applied in real practical activities. Internal result– operational experience – becomes the property of each project participant, combining knowledge and skills, competencies and values.

Project activities – this is a joint educational, cognitive, creative or gaming activity of students, teachers and parents, which has a common goal, agreed upon methods, methods of activity, aimed at achieving a common result. An indispensable condition for project activity is the presence of developed ideas about its final product and, as a consequence of this, about the stages of design and implementation of the project, including its comprehension and reflection on the results of the activity.

The choice of the form of the project product determines how exciting its implementation will be. His defense is presentable and convincing, and the proposed recommendations are effective for solving the selected socially significant problem. Products of project activities may be: an exhibition, a business plan, a collection, models, theatricalization, a multimedia product, a guide map, a fairy tale, theatricalization, a reference book, etc.

Structure of project activities (project stages):

Immersion in the project (motivational, goal setting). Creating a positive motivational attitude. Definition of a socially significant task (problem) – research, informational, practical. Further work on the project is a solution to this problem. Finding a socially significant problem is one of the most difficult organizational tasks.
Organization of activities (planning, project development). Project execution begins with planning actions to resolve the problem. In other words, from the design of the project itself, in particular, from determining the type of product and the form of presentation. Methods of joint activities are agreed upon, criteria for assessing the result and work process are established. The most important part of the plan is the operational development of the project, which contains a list of specific actions indicating outputs, deadlines and responsibilities. But some projects (creative, role-playing) cannot be immediately clearly planned from beginning to end.
Implementation of activities (information and operational, project implementation). A specific case or a series of practical steps to solve a problem. Every project necessarily requires research work. Thus, a distinctive feature of project activity is the search for information, which will then be processed, comprehended, and presented by project team members.
Presentation of results (reflective-evaluative, summing up). The result of work on the project, in other words, the output of the project, is the product. In general terms, this is a tool that the project team members developed to solve the problem. The prepared product must be presented convincingly enough as the most acceptable means of solving the problem. After the presentation of the product, there is a collective discussion and meaningful assessment of the results and process of project activities, and directions for further work are determined.

Thus, a project is six “Ps”: problem, design (planning), information search, product, presentation, portfolio (a folder that contains all the working materials of the project, including drafts, plans, reports, etc.).

The organization of project activities fits into activity structure : motive → problem statement → goal → tasks → putting forward hypotheses - ways to solve the problem → methods and methods → planning activities for project implementation → collecting information → structuring information → manufacturing a product → designing a product → choosing a presentation form → preparing a presentation → presentation → reflection: self-esteem and self-analysis.

Integrative - this is a joint activity of designers, which can include various areas: educational and cognitive, gaming, labor, creative, environmental, valeological, applied, orientation, etc.

Software-targeted - the implementation of the project is determined by a socially and personally significant goal, requirements and provides for a step-by-step program of actions to achieve it - structuring the substantive part of the project with the distribution of responsibilities among participants.

Activity - is focused on updating the subjective position of a participant in the pedagogical process, the manifestation of activity by each designer in making a feasible contribution to the common cause, eliminating the presence of “sleeping partners”.

Creative - the main idea of project activity is the development of a free creative personality, self-realization of the designer through living a “situation of success” (success in work consolidates in the mind all the successful stages of activity, which in the future he will use as his own experience, his own “discoveries”).

Stimulating - project activities help to increase the personal confidence of each participant, his self-realization - to feel significant, needed, successful, capable of overcoming problematic situations.

Communicative - cooperation with friends expands the range of interpersonal relationships, enriches the communicative sphere of the individual (improving communication skills, increasing its quality), there is an awareness of the importance of teamwork, the role of cooperation and co-creation in positive self-creation and the creation of the environment.

Value-orientation - in the course of activities, the designer, through self-realization and self-actualization, moves from “I am concepts” To "we are concepts"- he feels not only his originality and uniqueness, but also realizes his need for other people and the need for them. Realizes the value of relationships and interactions with other people and the possibility of their preservation, enhancement and spiritual enrichment through self-improvement.

Intelligent - during the implementation of the project, the formation and development of search activity and intellectual initiative occurs - identifying, analyzing and solving problem situations, studying literary sources and using the information obtained, conducting experiments, observations, experiments, etc., recording the results of the work and their graphic (computer) interpretation , synthesis, classification, generalization, formulation of conclusions and conclusions, etc.

Principles for implementing design technology

Sequences in project planning and implementation.

Regularity - the project is circular in nature, when summing up the work on the project, its participants again return to the goal that was set at the beginning and are convinced how much their knowledge has been expanded and life experience has been enriched - this affects positive motivation in learning.

Dynamism - the project must have a reasonable time frame.

Accounting age and individual characteristics, interests, capabilities and abilities.

Humanization - voluntary participation, tactful consideration of all options for solving the problem proposed by the designers; all team members are equal, everyone has the right: to make a mistake, to express their opinion, not to participate in any of the projects, to participate simultaneously in different projects in different roles, to leave any project at any time, to start their own new project.

Initiative - practical and theoretical significance for the designers of the expected results, support for the initiative.

Amateur performances (independence and individuality) and creative partnership- the project is implemented through the inclusion of its participants in various types of creative and practically significant activities, in direct contact with various objects of the social environment. Designers outline a program of actions for themselves and actively implement them; all members of the group performing the project task are responsible for the final result.

Hedonism - project participants should enjoy joint communication and completing the task.

Development (promotions) - development of indicators of designers’ readiness for project activities, achievement of a certain “maturity”, development of creative skills, assessment activities, etc.

Novelty and originality - project activity is creative in its essence, since during the implementation of the project a product is created that is distinguished by novelty, originality and uniqueness. For each designer, the result of creativity can have both an objective (for society), and subjective (for the individual himself) novelty, while a necessary component of creative activity is the search and application of original ways to solve practical problems. To ensure the conditions for creative activity, the main importance is not the amount of knowledge, but the type of its assimilation, which, in turn, determines the methods of use and the breadth of transfer of the acquired knowledge.

Productivity - the focus of the designers’ activities on the result that is obtained when solving a practical or theoretical, but necessarily personally significant and socially determined problem.

Completeness and presentability - the project must be brought to a logical successful conclusion, creatively presented (protected), leaving each participant with a feeling of pride in the result obtained.

Classification of projects. Key competencies of project activities

The educational project, as a complex and multi-purpose method, has a large number of types and varieties.

By dominant activity of designers:

P tactically oriented project is aimed at the social interests of the project participants themselves or an external customer, its product is predetermined and can be used in the life of a class, student group, university or school, etc.;
research project its structure resembles a genuine scientific research: it includes substantiation of the relevance of the chosen topic, identification of research objectives, putting forward a hypothesis with its subsequent verification, discussion of the results obtained; in this case, methods of modern science are used: laboratory experiment, modeling, sociological survey, etc.;
information project is aimed at collecting information about some object or phenomenon for the purpose of its analysis, generalization and presentation to a wide audience;
creative project assumes the most free and unconventional approach to the presentation of results;
role-playing project the most complex in development and implementation; by participating in it, designers perform certain social roles, the result of the project remains open until the very end.

By complexity (by subject area):

monomodular (mono projects) are implemented, as a rule, within the framework of one subject or section of the program, and may partially use information from other areas of knowledge and activity; such projects can also be carried out as part of classroom lessons;
polymodular cover several sections of the program (several modules);
integrated (interdisciplinary) carried out outside of school hours, require deep meaningful integration already at the stage of problem formulation.

By the nature of contacts between participants: individual, group, intraclass, school-wide (faculty-wide), interschool (university-wide), regional (various scales), interregional (within one state), international.

By implementation time:

mini-projects can fit into one lesson or part of it;
short-term projects (2 – 6 hours) are used to coordinate the activities of project team members; the main work of designers in collecting information, manufacturing a product and preparing its presentation is carried out outside of school hours;
medium term (up to 30 hours) can be performed in groups during a project week, combining classroom and extracurricular forms of work;
long-term (40 hours or more) this could be a year-long project within a scientific society.

By interests and topics: educational, environmental, valeological, local history, tourism, phenological, commercial, gaming, scientific research, professional and labor, comprehensive, etc.

By scope: school, university, family, leisure, production, professional self-determination, etc.

Key competencies formed in project activities

Reflexive : understanding a problem for which there is insufficient knowledge, answering the question: what do you need to learn to solve the problem?

Search (research) : independent generation of ideas, i.e. inventing methods of action, attracting knowledge from various fields; independent search for missing information in the information field, requesting it from an expert (teacher, consultant, specialist). Identifying several options for solving a problem, putting forward a hypothesis, establishing cause-and-effect relationships.

Evaluative independence : evaluating the project product, analyzing one’s own activities (its progress and intermediate results), highlighting one’s own strengths and weaknesses in working on the project.

Working in collaboration (partnerships) : collective planning, interaction with any partner, mutual assistance in the group in solving common problems, business partnership communication, finding and correcting errors in the work of other group members.

Managerial: process design, planning activities, time and resources, making decisions and predicting their consequences.

Communication : initiating educational interaction with peers - entering into dialogue, leading a discussion, defending one’s point of view, finding a compromise; conducting interviews, oral questioning, etc.

Presentation : organization of monologue speech, confident behavior during a speech, artistic skills, use of various visual aids, answers to unplanned questions.

Project activities of schoolchildren

What is an educational project for a student and a teacher?

Project activities of schoolchildren are cognitive, educational, research and creative activities, as a result of which a solution to a problem appears, which is presented in the form of a project.
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.

Design and research work at school is a new, innovative method that combines educational and cognitive components, gaming, scientific and creative. The main difference between such activities for primary school is that students, first of all, receive the first research skills, due to which the specific qualities of a special way of thinking develop.

Organization of project activities

When organizing project activities in elementary school, the teacher needs to take into account the following aspects:

1. The project assignment must correspond to the age and level of development of the student.
2. The problems of future projects, which should be in the area of interests of students, should be taken into account.
3. Conditions must be created for the successful execution of projects (availability of materials, data, multimedia).
4. Before giving students a project assignment, they should first prepare for conducting such activities.
5. Manage projects, help and advise students.
6. Practice project-based activities with students, while improving general educational skills.
7. When choosing a project topic, do not impose information, but interest them, motivating them to search independently.
8. Discuss with students the choice of sources of information: library, reference books, Internet, periodicals, etc.
9. In the process of preparing for project activities, it is advisable to organize joint excursions, walks, observations, experiments, and events for students.

Types of projects

Research projects. Schoolchildren conduct experiments, study some area, and then present their results in the form of wall newspapers, booklets or computer presentations. Such research projects have a positive impact on the student’s professional self-determination, and can also become the basis for future coursework and diploma work during his student years.
Game projects. They are presented in the form of games and performances, where, playing the roles of some heroes, students offer their solutions to the problems being studied.
Information projects. Students collect and analyze information on a topic, presenting it in the form of a magazine, newspaper, or almanac.
Creative projects. There is huge scope for imagination: the project can be carried out in the form of an extracurricular activity, an environmental action, a video film and much more. There are no limits to imagination.

Choosing a topic and setting a project goal

The choice of project topics can be based on an in-depth study of any educational material in order to expand knowledge, interest children in studying the subject, and improve the learning process.
The project must have a clear, realistically achievable goal. 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 implementation. This embodiment is a project product, which is created by the author in the course of his work and also becomes a means of solving the project problem.

Project type	Objective of the project	Project product	Student activity type	Formed competence
Practice-oriented	Solving practical problems of the project customer	Tutorials, layouts and models, instructions, reminders, recommendations	Practical activities in a specific educational subject area	Activity
Research project	Proof or refutation of any hypothesis	The result of the research, presented in the form of presentations, wall newspapers, booklets	Activities related to experimentation, logical mental operations	Thoughtful
Information project	Collection of information about any object or phenomenon	Statistical data, results of public opinion polls, generalization of statements of various authors on any issue, presented in the form of a magazine, newspaper, almanac, presentation	Activities related to the collection, verification, systematization of information from various sources; communication with people as sources of information	Information
Creative project	Attracting public interest in the project problem	Literary works, works of fine or decorative art, videos, promotions, extracurricular activities	Creative activities related to receiving feedback from the public	Communicative
Game or role-playing project	Providing the public with the experience of participating in solving a project problem	Event (game, competition, quiz, excursion, etc.)	Activities related to group communication	Communicative

Stages of work on the project

Stages of work on the project		Student activities	Teacher activities
Preparation	Determining the theme and goals of the project, its starting position. Selection of a working group	Discuss the topic of the project with the teacher and receive additional information if necessary	Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises the work of students.
Planning	a) Identification of sources of necessary information. b) Determining ways to collect and analyze information. c) Determining the method of presenting the results (project form) d) Establishing procedures and criteria for assessing project results. e) Distribution of tasks (responsibilities) between members of the working group	Create project objectives. Develop an action plan. Select and justify their criteria for the success of project activities.	Offers ideas, makes assumptions. Supervises students' work.
Study	1. Collection and clarification of information (main tools: interviews, surveys, observations, experiments, etc.) 2. Identification (“brainstorming”) and discussion of alternatives that arose during the project. 3.Selection of the optimal project progress option. 4.Step-by-step implementation of the research tasks of the project	Perform project tasks step by step	Observes, advises, indirectly supervises the activities of students
	Information analysis. Formulation of conclusions	Perform research and work on a project, analyzing information. Draw up the project	Observes, advises (at the request of students)
Presentation (defense) of the project and evaluation of its results	Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, achieved results (successes and failures) and the reasons for this	Present the project, participate in its collective self-analysis and evaluation.	Listens, asks appropriate questions in the role of an ordinary participant. Directs the analysis process as necessary. Evaluates student effort, quality of report, creativity, quality of use of sources, potential for continuation of the project

Evaluation of stages	Criteria for evaluation	Points
Performance evaluation	Relevance and novelty of the proposed solutions, complexity of the topic
	Volume of developments and number of proposed solutions
	Practical value
	Level of independence of participants
	The quality of the design of notes, posters, etc.
	Reviewer's assessment of the project
Protection assessment	Quality of the report
	Demonstration of depth and breadth of ideas on the topic presented
	Demonstration of depth and breadth of ideas on a given subject
	Answers to teacher questions
	Answers to teacher questions

180 – 140 points – “excellent”;
135 – 100 points – “good”;
95 – 65 points – “satisfactory”;
less than 65 points - “unsatisfactory”.

General view and structure of the project explanatory note

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, applications are carried out through links that are used with the word “look” (see), enclosed together with the code in parentheses.

The manual examines methodological, didactic and organizational problems in the practical implementation of educational projects for teenagers. How have new educational standards changed the Russian school? What is instructional design and why is it necessary for modern schools? How to combine the cognitive activity of schoolchildren in the classroom with their participation in educational design? How to start project work in school and class? How can one student’s project be “embedded” into the overall project of a class or an entire class? Here is an incomplete list of questions the reader can get answers to in this book. The methodological manual is addressed to school heads and deputy directors of educational organizations for teaching and educational work, methodologists, practicing teachers, students of teacher training courses, students of pedagogical universities and colleges.

* * *

by liters company.

Project method in modern school

Literal meaning of the word project- “thrown forward.” Project is the key word of the current era. In recent years, the frequency of its use has increased incredibly. Every now and then we hear about new projects in the political, economic and social spheres. Here and there educational, educational, artistic and business projects are being implemented. Project competitions are held everywhere in various areas of life. So it's not surprising that these days project method is widely used in the education and training of younger generations.

In classical didactics it is customary to distinguish teaching methods (for example verbal, visual, problem-search, reproductive, etc.), organizational forms of training (lesson, elective activity, club form of educational activity), as well as techniques And technologies . The project method is not only a technology, it is a complex phenomenon, a complex pedagogical phenomenon. An educational project is a special type of problem-search method of teaching; it involves a specific organizational form (educational research conducted in class and outside of class time by one student, a group of students or even the whole class) based on one or another educational technology (as a rule, these are technologies carried out on the basis of a system-activity approach).

To be specific, then project method(MP) is a form of organizing the educational activities of schoolchildren, which is built on the basis of a jointly developed and implemented plan for solving a problem, researching a particular object (material, ideal, aesthetic, etc.) or creating a new social and educational institution ( museum, club, circle, etc.). Organizing a festival, competition, subject Olympiad, preparing and holding a patronage concert for veterans, children with disabilities or just for kids - all this is nothing more than projects .

In a modern school, the educational program of which complies with the Federal State Educational Standards (FSES), the child learns through two types of activities: educational-cognitive and project-based. When organizing educational activities, it is assumed that “the student works with educational content on strictly defined material under the direct guidance of the teacher.” In project activities, schoolchildren, with the support of the teacher, set specific tasks themselves and select means to solve them, while “the measure of the success of a project is its product.” However, it should be borne in mind that the product of project activity is just means, because the main result of design is the positive changes that occur with the student designer: he, as a rule, acquires new knowledge, he develops certain skills and competencies, develops a tendency to take initiative, and gains experience in making independent decisions.

In didactics there are various classification of educational projects: according to the time of their implementation(long-term, or long-term; short-term; blitz projects, etc.), number of participants(collective, group, individual), type of leading activity(research, creative, applied, etc.). You can also highlight all kinds of computers and office equipment that have become popular due to the availability of computers and office equipment in schools. publishing projects, whose products are school newspapers, magazines, brochures, books, and albums. As part of the educational work of the class teacher, as well as in organizing extracurricular activities for schoolchildren, they play an important role. social projects.

For a subject teacher, differentiation of educational projects into collective, group And individual. At the same time, both group and individual projects can be part of a collective project and be an integral part of it. That is, in our case, the design team is most often a school class, so MP is very successfully integrated into the classroom system and takes full advantage of all its advantages. This approach allows the teacher Bring project activities into the system and involve all students in the class in educational design.

Traditionally, the goal of European and Russian school education has been mastery of the knowledge system , which form the basis of sciences. Numerous facts, names, and concepts were “downloaded” into the students’ memory. Particularly durable translational (“knowledge”) approach established himself in the national school. That is why Russian school graduates were, and still are, noticeably superior in their level of factual knowledge to their peers from most countries. However, the results of international comparative studies conducted over the past two decades are alarming. Russian schoolchildren are better than students in many countries in completing reproductive tasks that reflect mastery of subject knowledge and skills. However, their results are lower when performing tasks to apply knowledge in practical, life situations, the content of which is presented in an unusual, non-standard form, where it is necessary to analyze data or interpret it, formulate a conclusion or name the consequences of certain changes. So what is more important: knowledge or the ability to apply it? Let's be honest: Pure knowledge is needed only when solving crossword puzzles. Of course, it is important for any person to know in what year Moscow was founded or when the Battle of Borodino took place and who celebrated the victory in it. But much more important is the awareness of what exactly should be considered the fact of the “foundation of a city” or by what signs in historical science the winner of a particular battle is identified. So, in addition to knowledge, skills and competencies, there is another very important result of education - a person’s ability to meaning generation .

Psychological science, the achievements of which the modern school makes full use of, considers a person in three aspects: how individual, How personality And How subject. Individual qualities are usually determined by nature and genetics (height, weight, quality of vision, type of perception of information, etc.). Personal qualities are revealed in a relationship to the world and its “contents”: objects, phenomena, people, social environment; a person as an individual approaches everything “with his own standards.” But subjective qualities are manifested in activity, in the active transformation of everything that surrounds a person: things, phenomena, relationships with relatives. It is the subject that is capable of generating meaning. Only subjective qualities endow a person with spirituality. Only for the subject can the question be relevant: what is the meaning of life?

That is, traditional Russian education, the principles of organization of which were formed over the past several decades, purposefully contributed to the manifestation of perceptual activity, paying little attention to the formation and development conversion activity. As a result, broad knowledge that allows our students to successfully solve crossword puzzles and win tournaments in the popular game “What? Where? When?”, often turned out to be useless when solving routine life problems. That is why the main goal of modern school education has become to increase the competence of the individual in society, and social skills become the most important factor in the success and success of the individual in life. All these qualities are inherent in an individual person, who can only be educated through activity.

So, the competence of an individual is her ability to integrate internal and external resources to achieve success and solve life problems (utilitarian-everyday, professional, intimate-personal, etc.). That is, now we are talking about the fact that education not only provides the individual with a set of subject knowledge, skills and abilities, but also contributes to the development of adaptation mechanisms; so that the teaching turns out to be not “knowledge-intensive”, but effective, practical, pragmatic, helping school graduates to live successfully in society, so that it ensures the personal dynamics of a person throughout his life. But only a person who has an inherent interest in life, who tirelessly searches for the ever-changing meaning of this life, is able to see life’s perspective. That is why the implementation of second generation standards is based on an activity approach.

Essence activity approach in psychology is that the development of personality is considered in activity and through activity. And here it is important to emphasize the transformative nature of the activity. Such transformations are multidirectional: transforming the objective world in activity, a person changes himself.

What does this mean for every teacher? And the fact that now his main task is not to transfer knowledge and not to teach, but to organize cognitive activity, during which the student himself will learn to acquire knowledge. It's complicated. Sometimes it is faster and easier to explain how it should be done than to follow the student’s trial and error method. The very age characteristics of children in elementary school push us to explain and organize memorization, and then this, having become entrenched, continues in primary school, as a result of which a considerable percentage of adolescents fall into the category of “underachievers.” The rest receive “solid knowledge” that is never put into practice. Schoolchildren know rules and as if taught do the right thing, but in life everything is much more complicated. This means that it is necessary to teach not only from samples, standards, but also from mistakes. A well-designed and verified “learning error” according to the laws of didactics creates a problematic situation in the lesson, and the need to resolve the problem encourages the student to take active action.

When moving to second-generation educational standards, the emphasis is placed not just on activity, but on the activity of the subject himself in this activity, the result of which are those semantic and value formations that ensure the formation of a person precisely as a subject of his own life activity.

The activity-based approach to the implementation of second-generation educational standards aims the teacher at searching for and stimulating intrapersonal determinants of student development, at launching mechanisms of self-change, self-development of the student’s personality, determined by the choice of values and meanings. Such changes are possible only subject to not declared, but real freedom of students. To do this, the student must have the opportunity to freely choose activities from various options (there are many ways in which one can achieve a result), and he must plan, design and organize activities that are interesting to him, the significance and usefulness of which he is aware of.

This means that education should give schoolchildren experience in resolving contradictions(algorithms and tools), experience of cooperation and joint activities(including its organization, methods of subordination and coordination, distribution of roles), experience of self-analysis of one’s needs and abilities. Already at school, children should understand well that this or that problem can be solved not by any “available means”, but only by those that correspond to the level of complexity of the problem.

The classroom system, which has existed for approximately 350 years, is the main organizational form of school education throughout the world. It was invented by the Czech humanist teacher and philosopher Jan Amos Comenius, author of the fundamental work “The Great Didactics”. In his mature years he was lucky enough to live at the dawn of the Enlightenment. It was a time when theoretical issues of school education were posed and solved by the best thinkers of that time. One of these thinkers was the English philosopher John Locke, who formulated the most fundamental thesis for didactics, which almost immediately became an axiom: “the soul of a child is a blank sheet of paper.” And although Locke was 40 years younger than Comenius, the “great didactician” willingly adopted the young philosopher’s postulate. “If the soul of a child is like a blank sheet of paper,” reasoned Jan Amos Comenius, “then the school should be likened to a printing house.”

No sooner said than done! And the school “printing press” began to work throughout Europe, and later such “printing” pedagogy spread to Russia. The principle of operation of the printing school was simple: sheets of paper (scholars) were superimposed on a single printing matrix (educational, methodological and didactic complex), resulting in hundreds and thousands of identical prints (school graduates). Such a school fit well into the format of any type of state - it was especially highly valued under totalitarian regimes.

Years, decades and centuries passed, the school changed, but much about it remained unchanged. The sphere of education in general is a highly conservative institution: this is the key to its stability and this is also the root of the reasons for its periodic inconsistency with certain new trends in social development.

The face of the modern Russian school has been determined by a series of fundamental changes that have occurred since the late 80s of the last century. To date, many of the methodological foundations of classical didactics have been revised: the dominant role of the teacher in teaching has been questioned; the understanding of education as a person’s self-construction has become commonplace; education is now viewed not as a strictly planned process, including a complex of influences on the person being educated, but as a natural result of communication between students and with teachers who create conditions for the manifestation of positively directed activity of children, etc. Education is no longer interpreted as a linear educational process , and the main task of teachers is to create an information educational environment where the child can reveal his creative abilities, develop them, and also develop the necessary social skills. In such a school, it was the project method that turned out to be in demand, and along with it other active teaching methods. It is these methods that become the foundation of modern educational technologies.

Arose project method (MP) at the beginning of the 20th century. The American philosopher and educator John Dewey, having analyzed various educational systems, came to the conclusion that they are all designed to provide students with a huge amount of factual information without teaching them how to use it. In the teacher's lessons broadcast students experience past eras, rather than preparing them to face the challenges of the future. As a result, students accumulated a “baggage of knowledge” that was like a suitcase without a handle: it’s inconvenient to carry with them, and it’s a pity to throw it away. To replace the existing education system, Dewey proposed one whose purpose was problem solving training.

The project method (or problem method) involves the presence of a problem that requires research. And the content of school education is literally crammed with questions and problems; you just need to bring them to the surface. So a project is “a certain way of organized search and research activity of students, individual or group, which involves not just achieving one or another result, formalized in the form of a specific practical output, but organizing the process of achieving this result.” Project activity is “a generalized model of a certain way of achieving a goal, a system of techniques, a certain technology of cognitive activity.”

The project method was born from the idea of free education, and now it is an integrated, fully developed and detailed structured component of the education system, which has all the main features of pedagogical technology. It is designed to stimulate students’ interest in solving a specific problem or researching an object, which presupposes fluency in the necessary amount of knowledge to help achieve the goal, and, in addition, project activity always presupposes the possibility of practical application of the acquired knowledge. It is important to keep in mind that the “necessary amount of knowledge” can be formed precisely in the process of working on the project. Such knowledge, in contrast to the notorious “baggage of knowledge,” becomes extremely important and relevant, and its acquisition is motivated by urgent need. During project activities, students acquire knowledge selectively. Intensive replenishment of missing knowledge during the implementation of the project is ensured because it becomes clear to the student exactly what knowledge he lacks (for example, when working on a literature project, children not only research a particular literary text, but also actively use encyclopedias, explanatory dictionaries and reference books on various branches of knowledge). That is, this is no longer knowledge “in reserve,” but knowledge for a task that is being done “here and now.” Such a thing is always meaningful and expedient.

In the course of educational and project activities, the child’s analytical thinking develops, which, as John Dewey believed, is expressed in the eternal search for facts, their analysis, reflection on their truth, their logical alignment to learn new things, to get out of doubt or argumentative reasoning. In our information-rich world, this is becoming quite relevant. It was with this goal, focused on the formation of a thinking personality, that John Dewey and his student William Kilpatrick developed the method of problems (projects) based on the ideas of the humanistic direction in the philosophy of education.

The project method attracted the attention of Russian teachers already at the beginning of the 20th century, and its methodological development was carried out virtually in parallel with American teachers. As modern researcher E. S. Polat notes, “under the leadership of... S. T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice. Later, already under Soviet rule, these ideas began to be introduced quite widely into schools, but this did not happen in a sufficiently thoughtful and consistent manner. As a result, by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned, and since then and until recently in Russia no more serious attempts were made to revive this method in school practice.”

Meanwhile, in foreign schools, the project method was actively and successfully developed, then it became popular due to the rational subordination of theoretical knowledge to their practical application in project activities. Some schools have begun to practice “project weeks.”

The project method allows you to intelligently balance academic knowledge and practical skills; its leading principle is the movement from theory to practice. The sum of knowledge alone is not enough for a child graduating from school into the post-industrial world, abundantly saturated with information, the use of which will be helped by reflexive and analytical thinking formed by participation in a variety of projects. It is important for a student to learn to live and work in a changing world, where large blocks of information are constantly updated and it is necessary to timely assess its significance, analyze and use it for their own purposes. This is the modern technology of research and creative work - something for which a child should be prepared before school and what must be taught to him at school.

* * *

The given introductory fragment of the book Methodology and organization of project activities at school. 5-9 grades. Methodological manual (V. N. Yanushevsky, 2015) provided by our book partner -

Stages of organizing project activities. Methodology for organizing project activities of students: Technology of project activities Organization of project activities at school system of work

“The project method as a means of developing key competencies of students”

V.S. ROKHLOV,
Associate Professor, MIOO, Moscow

Organization of project activities at school

Annex 1

To the project manager's folder

Stages of the project

To the project manager (organizer)

General rules for the project manager

Diagnostics of students
(identification of aptitude for research and social activities)

Questionnaire for students

"The Art of Discovery"
Bernard Bolzano (1781–1848)

Appendix 2

List of documents submitted for defense of students’ design and educational research works

1. Research project passport

2. Social project passport

Appendix 3

Project examination

Evaluation of the presentation of social project No. _________________________

Evaluation of the presentation of research project No. ___________________

Project activities of schoolchildren

* * *

* * *

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“The project method as a means of developing key competencies of students”

V.S. ROKHLOV, Associate Professor, MIOO, Moscow

Organization of project activities at school

Annex 1

To the project manager's folder

Stages of the project

To the project manager (organizer)

General rules for the project manager

Diagnostics of students (identification of aptitude for research and social activities)

Questionnaire for students

"The Art of Discovery" Bernard Bolzano (1781–1848)

Appendix 2

List of documents submitted for defense of students’ design and educational research works

1. Research project passport

2. Social project passport

Appendix 3

Project examination

Evaluation of the presentation of social project No. _________________________

Evaluation of the presentation of research project No. ___________________

Project activities of schoolchildren

* * *

* * *

New on the site

Most popular

POPULAR SECTIONS

V.S. ROKHLOV,
Associate Professor, MIOO, Moscow

Diagnostics of students
(identification of aptitude for research and social activities)

"The Art of Discovery"
Bernard Bolzano (1781–1848)