In modern conditions under educational project means a complex of search, research, calculation, graphic and other types of work performed by students independently (in pairs, groups or individually) with the aim of practical or theoretical solution of a significant problem.
The basis of the project method is its pragmatic focus on the result that is obtained when solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach how to solve problems, involving for this purpose knowledge from different areas, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships.
The method of projects is always focused on the independent activities of students, which they perform within a certain period of time. This method is organically combined with a group approach to learning. The project method always involves solving a problem. And 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, the need to integrate knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of completed projects should be “tangible”: if it is a theoretical problem, then its specific solution, if practical, a concrete result ready for implementation.
The project method can be individual or group, but if it is a method, then it involves a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of the student with the obligatory presentation of these results.
There are several approaches to the classification of projects. According to the dominant activity of students, projects are divided into five groups.
Project types:
Practice-oriented project is aimed at the social interests of the project participants themselves or an external customer. The product is predetermined and can be used in the life of a class, school, neighborhood, city, state.
research project the structure resembles a genuine scientific study. It includes the substantiation of the relevance of the chosen topic, the designation of research objectives, the obligatory putting forward of a hypothesis with its subsequent verification, and discussion of the results obtained.
Information project is aimed at collecting information about some object, phenomenon for the purpose of its analysis, generalization and presentation for a wide audience.
creative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, video films, etc.
role project is the most difficult to develop and implement. By participating in it, the designers take on the roles of literary or historical characters, fictional characters, etc. The result of the project remains open until the very end.
Projects also differ in complexity, duration, number of participants (individual and group). Finally, the most significant difference is that some projects are designed to be implemented during the lesson (“mini-project”), others cover a series of lessons and independent extracurricular activities of students, and others relate exclusively to the field outside the classroom.
General approaches to project structuring:
- You need to start by choosing a project topic, the number of participants.
- Next, the teacher needs to think about possible options for problems that are important to explore within the framework of the intended topic. The problems themselves are moved by the students with the teacher's input (leading questions, situations that contribute to the definition of problems, etc.)
- An important point is the distribution of tasks into groups, the discussion of possible research methods, information retrieval, and creative solutions.
- Then the independent work of the project participants begins on their individual or group research, creative tasks. Intermediate discussions of the data obtained are constantly held in groups and with the teacher.
- A necessary step in the implementation of projects is their protection.
- The work ends with a collective discussion, experts, the announcement of the results of the external evaluation, the formulation of conclusions.
Parameters of the external evaluation of the project:
- the significance and relevance of the issues raised;
- the correctness of the research methods used and the processing of the results obtained;
- the activity of each participant in accordance with his individual capabilities;
- necessary and sufficient depth of penetration into the problem;
- evidence of decisions made, the ability to argue conclusions, conclusions;
- aesthetics of the results of the completed project.
I have been involved in project work for many years now. The project method in the learning process allows me to develop learning skills (analysis, synthesis, setting goals, searching and solving problems); communicative potential of schoolchildren; solve information problems; organize communication and interaction of all participants in the educational process; to activate the mental activity of schoolchildren; relieve stress.
The purpose of the project work is to find ways to solve the problem, and the task is formulated as a way to achieve the goal under certain conditions.
Project activity is associated with creativity and generates something new, different from the already existing one. Student creative activity is the creation, discovery of something previously unknown to a given student.
Work on a research project is a learning activity, so it is natural that it is carried out under the guidance of a teacher. However, the role of the teacher in this case is to organize subject-subject relations, to correct the independent activity of schoolchildren.
In order to have a clear plan of action, I studied the experience of various educational institutions and the literature on this topic, formulated for myself general approaches to structuring the project, which I wrote about above.
The degree of activity of students and teachers at different stages is different. My role is great in the first and last stages. The fate of the project as a whole depends on how I fulfill my role at the stage of immersion in the project. At the last stage, my role is great because students are not always able to generalize all the work on the project, come to unexpected conclusions, etc. In each thematic block, the students and I choose the topic of the lesson that most interested them, the project of which we prepare together. Many types of such lessons have been developed and tested, involving the implementation by students of educational research or its elements: lesson-travel, lesson-presentation, lesson-laboratory, lesson-creative report, lesson-story about scientists, integrated lessons, etc.
Undoubtedly, this type of activity takes a huge amount of time, first of all, from the teacher, as it requires a systematic check of the work, in addition, time is spent on lessons, both on organizational messages and on group research work in order to identify basic errors and correct them. process. In the course of this type of educational activity, I achieve, first of all, not only the study of new material, but also its deep understanding.
Systematic work on the analysis of the studied material with the involvement of additional literature, independent setting of goals, hypotheses, summing up leads to the development of the ability to analyze and synthesize information.
The project method is not fundamentally new in world pedagogy. E.S. Polat notes that, born from the idea of free education, the idea of the project method is now becoming an integrated component of a fully developed and structured education system. But its essence remains the same - to stimulate the interest of children in certain problems, involving the possession of a certain amount of knowledge, and through project activities, which provide for the solution of one or a number of problems, to show the practical application of the knowledge gained.
Throughout the twentieth century, the project method was actively and very successfully developed in a foreign school. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, the ideas of a humanistic approach to education by J. Dewey, his method of projects are widely used and gained great popularity due to the rational combination of theoretical knowledge and their practical application. to solve specific problems of environmental activities in the joint activities of schoolchildren. "Everything that I learn, I know why I need it and where and how I can apply this knowledge - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .
The project method always involves solving some problem, which, on the one hand, involves the use of a variety of methods, teaching aids, and, on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of completed projects should be what is called "tangible", i.e., if it is a theoretical problem, then its specific solution, if practical, a specific result ready for implementation.
Recently, close attention has been paid to the project method in Russia. The reasons for this, according to E.S. Zair-Bek and E.I. Kazakov are:
the need not only to transfer to students the amount of this or that knowledge, but to teach them to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical problems;
the relevance of acquiring communication skills and abilities, i.e. skills to work in various groups, performing different social roles (leader, performer, mediator, etc.);
the relevance of broad human contacts, acquaintance with different cultures, points of view on one problem;
the importance for human development of the ability to use research methods: collect information, facts, be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions. If a person acquires the above skills and abilities, he turns out to be more adapted to life, able to adapt to changing conditions, navigate in a variety of situations, work together in various teams.
The project method always involves solving a problem. And 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, the need to integrate knowledge and skills from various fields of science, engineering, technology, and creative fields.
E.S. Polat defines the basic requirements for using the project method:
the presence of a problem that is significant in terms of research (a task that requires integrated knowledge, research search for its solution), for example, the study of a demographic problem in different regions of the world; creation of a series of reports from different parts of the globe on one issue; the problem of acid rain's attention to the environment, etc.);
practical, theoretical, cognitive significance of the expected results, for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends that can be traced in the development of this problem; joint publishing of a newspaper with a project partner, an almanac with reports from the scene;
independent individual, pair, group activities of students;
structuring the content of the project (indicating the phased results);
the use of research methods that provide for a certain sequence of actions: defining the problem and the research tasks arising from it (using the method of "brainstorming", "round table" in the course of joint research); putting forward a hypothesis for their solution;
discussion of ways to design the final results (presentations, protection, creative reports, views, etc.);
collection, systematization and analysis of the obtained data;
Summing up, registration of results, their presentation;
conclusions, promotion of new research problems.
Designing educational activities in the interpretation of N.Yu. Pakhomova based on the method of projects, consists of several stages, each of which is a consistent refinement of the project:
goals and objectives of the project, analysis of the situation, promotion of the problem;
project idea, the stage of generating ideas and methods for solving problems, a creative act to search for solution ideas;
organizational stage of the project, definition of project participants, time, place and roles, terminology, conceptual apparatus (to find a common language);
responsibility table, schedule, responsible and their interaction;
project study diagram;
characterization of key situations, design and forecasting of situations;
dialogue, principles of interaction between people;
modeling options for expected results;
instructions, project documentation;
description: composition, dialogues, instructions for the project coordinator, for the subject teacher, applications.
The method of projects was further developed in connection with the use of telecommunication technologies in the educational process. A detailed description of them is given by E.S. Polat.
Initially, telecommunication technologies were used in the field of education only as a convenient and efficient form of communication, and all work on the network consisted in the exchange of letters. As international practice and experiments have shown, specially organized purposeful joint activities in a telecommunications network give a high pedagogical effect.
In recent years, there has been an increased interest in this form of organization of education in domestic education, which makes it possible to teach children the ability to acquire knowledge through their activities. The project method is focused on the independent activity of students, the role of the teacher is constant advisory assistance.
Since the telecommunications project is a component of the education system and is designed to solve educational problems determined by content standards, the program and the curriculum, one should not lose sight of the fact that the work on the project must be included in a specific educational context.
The goals of the projects range from purely pragmatic ones, such as learning a foreign language, to non-traditional education, such as cultural dialogue between people living in different countries. Telecommunication projects stimulate the cognitive activity of students, update their contacts.
Well didactically developed projects include telecommunication training programs of the international educational program "World Classroom" "World class", designed to support curricula on thematic basis: natural sciences, network usage. This program uses both teleconferencing and e-mail capabilities. Program participants are sent sets of educational materials, consisting of teaching aids for students and methodological guides for teachers. in addition, participants in the program receive a guide that describes teleconferences in detail, indicating the time of connection to each of them. Participants of World Class projects can not only work on their own projects, but also follow the work of other groups doing projects on other topics. This is especially important for students and their teachers who are just getting involved in project activities.
The telecommunications network Lanet unites all universities in England, and within the framework of the Satriz - 2000 project, 2000 schools from different countries were united.
A special place among international projects is occupied by environmental projects. As a rule, they are carried out by well-known international organizations and movements, for example, UNESCO, Greenpeace. The results of such studies are usually published in newspapers and magazines, reports are made on TV and radio.
Leading research on the problem of using telecommunications and the method of projects in the educational process in recent years has been carried out by E.S. Polat, M.Yu. Bukharkina, E.N. Yastrebtseva, Z.I. Batyukova, whose materials were used by us.
The possibilities of using the project method in preschool education have been studied to a lesser extent. There are works by I.V. Shtanko (Moscow). N. Komratova (N. Novgorod), but more - these are the publications of practitioners.
I.V. Shtanko considers the project method one of the promising areas that contribute to improving the quality of preschool education. Based on a student-centered approach to training and education, he develops a cognitive interest in various fields of knowledge, forms cooperation skills.
The project is understood, says I.V. Shtanko, independent and collective creative work with a socially significant result. The project is based on a problem, and its solution requires a research search in various directions, the results of which are generalized and combined into a single whole.
The method of project activity can be used in work with older preschoolers. The topics and content of projects for children can be very diverse. Depending on the dominant methods used in the work on the project - gaming, creative, cognitive, it can be assumed, according to I.V. Shtanko, the following typology and themes of projects.
"Game-journey to the underwater kingdom";
Role-playing game "Theater";
Game "Building the city of the future";
"Journey to the Ancient World";
"We are building a fabulous snow town."
Creative:
autumn (spring, winter) vernissage;
musical fairy tale (optional);
table theater (inventing a fairy tale, making characters, scenery and showing a performance to kids and parents);
"Spring Fair";
creation of a film library of drawn filmstrips.
Cognitive:
magazine "Why";
"Journey to the realm of mathematics";
competition "My family tree";
museum of folk culture;
"Red Book" (creation of a book from drawings of rare and endangered species of plants, animals, birds).
By duration, projects can be short-term (from 1 lesson to 1 day) and long-term (from 1 week to 3 months).
Work on the project, including the preparation of a reasonable action plan, which is formed and refined throughout the entire period, goes through several stages:
goal setting;
search for a form of project implementation;
development of the content of the entire educational process based on the subject of the project;
organization of a developing, cognitive, subject environment;
determination of directions of search and practical activity;
organization of joint (teachers, parents and children) creative, search and practical activities);
work on parts of the project, correction;
collective implementation of the project, its demonstration.
Using the project method in working with older preschoolers, it must be remembered that the project is a product of cooperation and co-creation of educators, children, parents, and sometimes the entire kindergarten staff. Therefore, the theme of the project, its form and a detailed plan of action are developed collectively. At the stage of development by teachers of the content of classes, games, walks, observations, excursions and other activities related to the topic of the project, it is important to carefully consider and organize the subject environment in the preschool educational institution in such a way that it is a "background" to heuristic and search activities.
It is necessary to involve parents and relatives in this activity of children, because. one child cannot cope with this activity.
On the topic of the project, the teacher offers tasks to the children. The children, together with their parents, choose a task at their discretion. Before handing out assignments, the educator should carefully consider them. It is important that they are not too laborious and are performed with desire and joy, and if necessary, the educator could provide reference, practical material or recommend where it can be found.
The last stage of the project - defense - is always the most spectacular. You can invite guests, parents, kids to protection. It is at this moment that the highest point of emotional intensity falls and it must be strengthened by the social significance of the project. It should be explained for whom and for what it was created and why it is needed. The form of project defense should be bright, interesting and thought out so as to highlight and demonstrate the contribution of each child, parent, teacher.
Project work is of great importance for the development of the child's cognitive interests. During this period, there is an integration between the general ways of solving educational and creative problems, the general ways of thinking, speech, the general ways of thinking, speech, art and other activities. Through the integration of various areas of knowledge, a holistic vision of the picture of the surrounding world is formed. The collective work of children in subgroups gives them the opportunity to express themselves in various types of speech activity. A common cause develops communicative and moral qualities.
The didactic meaning of the project activity is that it helps to connect learning with life, forms the skills of research activities, develops cognitive activity, independence, creativity, the ability to plan, work in a team. Such qualities contribute to the mental development of preschoolers, prepare children for schooling.
N. Komratova believes that the method of projects, when working with older preschoolers, should include several stages: the first stage is the formulation of the problem; the second stage is the discussion of possible ways to resolve it; the third stage includes the search for information by children together with parents and educators; fourth project - presentation; the fifth stage is the formulation of a new problem. This last fifth stage distinguishes N. Komratova's approaches to the use of the project method in working with older preschoolers from I. Shtanko's technology. N. Komratova emphasizes the importance of this stage, considers the formulation of a new problem to be an essential moment in working on each project. This is done in a playful way. Along with already known objects or photographs, unfamiliar ones are placed in the "Magic Chest" and the children are given a new task - to collect additional information about it. This is how the mental development of the child is carried out: "clear, definite knowledge" turns into "obscure problematic" (N.N. Podyakov). Unclear knowledge is known to be a complex stimulant of children's mental activity. This is the essence of self-development of the child.
Thus, it can be stated that the project method is currently widely used in schools and preschool educational institutions of the country and is an effective way to improve the quality of education, because. stimulates self-development, self-realization and is aimed at achieving socially significant goals.
"The illiterate man of tomorrow will be
not the man who has not learned to read,
but the one who has not learned to learn"
(Alvin Toffler)
I . Introduction
Pedagogical activity is one of the few types of human activity that is based on the fulfillment of a social order.
The society sees in our students healthy people capable of self-determination and self-realization based on the acquired qualitative knowledge, skills and abilities.
Most parents of schoolchildren consider it important to teach their children to adapt to modern conditions of life, both in the city and in the countryside, to be mobile, active and in demand.
Recently, the following personality traits that are necessary today have been included in the list of social needs:
possession of universal methods of activity;
possession of communication skills, teamwork skills;
ability to self-education;
upbringing.
If the student possesses these qualities, then he will, with a high degree of probability, be realized in modern society.
Teachers face a difficult task: on the one hand, high requirements for the quality of students' knowledge, on the other hand, low self-esteem and, as a result, little motivation of students to study.
Thus, the main task of a modern teacher is to find such pedagogical technologies, forms and methods of work that will successfully implement the state order and social needs.
In my opinion, the optimal pedagogical technology in the given conditions is project method.
II . The relevance of the application of the method of projects.
There are quite a few arguments in favor of the need to develop a design culture:
· Firstly, designing is a kind of problem-developing learning.
· Secondly, the design defines a new, modern, innovative image of any educational institution.
· Thirdly, design changes the type of thinking of project participants, bringing it closer to the needs of the 21st century.
· Fourthly, design implements the ideas of student-centered pedagogy.
· Fifth, design changes the competitiveness of the teacher himself in the labor market.
The versatility of the project method speaks in favor of the project method: it can be used when working with different age categories of students, at any stage of education and when studying material of varying degrees of complexity.
The project method can be used in the study of all school subjects without exception.
Project can be used in the classroom and in extracurricular activities.
It is focused on achieving the goals of the students themselves, it forms an incredibly large number of skills and abilities, and therefore it is effective.
The project gives schoolchildren the much-needed experience of activity and contributes to the development of their personal potential.
The project method is skillfully combined with other pedagogical methods and technologies: problematic presentation of the material, differentiated learning, cooperation technology, ICT, etc.
It is no coincidence that the project method is called the pedagogical technology of the 21st century. In my opinion, it is this teaching method that more fully meets the basic requirements of the second generation standards and provides answers to the pressing questions of modern pedagogy: “What to teach?”, “How to teach?”, “Why teach?”.
The methodological basis for using the project method is the general pedagogical didactic principles:
connection of theory with practice;
· science,
Consciousness and activity of mastering knowledge;
· availability,
regularity and continuity of training;
visibility and strength of knowledge acquisition.
In addition, the school has the potential and the necessary resources to implement the project defense method:
Students are involved in conducting educational and research work;
participate in creative research competitions;
an elective course is conducted, the product of which is the project work of students;
there are necessary technical means of training;
a favorable relationship between the teacher and the students;
provided methodological support.
All of the above speaks in favor of the project method.
III . Theoretical foundations of the project method.
The project method is not fundamentally new in world pedagogy. It originated in the early 20th century in the United States. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educator J. Dewey, as well as his student W.H. Kilpatrick.
J. Dewey proposed to build learning on an active basis, through the expedient activity of the student. Solving problems taken from real life, students applied the knowledge they had already acquired, and if it was not enough, they acquired new ones. Thus, the children had a personal interest in the acquired knowledge, which can and should be useful to them in life.
The ideas of project-based learning in Russia arose almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S.T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice. Later, already under the Soviet regime, these ideas began to be introduced quite widely into the school, but not thoughtfully and consistently enough. As a result, the project method was condemned by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, and since then, until recently, no more serious attempts were made in Russia to revive this method in school practice. However, in a foreign school, he actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, the project method has become widespread and very popular.
"Everything that I know, I know why I need it and where and how I can apply this knowledge" - this is the main thesis of the modern understanding of the project method.
If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in their very essence.
N.B. Krylova understands the method of projects as "a pedagogical technology that provides for the organization of joint activities of both students and a teacher to implement a specific problem."
In my opinion, the essence of the project method is most accurately reflected by E.S. Polat:
“The project method is a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a very real, tangible practical result, formalized in one way or another; this is a set of techniques, actions of students in their specific sequence to achieve the task - solving a problem that is personally significant for students and designed in the form of a certain final product.
The project method is based on the development of cognitive, creative skills of students, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical thinking.This pedagogical technology is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time.
Objectives of project activity.
Increasing the personal confidence of each participant in the project activity, his self-realization and reflection.
Development of awareness of the importance of teamwork, cooperation to obtain the results of the process of performing creative tasks.
Development of research skills.
The project method aims to:development of critical thinking;
development of creative thinking;
formation of skills to work with information;
4) formation of communicative qualities;
5) ability to write a report.
6) the formation of a positive attitude towards work.
Thus, the project methodology is characterized by high communicativeness and involves students expressing their own opinions, feelings, active involvement in real activities, taking personal responsibility for progress in learning. It contributes to the formation of key competencies of students:
communicative- mastery by students of all types of speech activity (oral and written) in various situations; the development and use of various sign systems in the presentation of the material;
information -mastering the necessary knowledge the ability to carry out a bibliographic search and work with various sources of information, work with large amounts of information;
intellectual -the ability to analyze, compare and contrast, generalize and synthesize, evaluate facts, read works;
organizational -the ability to formulate the purpose of their activities, plan activities, implement them; mastering the skills of self-control and self-esteem.
E.S. Polat highlights the main requirements for using the project method:
1) The presence of a problem (task) that is significant in research, creative terms, requiring integrated knowledge of research search to solve it.
2) The practical, theoretical significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends that can be traced in the development of this problem; joint publication of a newspaper, almanac, etc.).
3) Independent (individual, pair, group) activities of students in the classroom or outside of school hours.
4) Structuring the content of the project (indicating the phased results and the distribution of roles).
In order for students to work on a project successfully, it is necessary that the topic of the work is appropriate for their age. Only then will the project be feasible for implementation. An important criterion for the success of the design is the creation of the necessary conditions, for example, providing students with a selection of relevant literature, creating a media library, etc. The teacher must not only provide leadership for the project, he is the protagonist of the project. It is here that the technology of cooperation should be fully manifested. One of the principles of organizing project activities is the mandatory presentation of the results of work in one form or another.
Project topics may vary. It may relate to some theoretical issue of the curriculum in order to deepen the knowledge of individual students on this issue, to differentiate the learning process. More often, however, project topics relate to some practical issue that is relevant to practical life and meaningful to students. Often the topic of project work requires the involvement of students' knowledge not in one subject, but from different areas, their creative thinking, research skills. Thus, the integration of knowledge is achieved.
IV . Content, forms, techniques, methods of project technology in geography lessons and in extracurricular activities.
Hypothesis:
If we use the method of projects in classroom and extracurricular activities, then the creative potential of students will develop, their competencies will be formed, the independence of students, motivation for educational work, academic performance will increase.
Target:
develop creative abilities and research culture of students, create conditions for the formation of competencies and social skills of students.
Despite all the advantages of the project method: universality, efficiency, etc., it cannot be introduced into everyday practice by a cavalry charge. You should start with the search for ways and means of solving problem situations in the lesson, and end with the individual implementation of research projects. Working on a research project will allow students to gain practical experience in planning, formulating a scientific problem, hypothesis, developing an experiment, collecting and processing data, presenting the results, which they will undoubtedly need to continue their education and professional activities.
The lesson on the use of project technologies allows us to highlight a number of positive aspects that increase the student's interest in learning activities:
Connection with modernity;
Problem-search setting of educational tasks, requiring a difficult
perception of educational material, but active mental activity;
The role of the teacher in the classroom is to guide and organize
functions;
Systematic control over the development of skills and abilities of independent activity;
Work through oral and written differentiating tasks.
G.A. Ponurova identifies the following main features of problem situations in the classroom:
Independent transfer of knowledge and skills to a new situation;
Seeing a new problem in a familiar situation;
Self-combination from a known method to a new situation;
Construction of a fundamentally new way of solving.
These features are closely intertwined with the project method, which involves choice and creative thinking is focused not on the integration of factual knowledge, but on their practical application, that is, it forms key competencies.
Applying project-based learning in geography lessons and in extracurricular activities. I solve the following tasks:
I stimulate students' interest in the subject through creative tasks;
I develop the imagination of students;
I teach to apply the knowledge gained in geography lessons in practice;
I form and develop social skills in students: communication skills, the ability to cooperate;
I develop students' research skills;
Learn to work with various sources of information;
I create and implement a situation of success.
I start teaching the basics of design with an initial course in geography. The first project of the students is an image with the help of conventional signs on a given scale of the student's route to school, the school yard, the street where he lives, etc. student's choice. When summarizing knowledge on the topic "Hydrosphere", I suggest that students describe the possible journey of a droplet. Students give her her own name: Little Droplet, Kapitoshka, Droplet, Capa, etc. Many describe the droplet's fear of the unknown during a long journey and therefore send her to complete the world cycle with friends or family. Such stories of students create an atmosphere of trust and goodwill in geography lessons.
Of great interest to students is the creative work "Weather prediction and folk signs" in the "Atmosphere" section.
The geography of the continents and oceans, studied in the 7th grade, is one of the most fertile "grounds" for applying the project method.
After studying the section of the textbook "Southern Continents", students have already clearly mastered the algorithm for studying the continents and can use it to give a description of the new lands they "discovered". This work takes place in several stages:
A creative group consisting of 5-6 people stands out. When completing groups, the desire of children is taken into account.
The purpose and objectives of the project task are discussed.
At the next stage, students distribute tasks among themselves:
a) describe the geographical position of the newly “discovered” island;
b) describe the relief, minerals, characterize the climate and inland waters;
c) populate the island with exotic plants and animals;
d) introduce an unknown race of people inhabiting the island;
4) the next stage is the discussion of the completed tasks. Making changes and additions;
5) registration of works;
6) the final stage. Project protection. You should not be afraid of working on the algorithm. It is possible to master the experience of project activity only by mastering the initial level of development - reproducing.
I. I Lerner argued that "it is easier to develop abilities if students first master the schemes of mental activity."
In addition, the algorithm saves training time.
When performing such a task, students show a deep awareness of the mastered basic knowledge in the subject, their creative potential develops. In the course of working on the project, students construct a new object, make it real in their lives. Since this work implies a group character, it develops the ability to work in a team, to feel like a member of a team, to analyze the results of one's work, to be able to find and correct one's mistakes. Therefore, when working on the project, there was no boredom, coercion, laziness, passivity. The students discovered a new world for themselves. And this means that the motivation was not formal.
A change of activity helps students to identify their capabilities, to be successful. Students can act as artists, speakers, and more.
Seventh-graders independently lay tourist routes on the studied continents, thus making virtual trips, write letters to their peers on other continents, telling them about Eurasia, and compose a crossword puzzle when summarizing and consolidating the studied material. These tasks develop both cognitive activity and the creative streak of students. The main thing that I understand for myself is that students should not be put in a rigid framework, initiative, independence, expression of different points of view, and discussions should be encouraged.
In the 8th grade, when studying the nature of Russia, many geographers use a long-tested technique - filling out a table. This monotonous work brings neither joy nor cognitive interest. Such work does not please the teacher either. When studying this section of geography, I offer students the following project work: “Create an image of the territory under study based on works of art and painting”, “Prove that Baikal is the pearl of Russia”, “The territory of Russia in epics, legends, legends”, “The image of Russia in painting , folk crafts”, “The image of the Urals in the treasures of the Hermitage”, etc. I propose the task as homework.
To create an image of a natural area, students select illustrations or draw them themselves, find a description of the territory in works of art. Most often, students use the poems of S. Yesenin, N. Gumilyov, A. Pushkin,
M. Lermontov, from prose writers - A. Prokofiev, I. Sokolov - Mikitov, V. Bianchi.
The students come up with the emblem of the natural area. Children's drawings reflect their personal vision of geography. Students write their own poetry.
As a rule, children's poems do not have any artistic value. But the significance of these works lies in the fact that students demonstrate not only their knowledge and skills, but also their emotions, their attitude to the subject being studied.
Grade 8 students compiled a catalog of specially protected areas in Russia and the Saratov region, made a short film about the river. Tereshka to participate in the regional competition "From a small river to the big Volga".
All the forms of work described above can be used when checking homework, when studying new material, provided that they were given as a leading task, in lessons of generalizing repetition.
Putting students at different levels of problems, a differentiated approach to learning is implemented.
The design work of students in grades 6-8 refers to information and creative projects. They are the simplest in execution and do not require deep study of scientific literature. Their main purpose is to teach them to acquire knowledge on their own.
In studying the population and the economy, it is no longer enough to confine oneself to a simple enumeration of figures and facts. They serve as an occasion for a detailed discussion in the lessons about the development of the country's economy, about the rational placement of enterprises in the Russian economy as a whole and individual industries. So when studying the topic “Infrastructural complex. Sector of services ”I set the task for students: to open an enterprise in the non-manufacturing sector, justifying the direction of the enterprise, its location, and come up with advertising. Such tasks are aimed at developing a new style of thinking among students, activate the cognitive activity of students, reveal the practical significance of geography, and allow you to connect the subject with a specific life situation.
This methodological technique allows you to combine "traditional" and "real" learning into a single whole. Grade 9 students create either a project for a service industry enterprise or its commercial. I am sure that such assignments will help students make a more reasonable and clear choice of a possible profession for themselves. This is the main essence of their social experience.
The future will require from today's schoolchildren a huge stock of knowledge in the field of modern technologies. Today, 60% of job offers require minimal computer knowledge, and this percentage will only increase. Students must learn new life skills as modern technology penetrates deeper into their lives. The use of ICT makes it possible to develop the principle of developmental education “we learn” instead of the principle of traditional education “we are taught”.
Grade 8 students created an electronic textbook “Geography of the Saratov Region. Nature".
Unfortunately, not enough time is devoted to studying the population and economy of Russia in the school curriculum. This is especially noticeable at the end of the academic year when studying the CIS countries. Here I have to provide part of the material for independent study. As a report, groups of students create commercials for the CIS countries.
Students in grades 10-11 create multimedia presentations that reflect their "personal geography", that is, the information that they consider important in their lives.
Since the geography classroom has its own small library, the 11th grade students were offered the project "Travel Geography" for a more complete use of the classroom equipment. The students reviewed the available literature.
The final product of 9th grade students, listeners of the elective course "Know your land", were multimedia presentations on the population and economy of the Saratov region.
Multimedia presentations are practice-oriented projects and are applied in nature. They formed the basis of the information bank on geography courses for grades 8-11, elective courses, fiction on geography. And besides this, multimedia technologies enrich the learning process. When they are created, the skills to work with information are formed: to receive it, process it, present it.
The project method will not give the maximum return for mass use, i.e. for all students. The project method is effective in extracurricular work with creatively thinking students.
Project activity in the educational system "School 2100" is considered as the main form of extracurricular activities. It is extracurricular activities that create space for research work.
Research projects are the most difficult. Working on them allows students to gain practical experience in planning, formulating a scientific problem, hypothesis, developing an experiment, collecting and processing data, and presenting the results.
As a rule, research projects are long-term.
When carrying out a research project, it is important to avoid turning it into an abstract. (Of course, the abstract part is usually present in any study).
V . The effectiveness of the application of the method of projects.
An algorithm for working on a project based on local history material has been worked out.
1) Fundamental question :
Why is it necessary to study a small homeland?
2) didactic goals:
Encourage independent research work of students.
To instill respect and love for the small homeland, for the people around.
To continue the formation and development of creative abilities of students.
3) Methodological goals:
1) To teach the techniques and methods of scientific and research work.
2) Show techniques for processing statistical information.
3) Learn to work with various sources of information.
4) Compile a comprehensive description of the native land.
4) The objects of research are determined:
1.Climatic conditions.
2. Hydrological conditions.
3.Study of soils, flora and fauna.
4. Population and its main characteristics.
5. Economy.
5) The topics of independent work of students are determined:
The history of the foundation of the village of Sennoy.
Relief and geological structure.
Population and its characteristics.
Religions and religious movements.
The climate in the village of Sennoy.
Inland waters.
Soils. Flora and fauna in the vicinity of the village.
Enterprises of production and non-production sphere.
Ecological and social situation in the village, prospects for its development.
6) Problem questions are formulated :
Is the population of our village increasing or decreasing?
Is there a connection between the geological structure and the topography of our area?
What is the impact of climate on the inland waters of the village?
Does the ecological and social situation in the village affect life expectancy?
What are the prospects for the development of the village of Sennoy.
7) Research topics are determined .
Demographic changes in the village over the past 3 years.
Christian apostolic church and religious sects.
Processing of long-term observations of the state of the weather.
Sennaya station is a large railway station.
The locomotive depot is the largest industrial enterprise in the village.
The Linear Hospital is the largest enterprise in the non-manufacturing sector of the village of Sennoi.
The main sources of environmental pollution of our village.
External economic relations of the Sennaya railway station.
8) The creative name of the project is given.
"Geography of the village of Sennoy"
9) compliance of the curriculum with the theme of the project work is established.
| 8th grade | Grade 9 |
| 1. Climate and inland waters of the Saratov region. | 1.Population of Russia: gender and age composition. Major religions. 2. The structure of the Russian economy (sectors of the manufacturing and non-manufacturing sectors). |
| 2. Soils of the Saratov region. 3. Flora and fauna of the Saratov region. natural areas. | 3. Industry of the Saratov region. |
10) interdisciplinary connections are established:
Educational research (project) is carried out within the following school subjects:
biology;
geography (nature of Russia, population and economy of Russia);
story;
ecology;
Informatics;
local history.
11) the age of the students for whom the project is designed is determined.
12) highlight the main stages of work on the project:
Learn best practices on the topic.
Determine the object of study.
Teach the basics of research.
Announcement and discussion of the topic.
Students' choice of topics for independent research.
Make a plan for the study of the object.
Gather information from various sources.
Presentation of students' work, discussion, amendments and additions.
Processing of collected materials.
Compilation of a complex characteristic of Sennaya.
13) A list of resources is compiled (sources of information)
II . Diagnostics of the effectiveness of the application of the project method was carried out.
When working on a project, the most popular sources of information for students are: the INTERNET, encyclopedias, reference books, fiction, textbooks.
Monitoring studies have shown that only 14% of students work independently on the project, 8% of students help their parents when working on the project. The most unpopular source of information are observations.
Among the most significant shortcomings of project work, students attributed the fact that work on a project takes a lot of time, 25% of students consider the main disadvantage of project work in independent work. For some, the project is objectively difficult, for others, the main problem lies in the large amount of information.
As a positive result of working on a project, students highlight the fact that you can learn a lot of new things, for students it is important to express their own thoughts, for some it is important that information is remembered more easily, for others the project is one of the ways to get a good grade.
The majority of students (56%) who have ever completed the project were satisfied with their work. About 8% of students were dissatisfied with the result of their work. 37% of students received an incentive to further work
To the question: “How does working on a project affect your knowledge?” The vast majority of students answered that knowledge is getting better. Does not affect knowledge - about 4% of students answered this way. The fact that knowledge is getting worse is not confirmed by any student.
96% of students believe that projects are needed both in the classroom and in extracurricular activities. 4% of students believe that projects are not needed at school.
To the question, why do we still need projects? The answers were distributed in the following way:
consolidate knowledge - the most popular answer; 2) the material is better remembered; 3) you can exchange information.
In last place is the answer - develop independence.
An analysis of the quality of knowledge over the past 3 years (diagram No. 8) revealed its positive dynamics.
The number of students participating in projects of various levels has also changed.
| 2011-2012 academic year | 2012-2013 academic year | 2013 - 2014 academic year |
||||||
| Total students | Members project activities | Total students | Members project activities | Total students | Members project activities |
|||
| share | 100% | 18,3 | 100% | 21,3% | 100% | 30,2% |
||
An important result of applying the project method is the realization of a situation of student success, which, of course, is a strong motivation for students to learn.
The number of students - winners of competitions at the municipal and regional levels has increased.
| 2011-2012 academic year | 2012-2013 academic year | 2013 - 2014 academic year |
||||||
| Project participants | winners | Project participants | winners | Project participants | winners |
|||
| share | 100% | 100% | 100% | |||||
2012 - III place in the municipal competition of children's research works "First Steps".
2012 - research project "V. A. Solopov. Soldier. Poet. Citizen" - II place in the regional competition "Fatherland. Saratov Territory" in the nomination "Compatriots"
2013 - research project "P.G. Gusev" - III place in the regional competition “Fatherland. Saratov Territory" in the nomination "Compatriots"
2012 - II place in the municipal stage of the regional competition of children's creativity on fire-fighting topics in the nomination Computer creativity "
2012 - III
2013 - research project "Geography of the village of Sennoy" - II place in the municipal competition of projects in the nomination "Native Origins"
"Ballad about the children of war" 2013 - II place in the municipal competition "War through the eyes of children"
2012 - III place in the municipal competition "The Best Cartographer" in the nomination "Economic Map"
2012 - I place in the municipal competition of travel magazines.
2014 - I - II place in the All-Russian gaming correspondence competition "Man and Nature"
Social projects occupy a special place in school education and upbringing. They serve as evidence of informal educational work, instill moral values in children. As practice has shown, participants in social projects master socio-cultural, communication, and organizational skills more qualitatively.
The effectiveness of social design of students:
I place in the municipal competition "Best student class"
2013 - I place in the municipal competition of school projects in the nomination "Social project".
The implemented social project "Afghanistan hurts in my soul" received a wide response in the village. The experience of implementing the project method was presented at the "Festival of Pedagogical Ideas" at the school level and at the inter-municipal festival of digital technologies "Horizons of the Digital Future" . The author of the work was a participant in the All-Russian methodological conference "Methodological support of the national educational initiative" Our new school ".
VI . Conclusion.
The concept of “project” has been thrown into Russian pedagogy and has not yet been fully comprehended.
Let's sum up some results.
The project method should become an integral part of schoolchildren's education.
The project can be used both in the classroom and in extracurricular activities.
Design forms the skills necessary for schoolchildren for their socialization.
I believe that at the present stage the method of projects cannot be an alternative to the classroom system.
In the classroom, the project method is not very effective. This technology gives a great return in extracurricular activities.
Projection can lie. The basis of elective courses and specialized subjects.
Project activities require high professional competence from the teacher, while allowing him to be not "in the backyard" of the profession, but in the thick of things.
The school is now a priority. This activity is aimed at the formation of a qualitatively different, developed personality of the student. This is also called for by the new state standards. The project method is now used in elementary school. Its task is to achieve the set goal through a thorough development of the problem, which should eventually end with a real practical result, designed in a certain way.
The method of projects at school is mainly aimed at ensuring that students can independently acquire certain knowledge by solving a practical problem that may relate to real life or is related to the subject being studied. In the latter case, the goal of the teacher, most often, is to teach children to independently seek new information.
It must be said that the method of projects has been used in the West for a long time. For example, in many schools in Germany, this is almost the main method. In Russia, the method of projects has been known since the beginning of the last century, but in the 30s it was banned. This technology was not used for more than 50 years, until the end of the 80s. Currently, it is gaining more and more popularity precisely because of its effectiveness.
The project method contributes to the development of children's cognitive skills, the ability to navigate in and independently formulate and express their knowledge. What specific tasks can children receive to introduce this method of learning into the educational process?
If we talk about geography in high school, then the class can be divided into groups, each of which is given a specific task. For example, to make a trip along any route. The latter children can choose themselves. However, the teacher initially announces the starting point and the end station. In addition to listing cities, as a result, students will have to defend their project: tell why they chose this route, what is its duration, cost, advantages over similar ones, etc.
The method of projects is widely used in computer science lessons. And since this subject has been taught since elementary school, students should be taught to work on the problem on their own from a very early age. The essence of the method lies in its pragmatic application. Learning is motivated primarily by interest in the end result. Such technology is useful because it helps in solving certain problems, sometimes vital, and sometimes just entertaining for students.
This method is used for teaching the humanities and natural sciences. You can also use it in. For example, in mathematics lessons, you can invite students to create their own collection of tasks. The task can be given both individually and for a group. In collective work, children can distribute responsibilities, for example, one will deal with the design, the other will come up with tasks, the third will correct them, etc.
Egorova S.V.GBOU School 626,
Moscow
Project method in modern school
“To give labor to a person, labor of the soul, free,
filling the soul, and provide the means to fulfill
of this work - this is the complete definition of the goal
pedagogical activity".
K.D. Ushinsky
The federal state educational standard of the second generation defines new goals and values of education. The goal of education is the general cultural, personal and cognitive development of students, which provides such a key competence as the ability to learn. The priority direction is the transition to the organization of such educational activities, the subject of which is the student, and the teacher acts as an organizer and assistant.Great opportunities in this regard are opened by project activities aimed at the spiritual and professional development of the child's personality through the organization of active methods of action. A student, working on a project, goes through the stages of planning, analysis, synthesis, active work. When organizing project activities, not only individual, independent, but also group work of students is possible. This allows you to acquire communication skills and abilities. Setting goals, solving problems increases the motivation for project activities and involves: goal setting, objectivity, initiative, originality in solving cognitive issues, originality of approaches, intensity of mental work, research experience.
One of the fundamental characteristics of modern man, acting in the space of culture, is his ability to projective activity.Projective (or project) activity belongs to the category of innovative, as it involves the transformation of reality, is built on the basis of appropriate technology that can be unified, mastered and improved. The relevance of mastering the basics of design is due, firstly, to the fact that this technology has a wide scope at all levels of the organization of the education system. Secondly, mastering the logic and technology of socio-cultural design will allow more efficient implementation of analytical, organizational and managerial functions. Thirdly, design technologies ensure the competitiveness of a specialist. The organization of the project activity of students is based on the method of the educational project - this is one of the personality-oriented technologies, a way of organizing the independent activity of schoolchildren, aimed at solving the problem of the educational project, integrating the problem approach, group methods, reflective, presentational, research, search and other approaches .
The purpose of the project activity is understanding and application by students of knowledge, skills and abilities acquired in the study of various subjects (on an integration basis).
Tasks of project activity:
Learning to plan (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the work);
Formation of skills for collecting and processing information, materials (the student must be able to choose the appropriate information and use it correctly);
Ability to analyze (creativity and critical thinking);
Ability to write a written report (the student must be able to draw up a work plan, present information clearly, draw up footnotes, have an understanding of the bibliography);
To form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).
Principles of organizing project activities:
The project must be feasible to carry out;
Create the necessary conditions for the successful implementation of projects (form an appropriate library, media library, etc.);
To prepare students for the implementation of projects (conducting a special orientation so that students have time to choose a project topic, at this stage students with experience in project activities can be involved);
Provide project management by teachers - discussion of the chosen topic, work plan (including execution time) and keeping a diary in which the student makes appropriate notes of his thoughts, ideas, feelings - reflection. The diary should help the student write a report if the project is not a written work. The student uses the diary during interviews with the project manager.
In the event that the project is a group one, each student must clearly show his contribution to the project. Each project participant receives an individual assessment.
Mandatory presentation of the results of the project in one form or another.
A learning project, from a student's point of view, is an opportunity to do something interesting on their own, in a group or on their own, making the most of their abilities.
The educational project, from the point of view of the teacher, is an integrative didactic means of development, training and education, which allows you to develop and develop the following competencies of students:
Analysis of the problem field, identification of sub-problems, formulation of the leading problem, setting tasks;
Goal-setting and activity planning;
Self-analysis and reflection;
Presentations of activities and their results;
Prepare material for a presentation in a visual form, using a specially prepared design product for this;
Search for the necessary information, its systematization and structuring;
Application of knowledge, skills and abilities in various, including non-standard situations;
Selection, development and use of technology adequate to the problem situation and the final design product;
Conducting research.
The main features of the difference between project activities and other types of activities:
focus on achieving specific goals;
coordinated execution of interrelated actions;
limited time span
with a definite beginning and end;
to a certain extent, originality and uniqueness.
Projects can be single-subject or inter-subject, sometimes the topic of the project goes beyond the scope of the school curriculum. Interdisciplinary projects can act as integrating factors that overcome the traditional subject disunity of school education.
Differentiated groups are usually created to work on a project. There are various criteria for differentiating groups:
- by age group (school classes, age parallels,mixed age groups);
- by gender (male, female, mixed classes, teams, schools);
- by area of interest (humanitarian, physical and mathematical, biologo-chemical and other groups, directions, departments, schools);
- according to the level of mental development (level of achievement);
- by personal-psychological types (type of thinking, accentuationcharacter, temperament, etc.);
- in terms of health (physical education groups, groups of weakenedhearing, hospital classes).
In any system of education, to one degree or another, there is a differentialapproach and a more or less ramified differentialtion.
Project-based learning is sometimes considered as one of the forms of implementing problem-based learning. . Indeed, the teacher only sets the task, the activities of selecting the necessary information, selecting research methods and analyzing the data obtained are carried out by the students. The implementation of project-based learning usually takes several lessons, sometimes a quarter or half a year. In this case, the main work on the project is carried out outside school hours, the teacher acts as a consultant. The report will be a work similar to the term papers of university students.
In project-based learning, it is possible to establish a course of action, which, to a greater or lesser extent, is implemented whenimplementationeducational projects of various types. Below tableone of the options for the sequence of project actions of the teacher and students is proposed (according to V.V. Guzeev).
Stages of work of the teacher and students on the project
Identification of sources of information; determining how to collect itand analysis.Determination of the method of presenting the results (report form). Establishment of procedures and criteria for evaluating the result and the process of project development. Distribution of tasks and responsibilities betweenteam members
Develop an action plan
Formulate tasks
Offers ideas, makes suggestions
Study
Collection of information
Solution of intermediate tasks. Main tools: interviews, surveys, observations, experiments
Perform research by solving intermediate tasks
Observes, advises, indirectly manages activities
Analysis and generalization
Information analysis,
Registration of results, formulation of conclusions
Analyze information
Summarize the results
Observes, advises
View or report
Possible forms of presentation of results: oral, written reports
Reporting, discussing
Listens, asks appropriate questions in the role of an ordinary participant
Evaluation of results and process
Participate in assessment through brainstorming and self-assessments
Evaluates the efforts of students, their creativity, the quality of the sources used, makes suggestions on the quality of the report
Sequence of projects execution:
Definition of the topic, clarification of goals, starting position Selection of the working groupRefine information. Discuss the task
Motivates the learner. Explains the goals of the project. is watching
2. Planning
Analysis of the problem Determination of sources of information Statement of tasks and selection of criteria for evaluating results. Distribution of roles in the team
Form tasks. Refine information. Choose and justify their success criteria
Helps in analysis and synthesis. is watching
3. Decision making
Collection and clarification of information. Discussion of alternatives. Choosing the best option
Work with information. They synthesize and analyze ideas. Perform research
Watching. Advises
4. Execution
Project implementation
Doing research and working on a project. Draw up a project
Watching. advises
5. Evaluation
Project implementation analysis. Analysis of the achievement of the set goal
Participates in the collective self-reflection of the project
Monitors and directs the process
6. Protecting the project
Report preparation. Justification of the design process
Protect the project, participate in the collective evaluation of the results
Participate in collective analysis
Work according to the project method - this is a relatively high level the vein of the complexity of pedagogical activity, involving serious teacher qualifications. If most well-known teaching methods require only traditional comcomponents of the educational process - a teacher, a student (or a group of studentskov) and the educational material that needs to be learned, then the requirements for the educational project are very special.
1. It is necessary to have a socially significant task (problem We) - research, information, practical.
Search for a socially significant problem - one of the hardest ny organizational tasks, which the teacher has to decideproject manager together with students - designers.
2.
Project implementation begins with action planning
to solve the problem,
in other words - from the design ofmy project, in particular - with the definition of the type of product and form
presentations.
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 responsible persons. But some projectsyou (creative, role-playing) cannot be clearly planned from the beginning to the very end.
3. Each project necessarily requires research work.you are students.
Thus,hallmark of the project ti - search for information, which will then be processed, comprehended and presented by the project team members.
4.
The result of the project,
in other words, exit
project,is a product.
In general terms, it is a tool that oncemembers of the design team worked to resolve theproblem.
Project activity requires the teacher not so much to explain “knowledge”, but to create conditions for expanding the cognitive interests of children, and on this basis - the possibilities of their self-education in the process of practical application of knowledge.That is why the teacher - project manager must have a high level of general culture, a complex of creative abilities. And above all - a developed fantasy, without which he cannot be a generator of the development of the interests of the child and his creative potential.The authority of the teacher is now based on the ability to be the initiator of interesting undertakings. Ahead is the one who provokes independent activity of students, who challenges their ingenuity and ingenuity.In a certain sense, the teacher ceases to be a “subject specialist”, but becomes a generalist teacher.
The question of whether the project activity of students is compatible with the class-lesson system is still debatable.Modern scientists-educators distinguishproject form of organization of the educational process, alternative to the classroom system, andproject method, which can be used in the classroom along with other teaching methods.The practice of work of domestic schools abroadXX- XXIcenturies shows thatthe project, indeed, "does not fit" into a lesson lasting 40-45 minutes. The full implementation of each of the stages of the project requires a little more time, at least a paired lesson.Projects that take 4-7 lessons turn out to be more effective, when, as homework for the next lesson, students independently (individually or in groups) perform one or another stage of work on the project, reporting on the work done at the beginning of the next lesson. The last two lessons (paired) are used to present prepared projects.
And stillthe most profound and meaningful projects are carried out, as a rule, in the course of extracurricular activities. It belongs:
For projects carried out during the project week (there are no lessons during the project week, so the total duration of the project is 40-48 hours);
To medium-term role-playing and research projects involving a field (exit) stage;
To long-term (one-year) projects, which are, as a rule, of a research nature.
Each school embarking on the implementation of project activities, over time, determines the optimal ratio of time allotted for traditional classroom and project activities. But regardless of the options, the role of the system-forming factor of learning is always reserved for the lesson.
Mastering independent design and research activities by students in an educational institution should be built in the form of purposeful systematic work at all levels of education.
primary school students :
When organizing work in elementary school, it is necessary to take into account the age-related psychological and physiological characteristics of children of primary school age. Namely: the topics of children's work are selected from the content of educational subjects or close to them. The problem of a project or research that provides motivation for inclusion in independent work should be in the area of the child's cognitive interests and be in the zone of proximal development. It is advisable to limit the duration of the project or research to 1-2 weeks in the mode of in-class extracurricular activities or 1-2 double lessons. At the same time, it is important to set, together with children, educational goals for mastering the methods of design and research as general educational skills. It is advisable in the process of working on the topic to include excursions, observation walks, social actions, work with various textual sources of information, preparation of practically significant products and a wide public presentation (with the invitation of older children, parents, colleagues of teachers and leaders). Along with the formation of skills for individual elements of project and research activities for students in traditional classes starting from the 2nd grade (such as goal setting, formulating questions, reflection, action planning, etc.), it is possible to conduct in the 3rd grade in the 2nd half of the year one project or study, in the 4th - two projects or studies. If the resources of study time allow, project and research activities can be organized during school hours, but subject to the personally motivated inclusion of the child in the work.
students in primary school:
In accordance with age specifics, the goals of mastering communication skills come to the fore in a teenager. Here it is advisable to organize project or research activities in group forms. At the same time, one should not deprive the student of the opportunity to choose an individual form of work. The topics of children's work are selected from any content area (subject, inter-subject, non-subject), problems are close to understanding and exciting teenagers on a personal level, social, collective and personal relationships. The result obtained must be socially and practically significant. It is advisable to present the results of design or research at meetings of the scientific society of students or a school conference - preparations are underway for various events at the district and city levels (fairs of ideas, district and city competitions and conferences). At the same time, teachers should keep in mind the actual timing of such events and plan the completion of the work of students accordingly, thereby giving the student a chance to publicly declare himself and his work, to receive reinforcement in the development of personal qualities and project and research competence.
high school students:
Formation of an appropriate level of competence in design and research activities (that is, independent practical knowledge of design and research technology). Topics and problems of design and research work are selected in accordance with the personal preferences of each student and should be in the area of their self-determination. Individual or mini-group forms of work are preferred. The implementation of projects or research can be as individual cases of outstanding success for gifted students, or as a course design on a specialized subject, followed by the defense of the results as a creative exam. In high school, it is advisable to perform work on the basis and with the involvement of specialists from specialized scientific institutions and universities. It is promising to widely use various forms of design and research activities: expeditions, conferences, etc.
List of literature on the organization of project activities
Vzyatyshev V.F. Design methodology in innovative education//Innovative education and engineering creativity. - M., 1995.
Vorovshchikov S.G. The school should teach to think, design, explore: The managerial aspect (Pages written by a management consultant and school director) - M .: "5 for knowledge", 2006
Gromyko Yu. V. Concept and project in the theory of developing education VV Davydova // Izv. Ros. acad. education.- 2000.- N 2.- C. 36-43.- (Philos.-psychological foundations of the theory of VV Davydov).
Guzeev V.V. "Project method" as a special case of integrative learning technology.//Director of the school, No. 6, 1995
Guzeev VV Educational technology: from admission to philosophy M., 1996 Guzeev VV Development of educational technology. - M., 1998
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