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1 Scientific Cooperation Center "Interactive plus" Dubrovskaya Irina Petrovna teacher of Russian language and literature MBOU "Secondary School 3 with UIOP named after. G. Panfilova" Anzhero-Sudzhensk, Kemerovo region PROJECT ACTIVITY IN LITERATURE LESSONS WITHIN THE FRAMEWORK OF IMPLEMENTATION OF FSES LLC Abstract: project activities in educational process is one of the methods for implementing a system-activity approach that meets the requirements of the Federal State Educational Standard. The article indicates the degree of relevance of using the project method in literature lessons, gives a definition of a project and its types. Examples of projects completed by students in grades 5-6 are given. The problems, prospects and results of using the design method are outlined. Key words: system-activity approach, project method, project, types of projects, universal educational activities, age characteristics, personal needs of children, individual characteristics of children. Currently, society has changed its priorities; it is more interested in its citizens being able to independently, actively act, make decisions, and flexibly adapt to changing living conditions. In accordance with the requirements of the Federal State Educational Standard, students must be capable of self-development and personal self-determination. To realize these requirements, it is necessary to organize the educational process in such a way that the student can independently obtain knowledge and apply it in solving problems. various tasks. Training effectiveness in modern conditions is largely related to the system-activity approach, which is based on student-oriented, interactive developmental learning technologies. Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0) 1
2 Center for Scientific Cooperation “Interactive Plus” “Activity approach” is the planning and organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive activity students. In the context of modernization Russian education The importance of developing students’ search and research abilities is increasing. One of the methods for implementing a system-activity approach that meets the requirements of the Federal State Educational Standard is project activity. In the specialized literature you can find many definitions of the design method. However, they all boil down to the statement that the educational project is a joint educational-cognitive, creative or play activity student-partners, having a common goal and agreed upon methods, aimed at achieving a common result in solving any problem that is significant for the project participants (M.Yu. Buharkina). A project is work aimed at solving a specific problem, achieving a pre-planned result in the optimal way. Now I work with students who did not study according to the Federal State Educational Standard in elementary school. Therefore, I am faced with the following questions: how to teach children in accordance with the new requirements of the Federal State Educational Standard, how to effectively form universal learning activities (UAL) among schoolchildren; what methods to choose, how to increase motivation among schoolchildren and the quality of education. Consequently, I am faced with the task of teaching children in such a way that they can quickly respond to changing conditions, be able to discover new problems and tasks, and find ways to solve them. An innovative search for new teaching tools leads me to the understanding that lessons require activity-based, group, game-based, role-playing, practice-oriented, problem-based, reflective, project-based and other teaching methods. The design methodology in the light of the requirements of the Federal State Educational Standard makes it possible to effectively solve the assigned tasks. I would like to dwell in more detail on the project method. Using the project-based learning method, my goal is to develop students' creative abilities, 2 Content is licensed under a Creative Commons Attribution 4.0 license (CC-BY 4.0)
3 Scientific Cooperation Center "Interactive plus" communication skills to work independently and in a team, the ability to collaborate (in the case of a group project), the ability to competently express one’s thoughts, goal setting, the ability to think critically. The method is focused on creative self-realization of a developing personality and students' mastery of universal learning activities. When starting work in this direction, I was faced with the problem that my fifth-graders did not know design techniques at all. Fifth- and sixth-graders need significant teaching and stimulating assistance from the teacher at almost all stages of work on projects. It is especially difficult for them to identify problems, formulate work goals, and plan activities. Children of this age do not know how to rationally allocate time and do not always objectively assess their own strengths. It is difficult for them to maintain interest in work for a long time and not lose sight of the goal. In addition, many fifth-graders read slowly, do not always understand what they read, do not know how to analyze, generalize, classify, and do not have other general intellectual skills necessary to work on a project. Children of this age are not very reflective, do not know how to analyze their feelings and emotions, or give an objective assessment of their achievements. They have not yet developed presentation and self-presentation skills and lack vocabulary. All this assumes that the child will have to carry out a significant amount of work on the project together with the teacher, sometimes with a parent. At the same time, one should not forget that a project is, first of all, an independent work in which the author can express own point point of view, which may not coincide with the position of the teacher. It is especially important to maintain the child’s independence and stimulate his motive at all stages. During the work on the project, it is necessary to take into account the age characteristics, personal needs and individual characteristics of children. Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0) 3
4 Center for Scientific Cooperation “Interactive Plus” Educational projects are very diverse in form, content, nature of the dominant activity, number of participants, duration of execution. As practice shows, students in grades 5–6 with their enormous need for interpersonal communication show a greater propensity for short-term role-playing, gaming and creative projects. In my work, I mainly use the following types of projects: informational, creative, role-playing, gaming, although in such a subject area as literature, as a rule, these types of projects are combined. But in terms of the number of students involved in the project, these can be individual, group, or collective projects, especially since this method allows even in a group or collective project to reveal the individual abilities of each participant. To work on an information project in literature lessons and extracurricular activities We contact you if you need to rework and systematize a lot of theoretical information presented in the textbook. So, for example, while studying the features of such a genre as the fable, several groups of children worked on a common educational article, but in different directions: one of the groups prepared a mini-project on the topic “History of the fable genre”, the other “Fable Writers”. Here, for the student, the dominant aspect of the activity will be working with information and, accordingly, it will be mainly information competence that he will develop and improve. Project activities provide the greatest scope for development creativity. Creative project allows the student to express himself by creating a work of any genre. Such projects can change the perception of others about the author of the project, raise his status in the class, reduce anxiety, increase self-esteem, and contribute to the development of the child’s creative abilities. 4 Content available under Creative Commons Attribution 4.0 license (CC-BY 4.0)
5 Scientific Cooperation Center "Interactive plus" I will give from my practice several examples of game and creative projects of 5th grade students. Students completed projects on the following topics: 1. Olympic Games. 2. Ritual folklore. Maslenitsa. 3. Oral folk art. Fairy tales. 4. According to the law of the genre, we compose fairy tales. 5. Fairy-tale events and heroes in literature. 6. Literary tales about the sleeping beauty. 7. Literary fairy tale “Cinderella” by various authors: C. Perrault, Brothers Grimm, E. Schwartz. 8. Quiz game “The World of Andersen’s Fairy Tales”, “Literary Train”, etc. In the 5th grade, studying the features of the fairy tale genre, students worked on a collective creative project “Fairy Tales”, the product of this project was a collection of fairy tales written by the children. The development of communication skills is also carried out during role-playing and game projects. The goal of the author of such a project is to involve the public (children and adults) in solving the problem of the project. To achieve this, you will have to not just look for information, you need to organize the activities of other people, involve them in the work, and make it interesting for everyone. Needless to say, how important it is for introverted, shy teenagers to master these skills, acquire or improve their communicative competence. During the role-playing project, students take on the roles of literary characters. In the form of a role-playing game, you can imagine the analysis and performance of I.A.’s fables. Krylova. Each student plays the role of a character and gives himself a description. Also, dramatizations of fragments of works, for example, from the fairy tales “The Snow Queen” and “Cinderella” can be considered a role-playing project. The guys choose a fragment, assign roles, discuss characters, think over costumes, work on recitation, facial expressions, and gestures. This kind of work unites the children and instills interest in literature lessons. Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0) 5
6 Center for Scientific Cooperation “Interactive Plus” The variety of types of projects allows the teacher to solve a variety of problems in teaching and educating teenagers in a form that is interesting to them. This allows students to acquire and apply knowledge and skills, transfer the acquired experience to other types of education and beyond. educational activities. According to my observations, systemic and purposeful work by creating conditions for developing skills in project activities allows one to achieve positive results. Students involved in project activities feel more confident in the classroom, have become more active, have learned to ask questions competently, their horizons have expanded, they actively participate in competitions and social projects. The design method meets all the requirements of the Federal State Educational Standard. Within the framework of the activity approach, it is the most appropriate and relevant. References 1. Stupnitskaya M.A. What is a learning project? [Text] / M.A. Stupnitskaya. M.: First of September, Polivanova K.N. Project activities for schoolchildren: a manual for teachers / K.N. Polivanova. 2nd ed. M.: Education, Snezhnevskaya M.A. Literature. 5th grade: Textbook for general education institutions: in 2 hours / Author: M.A. Snezhnevskaya, O.M. Khrenova; edited by G.I. Belenky. M.: Mnemosyne, Content available under Creative Commons Attribution 4.0 license (CC-BY 4.0)
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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 his or her 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 and significant for the discoverers themselves.
And for a teacher, an educational project is an integrative didactic tool 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 academic knowledge, self-study, research and creative activities.
Design and research work at school is a new, innovative method, connecting 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, you should first prepare for conducting such activities.
5. Manage projects, help and advise students.
6. Practice project-based activities with students, while improving general academic 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 is no limit to imagination.
Choosing a topic and setting a project goal
The choice of project topics can be based on 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 |
Solution practical problems project customer |
Tutorials, layouts and models, instructions, reminders, recommendations |
Practical activities in a specific educational subject area |
Activity |
|
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. |
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.) |
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 appearance and structure explanatory note project
Title page.
Table of contents (contents).
Introduction.
Heads of the main part.
Conclusion.
Bibliography.
Application.
Structural elements 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 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”).
After title page a table of contents is placed, 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 capital letter and without a dot at the end The last word Each heading is connected by an ellipsis with 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, which clutter up the bulk 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.
Ministry of Education and Science Russian Federation
Federal State Budgetary Educational Institution
higher professional education
"Yaroslavl State Pedagogical University
them. K.D. Ushinsky"
Department of Methods of Teaching Philological Disciplines
Project activities in literary reading lessons
Performed:
3rd year student 633 groups
Fomina E.S.
Scientific adviser:
Doctor of Pedagogical Sciences, Professor Makeeva S.G.
Yaroslavl, 2014
project school student reading creativity
Introduction
Chapter Conclusions
Conclusion
Bibliography
Application
Introduction
Currently, the learning process is increasingly associated with an activity-based approach to children’s acquisition of new knowledge. The education system must prepare people adapted to life in the conditions of the development of new technologies and informatization. One of the important skills for a person nowadays is the ability to find information, process and use it in for the right purposes. In this regard, the project method is increasingly being used in elementary schools; it is of great interest in pedagogical circles, and is developing and improving at a rapid pace.
Thanks to project methods, children learn to apply their acquired knowledge not only in theory, but also in practice, which significantly distinguishes these technologies from the traditional teaching method. The traditional approach, according to many teachers, does not fully justify itself, because it only provides for the reproduction of knowledge by students received from the teacher, and its implementation in practical life is not provided for. Students only assimilate the acquired knowledge, memorize the basic rules, but when faced with real life situations, cannot apply their knowledge, because at school they do not participate in activities that could demonstrate the application of acquired knowledge in practice.
However, project-based methods do not replace traditional learning, but complement and expand it. To complete projects, students need to solve several interesting and useful problems related to real life, and apply the acquired theoretical knowledge in practice. The project is valuable because during its implementation, schoolchildren learn to independently acquire knowledge and gain experience in cognitive and educational activities.
The topic of this work is relevant, because Today, a reorientation of education is needed. Instead of mastering ready-made knowledge, skills and abilities, the development of the child’s personality, his creative abilities, independent thinking and a sense of personal responsibility is required.
The purpose of this work was as follows:
Identify methodological conditions, methods and techniques for organizing project activities junior schoolchildren in literary reading lessons.
Job objectives:
Consider theoretical information about project activities
Conduct an analysis of the standard for consideration of the project method
To study the specifics of organizing project activities of junior schoolchildren in literary reading lessons
Develop a project for use in literary reading lessons in 2nd grade.
Object of study: educational process in primary school.
Subject of research: The use of project activities in elementary school.
Research methods:
Analysis of psychological and pedagogical literature on the problem;
Development and implementation of a literary reading project in elementary school.
Chapter I. Theoretical information about project activities
1 The essence and concept of projective activity
To consider the essence of the design process, you should first become familiar with the concept of “project”.
The concept of "project".
Due to the fact that design is used in many areas of human activity, the concept of “project” is interpreted ambiguously.
· So, in the most general terms, in the Russian language dictionary S.I. Ozhegova “project” is considered as: 1) a developed plan for the construction of any mechanism, device or reconstruction of something; 2) preliminary text of a document; 3) plan, plan, intention.
· In the World Encyclopedia, edited by A.A. Goitsanov’s project is considered as a prototype, a prototype of the proposed object.
As we see, a project can exist in any field of activity, but the work of creating a project (i.e. design) requires, firstly, knowledge about the purpose and functioning of the sphere of activity (reality) into which the objects being transformed are introduced; secondly, knowledge of methods and essential characteristics of design as a specific activity. The grounds that determine the choice of direction for transformation (or ideals) must be correlated with the broad context of the system that includes the objects being changed. Thus, for pedagogical activity it is necessary to formulate your understanding of the essence of the project.
The term “pedagogical design” was introduced into the categorical apparatus of domestic pedagogy by A.S. Makarenko, who highlighted the methodological function of pedagogy as a science, which consists in creating " scientific projects personality", and the function of practicing teachers, which consists in drawing up and implementing educational programs for each member of the team on the basis of a common project and taking into account individual characteristics personality.
· According to V.E. Radionov, a pedagogical project is a motivated, purposeful way of changing pedagogical actions and streamlining professional activities. A pedagogical activity project is a program of real action, which is based on a current pedagogical problem that requires resolution. Its implementation will help improve the pedagogical situation in a particular institution, its structural unit, the surrounding society.
· Bespalko V.P.: “A pedagogical project is an independent multifunctional pedagogical activity that predetermines the creation
new or transformation of existing conditions of the process of education and training."
In education, a project is aimed at achieving a socially and/or personally significant goal and is focused on use in a specific place, time and available resources. Thus, the essence of pedagogical design is to identify and analyze pedagogical problems and the reasons for their occurrence, building value foundations and design strategies, defining goals and objectives, searching for methods and means of implementing a pedagogical project.
The essence of project activity is that children, based on their interests, together with the teacher (and often together with their parents) carry out their own project, solving some practical, research problem. By engaging in active activities in this way, students acquire new knowledge, skills and abilities. Children, starting from the first grade, working on various projects, learn to interact in pairs and groups, communicate with each other, negotiate, distribute roles, tasks, as all this is necessary to achieve an optimal result. And all this happens for a reason: by developing their projects, children gain writing and counting skills, and learn about the nature around them through their own search.
2 History of the development of project methods in education
The project method is not fundamentally new in pedagogical practice, but at the same time it is classified as a pedagogical technology of the 21st century as it requires the ability to adapt to the rapidly changing world of post-industrial society.
The project method arose at the beginning of the twentieth century, when the activities of teachers and philosophers were aimed at finding ways and means of developing a child’s independent thinking. They sought to teach children not only to reproduce knowledge, but also to be able to apply it in practical life. That is why American educators J. Dewey, Kilpatrick and others turned to the active cognitive and creative joint activity of children in solving one common problem. They argued that a child with great enthusiasm can only perform those activities that he likes and which he freely chose.
The famous Austrian teacher Rudolf Steiner also considered it necessary to teach children to apply theoretical knowledge in solving practical problems. He believed that a child should know where and how he can use his knowledge, if not now, then in the future.
The project method also aroused interest among Russian teachers. The ideas of project-based learning arose in Russia a little later than the first developments of American teachers were created. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized that tried to actively use project methods in teaching practice. But the mass introduction of this method into domestic schools under Soviet rule did not justify itself, because Despite the high motivation of students during such training, the school did not provide students with the necessary amount of systematic knowledge, grouping the educational material of various subjects around projects that were mainly of a practical nature.
By a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned, since “it did not allow students to master the system of knowledge in the field of specific training courses,” and for more than half a century this method was not used as an independent method in Russia. However, at a foreign school he developed actively and very successfully. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, the ideas of J. Dewey’s humanistic approach to education and the project method in the 20th century. have gained great popularity.
3 Classification of project activities
Currently, in the literature one can find many classifications of educational projects on various grounds. Let's look at some of the most common ones.. The first classification of projects was carried out at the beginning of the 20th century by Collings. The scientist considered three groups of educational projects.
· "Game projects" are children's activities whose purpose is to participate in group activities (various games, folk dances, drama, various types of entertainment, and so on).
· "Excursion projects", for the expedient study of problems associated with surrounding nature and social life.
· “Narrative projects”, when developing which children enjoyed the story in various forms- oral, written, vocal, artistic, musical... The following classification by V.A. Kalney, T.M. Matveeva, E.A. Mishchenko, S.E. Shishov is offered in table form:
AuthorBasis of classificationTypes of projectsU.H. KilpatrickType of target installation1. Creative - goal: practical implementation and use. 2. Consumer - goal: development of consumer qualities of the individual. 3. Intellectual - goal: development of thinking 4. Project - an exercise aimed at developing certain skills A. StevensonLevel of integration of educational material1. Simple. 2. Complex. M. WalesAccording to the volume of educational material and the time of its development1. Large - performed during the academic year. 2. Small - development of individual stages of a large project. E. KogarovDuration1. Chronological. 2. Seasonal. Z. Date. Form of organization1. Structural, planning and final. 2. Individual and group 3. Group.M. Rubinstein Methods of execution and completion 1. Manual. 4. Unfinished. 2. Intelligent. 5. Finished. 3. ComplexA.I. ParamonovAccording to degree of implementation1. Educational - the project is not expected to be implemented or the project idea is not feasible. 2. Duration - there is a real implementation plan or attempts have already been made to implement it. V.I. VoropaevProject type (by main areas of activity)1. Technical. 4. Social. 2. Organizational. 5. Mixed 3. Economic Class of the project (according to the composition of the project, its structure and its subject area)1. A monoproject is a separate project of various types, types, scales. 2. Multiproject - a complex project consisting of a number of single-projects, requiring multi-project management. 3. Megaproject - targeted programs for the development of industries, regions and other entities, which include a number of single-projects and multi-projects. Type of project (according to the nature of the subject area of the project)1. Investment. 2. Innovative. 3. Research 4. Educational Scale of the project (in terms of the size of the project itself, the number of participants and the degree of influence on the outside world)1. Interstate. 6. Intersectoral. 2. International. 7. Industry. 3. National. 8. Corporate. 4. Interregional. 9. Departmental. 5. Regional. Duration of the project (according to the duration of the implementation period)1. Long-term (more than 5 years). 2. Medium-term (from 3 to 5 years). 3. Short-term (up to 3 years). N.V. MatyashAccording to the level of complexity of project tasks1. Reproductive tasks for reproduction according to a model. 2. Search tasks. 3. Creative tasks aimed at creating new objects. By content1. Projects for solving structural and technical problems. 2. Projects for the development of new types of technologies. 3. Projects as a solution to problems of a production and commercial nature. 4. Projects as solutions to design problems.
E.S. Polat offers a classification that is carried out in accordance with typological characteristics.
General didactic principle Types of projects Brief description The dominant method or type of activity in the project. Research Requires a well-thought-out structure, designated goals, relevance of the subject of research Creative Involves creative presentation of results, does not have a detailed structure of joint activities of participants, which develops in accordance with the final result Role-playing Involves the distribution of certain roles by participants: literary characters, fictional characters imitating social or business relationships. The structure is outlined and remains open until the end of the work. Informational (introductory and indicative) Involves collecting information about some object, phenomenon; its analysis and synthesis of facts intended for a wide audience. Requires a well-thought-out structure: the purpose of the project (subject of information search), methods of processing information (analysis, synthesis of ideas, reasoned conclusions) the result of information search (article, abstract report), presentation Subject-oriented Presumes a clearly defined from the very beginning result of activity oriented towards social interests the participants themselves. Requires a well-thought-out structure, a scenario for all the activities of its participants with a definition of the function of each of them. Subject-content area Monoproject Conducted within the framework of one academic subject. In this case, the most complex sections of the program are selected; it requires careful structuring by lessons with a clear designation of the goals, objectives of the project, the knowledge and skills that students must acquire as a result. Interdisciplinary Performed, as a rule, outside of class hours. Requires very qualified coordination on the part of specialists, coordinated work of many creative groups, well-developed form of intermediate and final presentations Nature of project coordination With open coordination (direct) Involves a consulting and coordinating function of the project manager With hidden coordination (telecommunications project) The coordinator acts as a full participant in the project. It involves joint educational and cognitive activities of partner students, organized on the basis of computer telecommunications and aimed at achieving a common result of joint activity. Interdisciplinary projects require the involvement of integrated knowledge, to a greater extent contribute to the dialogue of cultures Nature of contacts Internal (regional) Organized within a school, between schools, classes within a region of one country International Involves the participation of schoolchildren from different countries Number of project participants Personal Conducted individually, between two partners Pair Conducted between pairs of participants Group Conducted between groups Duration Short-term Conducted to solve a small problem or part of a more significant problem Medium duration Interdisciplinary, contains a fairly significant problem Long-term (up to a year) Interdisciplinary. Contains a fairly significant problem
G.P. Shchedrovitsky identifies two strategically different types of pedagogical design:
· adaptation to the social environment and its conditions (a unique way for teachers to respond to social challenges to education)
· improvement or transformation of the environment in accordance with one’s values, goals, beliefs.. V.I. Slobodchikov divided design into two types:
· psychological and pedagogical design of educational processes: (learning as mastering methods of activity; formation as mastering a perfect form of action; education as growing up and socialization);
· social and pedagogical design of educational institutions and educational environment, in which the corresponding processes are implemented. . V.P. Bederkhanova, noting the variety of practical design options, also identifies two main directions:
· design and creation of projects in intensive forms. This includes organizational and activity-based, innovative, productive games and design gatherings.
· collaborative step-by-step design educational process by all its participants, where the design process itself is considered as one of the factors in the formation of an educational institution with a humanistic orientation.
4 Specifics of organizing project activities for junior schoolchildren in literary reading lessons
Literary reading lessons provide rich material for the use of project-based teaching methods. Using the project method, you can creatively approach the study of any work and genre of literature, or the writer’s biography. You can learn to create books, magazines, filmstrips, stage works and much more. It all depends on the imagination and creative abilities of the teacher and students.
Project work involves research activities aimed at developing attention and imagination. One of the most serious and difficult tasks in literary reading lessons is teaching children to think, the ability to think creatively and independently.
Creative projects in literary reading lessons help schoolchildren develop analytical skills. The most important thing is that when using this method, each student has the opportunity to express themselves on a creative level.
To develop creative thinking in schoolchildren, a system of special exercises of a creative nature is needed. Such exercises include the following:
creating illustrations based on the content of the work;
creating a dramatization of a work (group work);
Most often, students in elementary school choose a drawing, because... this type of activity seems most familiar to them. The work of creating illustrations is carried out in several stages:
Analysis of the work
Working with works of fine art (viewing and analysis)
Illustration for a work
Exhibition of works
In this case, during the implementation of a creative project, you can use musical accompaniment and view reproductions of paintings.
The work of creating an illustration is continuously connected with the analysis of the work, viewing and analyzing works of fine art. This is necessary for children to independently select the episode to be depicted. Here students also learn to convey the mood of a work. After the project is completed, an exhibition of works and a defense of finished projects are held. In addition to drawings, during literary reading lessons you can prepare dramatizations for works. Stage performances and performances, presentations, homemade books, crafts, drawings, own poems and fairy tales are also products of project activities.
It is also important to note that when implementing projects in primary grades on literary reading, as well as in other subjects, it is necessary to take into account the age characteristics of students when developing tasks.
5 Project activities in primary schools as part of the implementation of the Federal State Educational Standard of NEO
Project research activities of students are prescribed in the education standard. Therefore, every student should be trained in this activity. All programs school subjects focused on this type of activity. Thus, student project activities are becoming increasingly relevant in modern pedagogy. And this is no coincidence, because it is in the process of proper independent work on creating a project that the culture of mental work of students is best formed. And widespread computerization allows each teacher to take a more creative approach to developing their lessons, as well as make the educational process more interesting, diverse and modern. According to the second generation Federal State Educational Standard, the main approach in modern education is the activity approach. And project activities allow us to fully implement this approach. At the same time, absolutely all universal educational activities prescribed in the Standard are formed through project activities.
The place of project activities in the implementation of the new generation Federal State Educational Standard.
1.The main difference of the new Standard is the change in the results that we should get at the output (planned personal, subject and meta-subject results);
2.The tool for achieving these results are universal educational activities (programs for the formation of educational learning);
.The main approach to the formation of UUD, according to the new Standards, is a system-activity approach;
.One of the methods for implementing this approach is project activity.
Thus, the project activities of students fit very logically into the structure of the second generation Federal State Educational Standard and are fully consistent with the basic approach laid down in it.
A project is a temporary, purposeful activity aimed at obtaining a unique result.
Project activity is part of students’ independent work. A well-executed project means stage-by-stage planning of your actions and tracking the results of your work.
The purpose of project activities is to understand and apply by students the knowledge, skills and abilities acquired while studying various subjects.
Objectives of project activities at school:
· Planning training (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the entire work);
· Formation of skills in collecting and processing information and materials (the student must be able to select appropriate information and use it correctly);
· Ability to analyze (creativity and critical thinking);
· Ability to prepare a written report (the student must be able to draw up a work plan, clearly present information, draw up footnotes, and have an understanding of bibliography);
· Formation of 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).
Important positive factors of project activity include:
· increasing student motivation when solving problems;
· development of creative abilities;
· shifting the emphasis from an instrumental approach to problem solving to a technological one;
· developing a sense of responsibility;
· creating conditions for a collaborative relationship between teacher and student.
Increased motivation and development of creative abilities occur due to the presence of a key feature in project activities - independent choice. The development of creative abilities and a shift in emphasis from an instrumental approach to a technological one occurs due to the need for a meaningful choice of tools and activity planning to achieve a better result. The formation of a sense of responsibility occurs subconsciously: the student seeks to prove, first of all, to himself that he made the right choice. It should be noted that the desire to assert oneself is the main factor in the effectiveness of project activities. When solving practical problems, a collaborative relationship with the teacher naturally arises, since for both the problem is of meaningful interest and stimulates the desire for an effective solution. This is especially evident in those tasks that the student himself was able to formulate.
Through project-based research activities, children develop the following skills.
1. Reflective skills:
· the ability to comprehend a problem for which there is insufficient knowledge;
· the ability to answer the question: what do you need to learn to solve the problem?
2. Search (research) skills:
· the ability to independently generate ideas, i.e. invent a method of action, drawing on knowledge from various fields;
· the ability to independently find missing information in the information field;
· the ability to request missing information from an expert (teacher, consultant, specialist);
· the ability to find several solutions to a problem;
· ability to put forward hypotheses;
· the ability to establish cause-and-effect relationships.
3. Skills of evaluative independence.
Collaboration skills and abilities:
· collective planning skills;
· ability to interact with any partner;
· skills of mutual assistance in a group in solving common problems;
· business partnership communication skills;
· ability to find and correct errors in the work of other group members.
5. Communication skills:
· the ability to initiate educational interaction with adults - enter into dialogue, ask questions, etc.;
· ability to lead a discussion;
· the ability to defend one’s point of view;
· ability to find a compromise;
· skills of interviewing, oral questioning, etc.
6. Presentation skills:
· monologue speech skills;
· the ability to hold oneself confidently during a performance;
· artistic skills;
· ability to use various visual aids when speaking;
· ability to answer unplanned questions.
Thus, project activities help to form a huge number of UUDs in an interesting, non-boring form, which makes it possible to fully implement the goals and objectives of the new generation of Federal State Educational Standards.
Chapter II. Development of a project on literary reading for primary grades
In the second quarter of the 2014 academic year, on the basis of the Ivanovo Secondary School, we developed and implemented a project on literary reading in grade 2 on the topic: “Creating a collection book on oral folk art.”
Topic: "Creation of a collection book on oral folk art"
Academic subject: Literary reading.
Project goals:
expand students' horizons in folk art;
instill a love of folk culture;
expand your vocabulary;
learn to correctly retrieve the necessary information, use reference books and surveys;
develop creative abilities, logical thinking;
teach children to work in a team and be responsible for the assigned work;
Estimated product of the project: A book-collection of oral folk art.
The relevance of this project lies in the need to introduce students to folk art, culture, and history. Oral folk art fully reflects the life, traditions, customs and morals of our ancestors. Since ancient times, oral folk art has been one of the means of education; the younger generation has drawn from it knowledge about morality, relationships between people, and spirituality. With the development of new information technologies, oral folk art faded into the background and lost its role in the life of society for some time. Currently, in connection with the problems of education that have arisen, society has realized the need to return to cultural folk traditions that contribute to the harmonious development of the individual.
In the Literary Reading program, very few hours are devoted to the study of small genres of folklore. The developmental and educational potential of these genres is very great, so there is a need for a deeper study of them, especially since primary schoolchildren enjoy reading, memorizing, and analyzing works of oral folk art. The project method helps make up for the lack of allocated hours.
Project abstract:
The project is designed for 3 months. Second grade students are invited to create their own book-collection on oral folk art. The first stage of the project is created in the second half of the year; it represents the first chapter of the book, which is called proverbs and sayings. The second stage is implemented by the same students upon transition to 3rd grade. Students create chapter 2 of a book of nursery rhymes, jokes, and riddles. The third stage is fairy tales and epics. One month is allotted for each stage. In total, over the course of three months, students must create and design a book. Upon completion of each stage, students report in the form of a presentation of the results obtained.
Students are divided into 3 groups. Each group receives its own topic, for which they must choose proverbs and sayings at the first stage. To find the necessary materials, they must visit the library, conduct a survey of parents, then systematize the received material and colorfully arrange it in the form of pages for a future book. Summing up the work, each group must present a report to the class in the form of designed pages on their topic, and then, together with the teacher, combine all the created pages into one common book.
Project description:
Preparatory stage. Introductory lesson. The project begins with a discussion with students about the topic of the project, its significance and relevance. Then the students, together with the teacher, discuss the final results of the work and ways to achieve them, develop a work plan, and choose research methods. Also, before starting work, students are discussed how to find sources of information on the topic. The teacher recommends a list of resources (school library, educational literature, survey of the older generation and others).
Organization of activities. Second lesson. At this stage, students, with the help of the teacher, are divided into 3 groups. Then each group gets a theme: 1. Laziness and hard work, 2 - Friendship, 3 - Greed and generosity. After this, the teacher discusses specific goals with each group and outlines a plan (sequence of work). If necessary, within each group, each student is given certain responsibilities: two are responsible for searching for literature in the library, two are collecting a survey (of teachers, parents), one is responsible for registration. But at the same time, each member of the group can take part in any type of work.
Main stage. Completing of the work. (3 weeks) This stage is characterized by the implementation of the project, independent work of students to find information, systematize it and design it. During the work, the teacher controls and corrects the activities of the students, but the main responsibility for the work and initiative lies with the students. They can only turn to the teacher for advice.
This stage is performed sequentially in 2 steps:
.Search for materials (2 weeks)
.Page design (1 week)
Reflective-evaluative stage. Presentation group work. (1 day)
At this stage, the results are presented. Each group illustrates its pages for the book, telling the class about its topic, reading proverbs and sayings, and showing ways to format the work. Each group also shares their impressions, talks about how they looked for materials for work, and what the difficulties were. Together with the teacher, the results of the first part of the project are summed up. Grades are given. After the presentation, all 3 groups, together with the teacher, combine the created pages into one book. The result is a finished product - the first chapter of a book-collection on Oral Folk Art, which contains proverbs and sayings on current topics.
The work is assessed according to the following criteria:
) quality of work on the topic;
) independence of work on the project;
) ability to answer questions;
) the number of collected and learned proverbs and sayings;
) originality of page design for the book;
Analysis of the results obtained.
During the project implementation, the first stage of work was completed. Students visited the school library, where they searched for literature on oral folk art, interviewed parents and teachers, and designed the pages of the book. Thus, over the course of one month, the students created the first chapter of a book-collection on oral folk art, entitled “Proverbs and Sayings,” which includes 3 topics: Laziness and hard work, Friendship, Greed and generosity. (Appendix No. 1).
During the defense of the project, students received the following grades:
CriterionEvaluation1 group2 group3 group1. quality of work on the topic; 5552. independence of work on the project; 5443. ability to answer questions;4544. number of collected and learned proverbs and sayings; (15) 5 (11) 4 (14) 55. originality of page design for the book; 5556. Total 555
The groups were awarded the following titles:
gr. - the most hardworking;
gr. - the most creative;
gr. - the most friendly;
This work evoked an emotional response from the students: at the reflection stage, 100% of the children gave a positive assessment of their work (Appendix No. 2). Further implementation of the project is planned for the next academic year.
Chapter Conclusions
Based on the research, we can conclude that project activities really have a positive effect on students’ work. During the implementation of the project, all children actively and with interest took part in the work. Even those students who are usually passive in class strived to carefully complete the tasks assigned to them. It was noticeable that in order to achieve a common goal, the class rallied and did the work collectively. When completing the project, children sometimes had quarrels and disagreements that had to be resolved together with the teacher.
The technology of project activities embellishes and adds variety to the learning process, in addition to the fact that this work allows children to more successfully master the material, thanks to its rich and interesting content, it also makes the work of the teacher easier, who finds it easier and more interesting to work with children who are interested and passionate about the activity. In addition, thanks to the use of this method, the teacher gains experience, consolidates and expands his knowledge due to the fact that he does not act as a speaker in the educational process, but as a listener or an equal figure in a team of students.
During the implementation of the project, the set goals were achieved. This work brought the students together and got them interested in searching new information, broadened the horizons of students, laid the foundation for the formation of research skills and cognitive interest, contributed to the development of teamwork skills, the ability to find and jointly correct mistakes, the ability to defend one’s point of view and find compromises.
The difficulty of the work was that children in 2nd grade do not yet know how to memorize a task for a long time. With them we had to periodically repeat the meaning of proverbs and sayings and their distinctive features. Despite the positive response and demonstrated interest in the proposed work, the children systematically had to be monitored, directed and corrected in their activities, because Independent work is still difficult for them.
Conclusion
In the course of the work, the theoretical foundations of project activity, different points of view on the definition of a project, the project method were considered, the positive aspects of using the project method, and possible difficulties arising in the course of organizing project activities were studied. The level of development of the issue under study in the methodological and pedagogical literature was also revealed. The principles and requirements for organizing project activities and its goals are determined, and classifications of projects on various grounds are considered.
During the analysis of the literature, it was found that the possibility of organizing project activities in the process of teaching literary reading is quite fully covered.
A literary reading project has been developed on the topic: “Oral folk art.” Thus, the goals and objectives of the study were achieved.
Having studied the literature on this issue and conducted our own research, we can conclude that the project method is a platform for creativity and allows the teacher to make the learning process fun, interesting and exciting. As a result of project activities, students become active participants in the educational process, the product of their creative activity may have scientific significance.
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Municipal educational institution "Secondary comprehensive school No. 2 s. Kuzovatovo" From the experience of the teacher of Russian language and literature Repyeva Tatyana Kuzminichna Topic: Project activities in literature lessons Goal: improving the quality of education for schoolchildren through the use of project activities. Objectives: - developing students' skills in design and research activities; - education of a spiritually developed personality; - development of ideas about the specificity of literature among other arts; - mastering the texts of works of art; - improving the skills of analysis and interpretation of a literary work. Relevance of experience The use of project-based teaching technology makes it possible to increase motivation and interest of students in the subject “Literature”, provides for different forms of presentation and assimilation of program material, and contains great educational, developmental and educational potential.“Advantages” of project activity technology: “Advantages” of project activity technology: students’ design and research activities contribute to improving the quality of learning, since it:
- based on a systems-activity approach;
- characterized by an increase in interest and involvement in the work as it is completed;
- allows you to realize pedagogical goals at all stages of project preparation;
- allows you to learn from your own experience, from the implementation of a specific case;
- brings satisfaction to students who see the product of their own labor.
- motive,
- problem,
- target,
- tasks,
- methods and methods,
- plan,
- actions,
- results,
- reflection.
- 1. Working on an artistic detail develops the ability to see “trifles.” Being an element of the whole, a detail is a small image in itself and has a certain semantic, psychological and aesthetic weight in the work. Artistic detail educates a thinking reader, cultivates reader's vigilance.
- 2. Preparation of notes on writers’ biographies and theoretical material. Taking notes helps develop the skill of selecting only the most important things from a large amount of material, formulating the necessary information briefly and concisely, and this skill is the leading one when working on a research project.
- 3. Demonstration of presentations on the topic of the lesson, created by the teacher, allows you to show examples of competent presentations and the mechanism for their use. This is necessary because visualization is the best way to form a skill; a good example is a great help in work.
- 4. Using ready-made presentations from Internet resources for students to give a presentation allows them to learn how to accompany the slide demonstration with appropriate comments, without replacing them by simply reading the text from the slides and again observing the example.
- The practical significance of this technology is to teach your students to independently acquire skills.
- Projects are also convenient because they are very diverse in form, content, nature of the dominant activity, number of participants, and duration of execution. The forms of project implementation are also different: it can be a printed work, an article, a conference report, a wall newspaper, an almanac, a presentation, a creative report, etc.
- improving the quality of education (77%);
- students’ mastery of key competencies (communication, cultural studies, information, language, research);
- writing essays (as a product of activity);
- analysis of poems;
- preparation of oral communications;
- creation of projects: Research project « N.M. Rubtsov and I.I. Levitan" (8th grade), N.V. Gogol “Dead Souls” (9th grade) Creative project “Rituals and ritual folklore” (7th grade, special course “Literary local history”) Role-playing project based on Pushkin's story "The Captain's Daughter". Practice-oriented project « Presentation "Dostoevsky's Petersburg".
Information project
"Village Prose"
Research project
N.V. Gogol “Dead Souls” (9th grade)
