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Introduction 3.
Chapter 1. Theoretical Aspects of the Use of Project Method 1.1 Project Method Concept 1.2 Typology of projects Chapter 2. Features of the organization of project activities in the lesson

Chapter 3. Abstract of the lesson in the English language "In Millietown »
Conclusion 22.
References 24.

Maintenance

As you know, the value of learning increases every year more and more. Accordingly, the requirements for the preparation and conduct of lessons increase.

The modern epoch is characterized by a lifting of social rhythms, the increase in the volume of information required for the decision-making, intensification of professional and social contacts. This means that a person can often get into unusual communicative, professional and social situations for him. Therefore, modern socio-humanitarian education is oriented, on the one hand, on the broad interdisciplinary training of students, and on the other - on the formation of effective mechanisms of dynamic communicative and intercultural interaction.

Teaching foreign languages \u200b\u200bis an integral part of the general system of modern education, and therefore, it is subject to a certain extent subject to the main trends in the development of this system. It is most obvious that this is reflected in the learning methods. At all times, people wanted to know foreign languages. The most clear of all this desire is traced in aphorism. For example, A.P. Chekhov belongs to the topical and to this day, the words: "How many languages \u200b\u200byou know - so many times you are." Teachers-Methodists, in turn, sought to formulate such a training technique, in which it is possible to achieve this goal as quickly and better.

After all, at present, the purpose of education is not just knowledge and skills, but certain qualities of the personality. The post-industrial society is interested in ensuring that citizens be able to independently actively act, make decisions, flexibly adapt to changing living conditions. It is thanks to the knowledge of foreign languages \u200b\u200bthat it becomes possible, a person can open almost the limitless possibilities of the modern world and to use them successfully.

In order to meet the requirements of modern education to increase its quality, teachers have to be implemented in the pedagogical process. Modern technologies. Today's English teacher is given the possibility of using an extensive range of funds and teaching methods. Due to this, the teacher with the help of such a wide choice of methods and technical equipment can be available to explain the new material and securely consolidate it in the memory of students. A learning method came to help teaching. Given the increase in the quality of education requirements, the use of such a learning method is simply necessary. After all, the project method is one of the effective forms of the educational process. It allows students to learn more additional information, faster to master the material taught, and, in addition, to start a full-fledged scientific work, find like-minded people. In the course of work on the project, students develop such important qualities as creative thinking, responsibility and ability to defend their point of view. For the teacher, the use of the methods of projects in classes is the ability to qualitatively and accessible to the disciples of the new material and securely consolidate the knowledge gained in the memory of students. In addition, it is the possibility of actualization of all types of speech activities of students (speaking, listening, reading, writing), the development of their analytical, associative and logical thinking and improving the ability to work with the texts of different styles and types of speech.

However, such an efficient and most interesting (both for students and for the teacher), the project method is not enough to be distributed in the work of teachers. This happened due to the fact that this method after attracted the attention of Russian teachers even at the beginning of the 20th century, later, already under Soviet power, began to be quite widely implemented to school, but not well thought out and consistently. That is why in 1931 the project method was condemned and since then until recently in Russia, no serious attempts were made to revive this method in school practice.

Relevance The Topics "Project Method in Foreign Languages" are determined by the fact that the method of projects, which is still relatively new method in teaching English, contributes to the active involvement of students in various types of practical activities and allows you to develop their creative and individual abilities.

Purpose of research -development of guidelines for the organization of project activities.

The set goal is specified in the followingtasks:

disclose the concept of "project method";
consider the stages of the project;
identify the types and content of projects;
to identify the features of the organization and the requirements for using the project method.

Object study is a project method as one of the methods of teaching the English language.Subject It is the identification of the role of phasing work on a project as a factor in the successful organization of project activities in general.

Practical use of work results.Materials and main provisions of work can be used in the practice of teaching Russian as a foreign language. Moreover, the main provisions of this work will be able to help learn about the project method, its species, features and requirements for projects, on the peculiarities of their application in Russian education as a foreign language.

Chapter 1

Theoretical aspects of the use of the project method

1.1 Concept of project method

There are many definitions of the concept of "project". Project - Translated from Latin "thrown forward". Initially, the word "project" meant the intention, sketch, the plan of what will be done. In the future, the interpretation obtained the development of "Project - prototype, a prototype of any object, type of activity, etc.". In the 20th century design, i.e. "Project creation process" turned into one of the most common types of intellectual activity, and the term project lost "initially technical" interpretation. In pedagogy, design is defined as "activities joint training and educational activities, creative or game activity of a student, and having a common goal, concerted methods, activities aimed at achieving the overall result of the activity." Under the method of projects imply the technology of organizing educational situations in which the student puts and solves its own problems, and the technology of supporting independent activities of students.

The development of the method of projects has a long history that goes out by its roots in the 17th century. Founded in 1671, the Royal Academy of Architecture in Paris in 1702 announced a construction plan contest, whose sketches were named projects.

The Academy, as the only Royal Academy, established a school for learning architects. This school conducted competitions among students who demanded from participants in cooperation and creativity. It was assumed that students in their work should develop fantasy and come to the original decision.

In the first half of the 19th century, the plan of the method of projects from the Architectural Academy in France also extends on the territory of German-speaking countries mainly in the form of a wage ideas of a working school or in vocational technical education. From Europe, the method comes to America: In 1879, at Washington University, the Saint Louis was founded by the school of manual learning, where the project method was used.

Schoolchildren should not only arract projects, but also to fulfill them really in technical workshops - shelves, candlesticks, motors. At the same time, three principles were observed: the orientation of students, the orientation of the reality and the orientation of the product. Schoolchildren themselves were responsible for the planning and implementation of the project, they relied on the real problems of everyday life or professional activity and prepared objects that allowed their theory and plans for practical verification.

American school pedagogy was first registered this method at the turn of the 19th and 20th century, justifying the method of projects "Royal Road" of the Center for Children's Education. From the specific method of vocational education, it converts into a coherent method of learning, which was supposed to correspond to the new psychological image of a child. Now the true reform of the school was to adapt the organization of learning to the abilities and needs of the child.

In the period between 1900 and 1915, the most real design movement arises, which almost all educational institutions of the time almost. The schools of the future John and Evelin Dewey are described essentially as a project learning school, which, however, has already differently different and learned technical, practical, social and artistic options.

William Kilpatrick, who worked at the Pedagogical College at the University of Columbia in New York, attempted to decorate this theory in the article published in 1918 in the "Ped-College Recorder". The article was simple - "Project Method". Kilpatrick did not mention the predecessors and did it as if he was the author himself - the inventor of the new method. Success was extraordinary: the magazine was able to sell 60,000 reprints of the article, which indicated the incredible demand.

In teaching language, the project method has become particularly actively used in the late 80s of the 20th century. Since that time, the leading publishers of the United States and Europe issues methodological benefits on the use of projects in the teaching of foreign languages. The most famous resource allowance for teachers - D.L. Fried-Booth "Project Work" (OUP, 1986).

Project method attribute attention and Russian teachers. The ideas of project training arose in Russia almost in parallel with the development of American teachers. Under the leadership of the Russian teacher S.T. In 1905, Shatsky in 1905 was organized a small group of employees who tried to actively use design methods in the practice of teaching. Later, already under Soviet power, these ideas began to be quite widely implemented in schools, but not sufficiently thought out and consistently, and the decision of the Central Committee of the CPSA in 1931 was condemned. Since then, in Russia, attempts have not yet been made to revive this method in school practice. At the same time, in a foreign school, he actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil and many other countries, the ideas of a humanistic approach to the formation of J. Dewey, its project method was widely distributed.

What gives the use of the method of projects in teaching a foreign language? The design technique allows students to include students in real communication, the most saturated by foreign language contacts, based on research activities, and see the real, and not only the results of their labor obtained during the game. The method of projects is based on the development of cognitive skills of students, the abilities independently design their knowledge, the abilities to navigate in the information space, the development of critical and creative thinking.

The project method is always focused on independent activity of students - individual, pair, group, which students are performed for a certain period of time. This method is organically combined with group (COLLABORATIVE or COOPERATIVE Learning) methods. The project method always implies a solution to some kind of problem. The solution to the problem provides for, on the one hand, the use of a totality, a variety of methods, training tools, and on the other, implies the need to integrate knowledge, skills to apply knowledge from various fields of science, technology, technology, creative regions. The results of the completed projects should be called, "tangible", i.e., if it is a theoretical problem, then its specific decision, if practical - a specific result, ready to use (in class, at school, in real life). If we talk about project methods as a pedagogical technology, then this technology implies a set of research, search, problematic methods, creative at its very essence.

Karl Freud allocates 17 distinctive features of the project method, among which the most significant are as follows:

The project participants grab the project initiative from anyone from life;

Project participants agree on each other about the form of learning;

The project participants develop the project initiative and bring it to the attention of all;

The project participants will organize themselves;

The project participants inform each other about the progress;

The project participants enter the discussion.

Projects designed to teach language, possess both common features for all projects and distinctive features, including the following are the following:

Use of the language in situations as close as possible to the conditions of real communication;

Emphasis on independent work of students (individual and group);

The choice of the topic is of great interest for students and directly related to the conditions in which the project is carried out;

Selection of language material, types of tasks and sequence of work in accordance with the topic and purpose of the project;

Visual representation of the result.

1.2 Typology of projects

Currently, there are many project classifications. According to one of these classifications, English specialists in the method of teaching languages \u200b\u200bT. Blur and M. Saint-John distinguish three types of projects:

1. A group project in which the study is carried out by the entire group, and each student studies a certain aspect of the selected topic.

2. Mini-study, consisting in conducting an individual sociological survey using survey and interviews.

3. Project based on working with literature, implying a sample reading on the topic of interest to the topic and suitable for individual work.

Researchers consider the last type as easier for practical use and therefore the most popular. However, the structure described by these project shows that it involves the development of only those skills that are necessary for working with literature: viewing and attentive reading, the ability to work with reference books and library catalogs.

We will discover their attention to the point of view of the doctor of pedagogical sciences, a well-known researcher in the field of modern teaching technologies E.S. The pollate, which defines the project method as "in a certain way, organized by the search, research activities of students, individual or group, which provides for not just the achievement of a result decorated in the form of a specific practical exit, but also the organization of the process of achieving this result."

In accordance with the first sign E.S. The patimate allocates the following types of projects:

Research. This type requires a well-thought-out project system, which is clearly formulated before the start of the project project, the interest of each project participant, social significance, thoughtful methods of experimental and experienced works, methods of processing results.

Creative . Creative projects do not have a detailed structure, it is only planned and develops, obeying the scheme accepted by the students themselves. However, before starting the development of such a project, you should agree in advance about the desired, planned results. It may be writings, wall newspaper, videos, etc.

Role-gaming. In such projects, the structure is also planned only and remains open until the end of the project. Each participant chooses a certain role for itself, due to the nature and content of the project. These may be literary characters, heroes, imitating social and business relations complicated by encountered participants. The results of such projects may be coordinated in advance, and can be charged closer to the end of work.

Practical oriented.This type is distinguished by a clearly designated goal of the project participants, which, in turn, should be focused on the social interests of the participants themselves. The result of the work can be newspaper, document, video, sound recording, performance, program of action, draft law, etc. The project of this kind requires a well-thought-out structure, perhaps even the scenario of all the activities of its participants, which defines the functions of each, the participation of each in the processing and design of foreign language information. While working on such projects, a good organization of discussion, adjustments, presentations of the results obtained and possible ways of foreign use of them in practice are especially important.

According to the second feature, projects may be:

Monoprojects. These projects are best carried out according to the most complex topics associated with the country-walled, social theme. They require a clear structuring, better with a boring planning, with a clear designation of the end targets and tasks, as well as knowledge, skills acquired by students during the development of the project. The form is indicated in advance.

Intergovernmental projects.This kind of projects are performed in extracurricular time. They can combine both several items and solve quite complex problems, such as environmental conservation problems, studies of creativity of writers working in one genre, etc. Such projects require clear coordination of all subject teachers, well-developed forms of intermediate monitoring and final presentation.

According to the third sign - the nature of coordination - projects can be:

With open coordination. In such projects, the coordinator (teacher) directly participates in the work, organizing and directing it, as well as coordinating the activities of all participants.

With hidden coordination.The teacher does not interfere with the work on the project, but, studying diaries and reports of students, chatting with members of the group, he carefully observes the process and can act as a counteristful or assistant.

According to the contact description, projects are:

Domestic or regional(within the classes of one school, schools, districts, cities).

International. They may take place in school exchanges. In addition, the ability to develop international projects in conjunction with students from different countries and continents is a modern information technology to the teacher. Such projects appeared relatively recently and are called telecommunications projects.

Telecommunication. Cognitive joint creative or educational gaming activity of students, partners who are at a considerable distance from each other, based on computer telecommunications and having a common goal-study of any problem with the help of coordinated methods, activities aimed at presentations, a cat achieve a general result.

Participation in the telecommunications project helps the student to join in certain environments: informational, social, linguistic; contributes to the formation of global thinking, awareness of himself by a citizen of the world, instills a sense of social responsibility, expands the horizon of the student, includes the cultural horlute, helps to express their attitude to the problem, remembering the rules for writing the letter, the report, simultaneously familiarize himself with the point of view of people living in other geographic Conditions with other religion and national traditions, perhaps a different look at their world, tolerantly treat the project partner's view. .

Project as alternativemethod of organization of training the course excludes traditional principles of planning and organizing language learning. All actions produced by students and a teacher are subject to achieving the objective of the project: the study of the necessary lexical and grammatical units, the search for sources of information, selection of the necessary information, design and presentation of the results. The results of the work done can be clearly represented in the form of a stand, brochure, radio programs, a video film, theatrical presentation - depending on the goal.

1.3 Basic requirements for the use of project method

Of course, for more successful and productive use of the project method, it is necessary to perform some of the requirements for its use.

Speaking of requirements for the use of the method of projects, it should be noted that the design work is divided into preparatory exercises that serve as a link to the implementation of the project, and to work on the projects themselves.

Famous researcher in the field of modern teaching technologies of students E.S. The Polit allocates the following project creation requirements:

1. Availability of a significant problem / task in research, creative plan, requiring integrated knowledge, research search for its solution (for example, a study of a demographic problem in different regions of the world; creation of a series of reports from different ends of the globe on one problem; the problem of the effect of acid rain on Environment, pr.).

2. Practical, theoretical, cognitive significance of the alleged results (for example, a report in the relevant services on the demographic state of this region, factors affecting this state, trends traced in the development of this problem; Joint Issue of the newspaper, almanac with reports from the place of events; Protection forests in different locations, action plan, etc.);

5. Use of research methods involving a specific sequence of actions:

determining the problem and arising from it the objectives of the study (use during a joint study of the method of "brain attack", "round table");
nomination of the hypotheses of their solution;
discussion of research methods (statistical methods, experimental, observations, etc.);
discussion of methods Design of end results (presentations, protection, creative reports, views, etc.).
collection, systematization and analysis of the data obtained;
summing up, the design of the results, their presentation;
conclusions, nomination of new research problems.

From the point of view of the formation of the curriculum and the development of the student in the field of studying a foreign language, the implementation of the project puts the student in such conditions of educational activities in which he independently, and that is very important, in cooperation with the group, consistently develops all components of training activities:

Goaling and structuring of training activities, which is associated with the definition of the purpose and nature of the project, the selection of the material, the construction of a training activities program;

The ability to manage their educational activities, including by reflective analysis, self-control and self-assessment of the nature and results of speech and academic actions on the consecutive stages of the project;

The technological aspect associated with the use of strategies and techniques of educational activities, the use of which is due to the objectives of the project;

The ability to make responsible decisions regarding the nature and final results of training activities at all stages of the project, and we will, if necessary, correction in the tasks and methods of educational activities;

The ability to interact with the educational group in the process of solving learning tasks.

So, in the course of studying this material, it can conclude that the development of the project method has a long history, which is rooted in the 17th century. All this time, theoretical and practical knowledge of the project method was accumulated and improved. And at the moment this method of learning is common and very effective. Moreover, during the study, it was revealed that there are many typologies of projects, among which the work of E.S. Polat is distinguished by the most significant and worked. It allocates five types of projects in accordance with their signs:

1. Dominant in the project Method: Research, Creative, Rolevo-game, informationally-indicative.

2. Sneakenutient area: monoproject (within the framework of one area of \u200b\u200bknowledge) or an interprete project.

3. The nature of the coordination of the project: direct (hard, flexible), hidden (implicit, simulating a project participant).

4. The nature of the contacts (among the participants of one school class, city, the teaching of the region, countries, different countries of the world).

5. Number of project participants.

At the same time, we identified the requirements for creating a project that were developed by E.S. Polat:

1. Availability of a significant problem / task in research, creative plan, requiring integrated knowledge, research search for its solution ..

2. Practical, theoretical, cognitive significance of the alleged results.

3. Independent (individual, steam room, group) activities of students.

4. Structuring the substantive part of the project (with the indication of phased results).

5. The use of research methods involving a certain sequence of actions.

Chapter II.

2.1 Stages of work on the project

Working with the use of the method of projects is in several stages. There are several options for presenting the stages of the project. Consider some of them.

Guzeev V.V. It highlights the sequence of stages in the project in the European and American versions. In the American version it is sealing:

Setting the goal: identifying a problem, contradiction, formulating tasks.
Discussion of possible research options, comparison of the alleged strategies, the choice of methods.
Self-education and actualization of knowledge in advice to the teacher.
Thinking the course of activity, distribution of responsibilities.
Research: Solution of individual tasks, layout.
Generalization of results, conclusions.
Analysis of success and errors.
Correction or transition to a new project.

Work on the project in the European version takes place the following stages:

1. Preparation.

2. Planning.

3. Research.

4. Results, conclusions.

5. Presentation or report.

6. Assessment of results and process.

1. Search plot . During it, it is determined by the subject of the thematic field and the topic of the project, the search and analysis of the problem and the formulation of the goal of the project.

2. Analytical stage . At this stage of the work, the available information is analyzed, a new information is found. At the same time, the collection and study of information is carried out, the project participants are looking for an optimal way to achieve the goal of the project (analysis of alternative solutions), build an algorithm. Also at this time, the project implementation plan and resource analysis takes place.

3. Practical stage . At this stage, planned technological operations are performed, the current quality control is performed and changes in the design and technology of the project are made (if necessary).

4. Presentationstage . At this time, preparing presentation materials, presentation of the project. The possibilities of using the project results (exhibition, sale, inclusion in the bank projects, publication) are studied.

5. Control stage . At this, final stage, it is analyzing the results of the project. The assessment of the quality of the project execution of the project is exposed.

So, we found out that there are several classifications of the project stages. Of course, the quality and efficiency of the project creation is completely dependent only on the skill of the teacher, the interest of students and the complexity of the project, but also on how precisely the creators of the project adhered to the main stages of its conduct.

When using the method of projects in an educational process, the role of the teacher acquires a slightly different value. Now the teacher becomes the organizer of independent work of students, stimulates them to active educational and cognitive activity, helps students choose the most significant, productive and interesting types and forms of work. Moreover, the teacher creates an environment for the natural self-expression of students not only on their native Russian, but also in a foreign language studied.

Training of students on any technique should be necessarily developing, i.e. leading to general and special development. In this regard, for a more productive and fascinating project, it is necessary to adhere to the main methodological recommendations.

Guzeev V. V. believes that when working on a project, a teacher should help students in finding sources that can help them work on the project. Of course, when using the project method, the teacher acts as not only a person controlling and guiding the project work on the project, but also as a consultant who can suggest reliable and valuable sources for students' work. Moreover, V.V.Guseev is confident that the teacher himself is the source of information. That is why the teacher is very important before the start of work on the project itself to familiarize himself with the literature available on the topic studied. In addition, the teacher should not only corruous the entire occurring process, but also support and encourage students. Often, some students have discomfort and constraints with close cooperation with other people (which involves the use of projects), so it is very important to feel the support of the older companion - the teacher and receive valuable recommendations and deserved praise from it. Moreover, the teacher, according to Guzehev, must support continuous feedback to help promote students in working on the project.

According to another author, E.S. Polat, when carrying out project work, the teacher needs to ensure the interest of children in the work on the project, motivation that will become an unlucky source of energy for independent activities and creative activity.

How to do it? For this, there are mechanisms embedded in the project method.

First, solving the problem of the project, for practical and public benefits. Such a practical application of the knowledge available or received during the project is attractive for adolescents, seeking due to their age to early socialization.

Secondly, the tempting is for the guys itself activities and independent activity, since it is possible to show, show, test yourself in business.

Thirdly, in the work on the project, students take an active part in setting the goal and objectives of the project, which the teacher sometimes has the right to help articulate, but in incompletely form. Concretioning the goal and objectives of the project, arising from its problem, students, already accepting the problems as their personal, even greater degree acquire personal interest in solving it. This creates a motivation of personal participation in the work.

Fourth, competent accounting for age features during the selection of themes, the problems and plot canvas of the project should provide another type of motivation. The problem that concerns one age group will not be interesting for another; The story canvas, who will interest five-graders, will leave indifferent students of 8-9 grades. Thus, motivation is provided by available, selected in accordance with the interests and opportunities of age theme, storylock and the problem of the educational project.

The time of work on the project depends on his topic and how the teacher decided to work on the project: at each lesson for two to three weeks or one hour per week for a longer time. Undoubtedly, the teacher must be interested in the successes and achievements of students: if they found out something really new that they do not know, but they want to know what aspects of the language they need to repeat. To do this, you can use the oral survey of the guys or the written answers of children to the teacher's questions.

So, we revealed that there are several options for presenting the stages of work on the project. The quality and efficiency of the project is fully dependent on the skills of the teacher, the interest of students and the complexity of the project, but also on how precisely the creators of the project adhered to the main stages of its conduct. At the same time, we revealed that when working in project activities, the role of the teacher changes slightly. Now he is not only a source of new knowledge, but also a consultant, assistant and organizer of students on the project. In addition, we revealed that there are special guidelines when working on a project that must be performed to improve the quality and success of the task.

Chapter III

Project lesson in English

Subject: "In Millietown".

Students: Students 4 "in" class.

Type of lesson: Educational, explanation of the new material (40 minutes).

Goal: create the necessary conditions for the perception of students of a new theoretical material and to form speech skills and skills; Introduction and primary consolidation of a new vocabulary.

Tasks:

Teaching : intensify in speech lexical, grammar stock; train the use of stable expressions; expand the vocabulary of students;
- Developing : develop the skills of auditing, oral speech and reading; Develop communicability, ability to guess, thinking of students.
- raising : to educate curiosity and interest in learning a foreign language.
Methods: according to the source of knowledge transfer: verbal (conversation), visual (illustrations), practical (exercises); Control methods: oral.

Receptions: Opening word, creating an interested environment.

Means of education:textbook (Azarov S.I. English: Milli /Millie. : Tutorial for English. Yaz. for 4 cl. General. Creative /C.I.Azarova. - Obninsk: Title, 2007.-128 C.: Il.),board, computer presentation (slides with illustrations, cards with words), audio materials.

Form: lesson.

During the classes:

1) organizational moment. The goal is to actualization. Teacher, entering the audience, welcomes students.

Hello to Everyone! I "M Glad to See You, Sit Down, Please.Tell me, please, who lives in the millita? (Millioles).OK, Good!

(2 minutes.)

2) Preparation for active educational and educational activities.

Repetition of the previously studied vocabulary.

On the board shows a computer presentation.

And Now Let "S Rewiew Places and Buildings in Millietown. Look At The Board, Please. Repeatthese Words After Me . (Children Choir repeat words for the teacher).And Now Read and Translate The Words One by One.

Children on a chain read and translate words.

(7 min)

- Guys, we studied the city of Millitown. But we still do not know who specifically lives there and what it does. Our task is to come up with the inhabitants of this city for several lessons and tell about them. Let's repeat the vocabulary on the topics "family", "My appearance", "Pets", "Furniture".

Teacher Shows a presentation with illustrations. Children look and call them in English.

What do you need to do so that the city of the millitown become inhabited? Look at the cards (the teacher distributes casing with a work plan). Let's read the plan. (Children read the task plan, the teacher commented on it).

(25 min.)

3) fixing the material passed.

AND NOW LET "S START . Let's start our project. Now you need to think about your family's apartment plan in Millioth. (Children perform the first plan of the plan, ask questions to the teacher as needed).

(10 min )

4) the result of the lesson.

Write Down Your Home Task, Please. You Should Finish The Plan of Your Family "S Flat and Draw It.In addition, you need to think about what furniture should be in the apartment of your family in the millita, and schematically draw it.

Our Lesson Is Over, Your May Go. Thanks for Your Work, Goodbye!

(2 minutes).

Project description

In this project, children populate the city of Millitown. They come up with families who live in apartments, furnishings of apartments, pets and how these families live.

Tasks:

Topic	Practical result
1. Rooms in the apartment.	Drawn apartment plan.
2. Furniture for the apartment.	Furniture drawing in rooms.
3. Who lives in the apartment	Description and image of one of the family members.
4. Pets	Drawn portrait of an animal, his characteristic.
5. Project demonstration	Representation of your project students.

Within 3 lessons, the guys perform a project. At home, they think about and perform tasks, in the class end them under the guidance of the teacher. The final stage of the project is the presentation by each student of his family in the millita. Total project should take no more than 5 lessons.

Conclusion

So, during the work done, we found out that the project method is one of the effective methods of learning a foreign language. The ability to use project method is an indicator of high qualification of the teacher, its progressive methodology of training and development. No wonder these technologies relate to the technologies of the 21st century, providing first of all, the ability to adapt to the rapidly changing conditions for the human life of an industrial society. Given the increase in the quality of education requirements, the use of such a learning method is simply necessary. It is the method of projects that allows students to deny more than more information, to quickly master the material taught and start full-fledged scientific activity. An important meaning is the fact that children work in small groups. The group always has students with different levels of language preparedness. With the traditional form of classes, less prepared students are deposited. In the work on the project, each student contributes to its implementation depending on knowledge and personal interests. Every equally is responsible for the implementation of the project and must submit the results of its work.

During the work on the project, students develop such important qualities as creative thinking, responsibility, the ability to speak in public and defend their point of view.

For a teacher, the use of the method of projects in classes makes it possible to qualitatively and more accessible to the disciples of the new material or it is thorough to consolidate the previously passed material. Moreover, the teacher has the ability to actualize all types of speech activities of students - speaking, listening, reading, letters. In addition, thanks to the use of the project method, students develop analytical, associative and logical thinking, the ability to work with the texts of different styles and types of speech is improved.

The goals and objectives of our exchange rate work were achieved. Methodical recommendations on the organization of project work were successfully developed, as well as the concept of project activity was disclosed, features and requirements for the use of the project method were identified, a lesson was developed using the project method.

In the course of this work, we revealed the concept of project method: project method - the technology of organizing educational situations in which the student puts and solves its own problems, and the technology of supporting independent activities of the student.

When using the project method, the teacher is carefully preparing for such lessons.

The subjects of projects may concern some kind of theoretical question of the school program in order to deepen the knowledge of individual students on this issue, differentiate the learning process.

A teacher at such lessons should be a practically third-party observer

Moreover, we reviewed the stages of the project and allocated the initial, main and final stages.

As a result, we concluded that the use of the method of projects can actualize all types of speech activities of students and thereby increase the level of knowledge of students.

Bibliography

Lukoyanova T. V. "Project method as one of the new methods in pedagogy", scientific journal "Modern problems of science and education", 2009
Marrennikova L. V. "On the method of projects in teaching a foreign language in the context of a new, personal-active educational paradigm", magazine "On the method of projects in teaching a foreign language in school", 2008
Polit E.S. "Project method in foreign language lessons", Foreign Languages \u200b\u200bMagazine in School, № 2, 2000
Chechel I.D. Pedagogical design: from the methodology to realities // Methodology of the educational project, M.: MIPKRO, 2001
"Project Method", Scientific Collection, 2003
Kukushin V. S. Theory and teaching methodology. - Rostov-on-Don, 2005.-474c.
Mazur I. I. Project Management. - Moscow, 2005.-655С.
Zueva M. L. Comparative analysis of the possibilities of the method of projects and an adaptive learning system in the formation of key competencies. - M., 2001, p. 56
Guzeev V. V. "Project training as one of the integral technologies", 2002
G. B., Churakova O.V. Project method as technology forming key competencies of students / Collection of methodical recommendations: Samara, 2003.

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Plan:

Explanatory note.
Methodological assistance in the preparation and conduct of projects.
Methodical recommendations to students to implement design and research work.
Stages of the project
Materials for the diagnosis of students (identification of a tendency to research and social activities).
Questionnaire.
General rules for the project manager.
Memo to the head (organizer) of the project.
To help students.
Methodical project planning.
Literature.

Explanatory note

Global changes in the information, communication, professional and other spheres of modern society require adjustments to the meaningful, methodological, technological aspects of education, revising the former value priorities, targets and pedagogical agents.

Technology, a cool-term system over the centuries, it turned out to be the most effective for mass transfer of knowledge, skills, skills to young replenishment. What is happening in modern times in public life require the development of new ways of education, pedagogical technologies, dealing with the individual development of the personality, creative initiation, the skill of self-movement in the information fields, the formation of a student universal ability to put and solve problems for resolving problems of professional activity , self-determination, everyday life. The emphasis is transferred to the upbringing of a truly free personality, the formation of the ability in children to think independently, to produce and apply knowledge. Carefully think about the decisions made and clearly plan actions, effectively cooperate in a variety of groups and profile groups. Be open to new contacts and cultural ties. This requires widespread introduction into the educational process of alternative forms and ways of conducting educational activities.

The new principles of personally oriented education, an individual approach, subjectivity in training required first of all new learning methods. School in modern conditions required such training methods that:

would form an active, independent and initiative position of students in learning;
it would be developed primarily by general educational skills and skills: research, reflexive, self-esteem;
would be priority aims to develop educational interest of students

One of the forms in educational activities is the "Project Method". In short form in their work, I outlined different approaches to some issues of the organization of project activities and teachers at school.

Methodical assistance in the preparation and conduct of projects

To help the teacher.

The most important thing in the project post definition is development of hypothesis, problemation, planning of educational actions, comparison of facts.

All this phased operation and forms the culture of mental labor of students, being involved in their independently to extract knowledge. Therefore, it is necessary to train children, and desirable, not during the preparation of a specific project, but in advance in the course of learning item. That is why there are particularly relevant lessons research and lessons - projects. After all, they not only contribute to the intensification of the educational process, but also form the culture of mental labor of students, preparing them for the creation of independent projects.

1 stage of formation of the culture of mental labor of students during the preparation and presentation of the project - lesson study.

The preparation of this type of lesson involves the organization of research activities of students and pedagogical activities of the teacher.

Student research model:

formulation of the problem
clearing unclear issues
formation of a hypothesis of research
planning academic action
data collection
analysis and synthesis of data
preparation of communications
speech with messages
answers to questions, adjustment
generalization, conclusions
self-satisfaction

Teacher's pedagogical activity

Goal.
Selecting a meaningful model (model that corresponds to objectives).
- Understanding of methods, techniques, means of motivation;
- Planning training activities as a process of phased development of knowledge, mastering the system of skills;
- Organization of the reflection process.
Process analysis by the teacher.

2 stage - lesson-project.

Teacher's pedagogical activity is the same as in class studies.

Training project as technology

The main value of the project is a common end result.

Goal: Formation and development of skills and skills solving practical tasks.

Motivation:

Determining the purpose of the project and the stages of achieving the goal;
Distribution of roles and planning work

Stages of work:

Collection of information
Discussion of data, systematization
Advance hypothesis
Making models (layouts, scenarios)
Selecting a method for presenting results
Distribution of roles for protection
Protection (presentation)
Collective protection discussion, assessment

Thus, by conducting these two types of lessons, we form a culture of mental labor in students, by learning children to research significance, to independently conscious work on the project.

Typology projects

Research

Requires a well-thought-out structure, goals, relevance for all participants, thoughtful methods, experimental and experienced works, processing methods.

Creative

Do not have a detailed structure of the structure, it develops in the course of work, only the final result is planned (the released newspaper, video film)

Game

The structure is only planned and remains open until the end of the project. Participants assume certain roles due to the content of the project. These may be literary characters or fictional heroes, imitating social and business relations.

Information

Aims to collect information about any object. Its structure: purpose, methods for obtaining and processing information, result, presentation.

Practically oriented

A clearly indicated result, carefully thought-out structure, a clear definition of the functions of each participant, coordinate the steps of work, presentation of the final results, the work rating.

The project is your independent creative development. Performing it, attract parents, friends and other people to work. Remember that the main thing for you is to develop your creative abilities.
Perform the project in the following order:
- Choose the topic with the help of parents and teachers;
- Select information (books, magazines, computer programs, TV shows, etc.)
- Plan the entire volume of work and the organization of its implementation with the help of a teacher;
- Perform the theoretical and practical part of the project;
- Make adjustments to the theoretical part according to the results of the product;
- Print the graphic part of the project;
- Prepare for protecting and evaluating the quality of your work, performing demonstration visual materials to protect;
- Protect the project;
Use the reference literature: catalogs, dictionaries, magazines, books, etc., as well as materials of museums and exhibitions.
Try to apply modern technique in the work: camcorder, computer, video and audio magnetophones, photo and photocopying devices, Internet.
Think about how your work is useful to you in the future, try to tie it with the selected profession.
Take into account the traditions and customs of the district and the city in which you live.
Always remember the ecology of the hometown and their health.
Use knowledge for any subjects as well as your household experience. Showing creativity, basy only on scientific knowledge.
Do not hesitate to contact the project manager.

... So, the concept "Project" Rumbled again into Russian pedagogy. The project is multifaceted, the project is effective, the project is promising, the project inseract!

School of Present - School of Projects !!!

What is the project?

Training project or study from the point of view of students - This is the possibility of maximum disclosure of your creative potential. This activity will allow you to manifest yourself individually or in a group, try your hand, attach your knowledge, benefit, show the public result. This activity aimed at solving an interesting problem, formulated by the students themselves in the form of a task, when the result of this activity is a found way to solve the problem - is practical, has an important applied value and, which is very important, interesting and significant for the Owner itself.

Training project

Teacher	Students

1st stage - immersion in the project
Forms	Performs
1) Project problem	1) Personal Assignment
2) Scene situation	2) Log in a situation
3) goal and task	3) acceptance, clarification and specific task goal
2nd stage - organization of activity
Organizes activity - suggests:	Carry out:
4) organize groups	4) breakdown in groups
5) distribute role in groups	5) Distribution of roles in the group
6) planning to solve project tasks	6) work planning
7) Possible forms of presentation of results	7) Selection of the form and method of presentation Estimated results
3rd stage - activities
No way, but:	Work actively and independently:
8) advises students like the need	8) each in accordance with his role and together
9) unobtrusively controls	9) consulted as needed
10) gives new knowledge when students have the need	10) "mining" missing knowledge
11) rehearse with students the upcoming presentation of the results	11) prepare the presentation of the results
4th stage - Presentation
Takes a report:	Demonstrate:
12) summarizes and summarizes the results obtained	12) understanding of the problem, objectives of the problem
13) summarizes learning	13) the ability to plan and exercise work
14) Evaluates the skills: communicate, listen, justify your opinion, etc. (in test and map of observations)	14) found way to solve the problem
	15) Reflection of activity and results
	16) give intercompensacy of activities and its effectiveness

Stages of the project

Preparatory, or introductory (immersion in the project)

The choice of theme and its concretization (definition of the genre of the project).
Definition of goal, formulating tasks.
Formation of design groups, distribution of responsibilities in them.
Issuance of written recommendations to the project teams (requirements, deadlines, schedule, consultation, etc.)
Approval of the subject of the project and individual plans of the participants of the group.
Establishing procedures and criteria for the evaluation of the project and the form of its presentation

Stage Search

Defining sources of information
Planning methods of sauards and analysis of information.
Preparation for research and its planning.
Conducting research. Collection and systematization of materials (facts, results) in accordance with the goals and genre of work, selection of illustrations.
Organizational and consulting classes. Interim reports of students, discussion of alternatives arising from the project.

Broadcasting Stage

Preservation of the project
Project refinement, taking into account comments and suggestions.
Preparation for public protection of the project:

definition of the date and place of protection
definition of the Program and Scenario of Public Security, Distribution of Tasks within the Group (Media support, audience preparation, video and photography, etc.)
standal information about the project

The final stage

Public protection of the project.
Summing up, constructive analysis of completed work.

Materials for diagnosing students (identification of a tendency to research and social activities)

Profile

What area of \u200b\u200bhuman knowledge you are most interesting?
What school subject are you most interesting?
For what subjects do you feel interesting to read additional literature?
What kind of cognitive literature did you read over the past year? Name it.
Do you do in circles, sections, are you visiting the optional? What and where?
Which of the scientific problems of modernity seems to you the most relevant (significant)?
Would you like to participate in the study of any problem?
What is the real public event with the involvement of his comrades you would like to spend in school, district, cities?
Do you enter any public unions of young people? Name them.
Which school teachers could have been your consultants, the advice with the organization and holding of the project?
Would you like to attract parents to your work? (well no)

General rules for the project manager

Come on this work creatively.
Do not restrain the initiative of students.
Encourage independence, avoid direct instructions, learn the guys to act independently.
Remember the main pedagogical result - do not do for schoolchildren what he can do (or can learn to do) on its own.
Do not rush with the issuance of evaluation judgments.
Evaluating, remember: it is better to praise for nothing for anything than once to criticize.
Pay attention to the main components of the learning process:
- teach trace ties between objects, events and phenomena;
- try to form the skills of self-solving research problems;
- try to train schoolboy skills to analyze, synthesize, classify the information you received
During the work, do not forget about the upbringing.

Memo to the head (organizer) of the project

Invite the topic of projects with various dominant methods (research, social, creative, informational, practical oriented, game, etc.)
Describe and add projects on other features (the nature of the contacts, the nature of project coordination, the duration, number of participants). Select one most relevant (according to the results of the discussion in the group listeners group).
Specify the problem, specify the objectives of the project tasks, educational material on the subject and intercessrement (in the form of didactic units), which should be involved during the project.
Think over the practical or theoretical significance of the project.
Indicate which developing goals you set (intellectual, moral, cultural development of students).
List which creativity methods will be used when executing a project.
Specify how this project fits into cool-urgent and extracurricular activities.
Think how the results of the project can be decorated.
Remarks to monitor the project execution steps.
Invite the criteria for assessing the success of the project.
Think about how this project can affect social adaptation and professional self-determination of a teenager, on the motivation to work in the chosen field (only for high school students)
Think of what psychological and pedagogical effect is possible as a result of the execution of this project.

To help students

To define the question, the answer to which we are looking for. It is necessary to strictly limit the research area.
Assess from the point of view of existing knowledge, is it possible to get a true answer to the question.
Sewing the task for subtasks and grades, search for answers to them first withdrawing solutions from well-known truths or information to solve such problems.
Directly withdraw a solution from the mind of the knowledge available, if possible.
Pull the hypothesis by the method of complete or incomplete induction or analogy.
Use the fourth and fifth testers in aggregate.
Match the result obtained with known knowledge.
Check the accuracy of applicable logical techniques.
Check the correctness of all the definitions and judgments used in the decision.
Express all the concepts of the task in "kiss-shaped" signs (using the symbolic language).
To strive for the development of visual images of objects.
The result of the solution to formulate logically strictly.
Rate all "for" and "against" in the result.
Solve the task as possible focused.

Methodical planning of project activities

Establishment: goals, objectives of design work, the main idea, approximate themes and form of products of future projects.
Preparation of information about project work.
Issuance of written recommendations to future authors (topics, requirements, timing, consulting schedules, etc.)
Consultation on choosing the subject of learning projects, formulation of ideas and designs.
Formation of project groups.
Group discussion of ideas of future projects, drawing up individual project work plans.
Approval of projects topics and individual project work plans.
Search plot
Interim reports of students
Individual and group consultations on the content and rules of design work.
Generalizing Stage: Design of results.
Preservation of projects.
Refinement of projects, taking into account comments and suggestions.
Formation of groups of reviewers, opponents and "external" experts.
Preparation for public protection of projects.
General rehearsal of public protection of projects.
Coordination Meeting of persons responsible for events.
Final Stage: Public Protection of Projects.
Summing up, analysis of completed work.
Final stage. Gratitude to participants, generalization of materials, registration of reports on the work performed.

Literature:

Bychkov A.V. Project method in modern school. - M., 2000.
Guzeev V.V.Development of educational technology. - M., 1995. - №6.
Kilpatrick V.Kh.Project method. The use of the target installation in the pedagogical process. - L., 1925.
Kilpatrick V.Kh. Basics of the method - M. - L., 1928.
New pedagogical and information technologies in the education system / ed. E.S. Polit. - M., 2000.
Petrova V.Project method. - M., 1995.

Joint work of teacher and students to achieve planned results in project activities

1 Slide Today, Russia's education chooses a quality strategy. We turn to the information society, the formation of which at the present stage of its development is implemented due to the high level of information technologies, primarily communicative.

The standard of the new generation noted that the priority in the education system should be to find opportunities to ensure the development of the personality capable of being not just a carrier and a knowledge translator, but also its active, self-organizing subject. Self-development, competence, the competitiveness of the individual is the priorities of a new school.
2 Slide . The leading place among the new school methods belongs to today the project method. It is based on the idea of \u200b\u200bthe direction of educational and cognitive activity of students on the result, which is obtained by solving a practical or theoretically significant problem, the provision of joint planning of the teacher's activities and training. The result of project training activities, in my opinion, should be considered not so much subject results as intellectual, personal development of students, the growth of its competence in the selected them for the project, the formation of the ability to cooperate in the team and work independently.

3 Slide . At the same time, the studentit should feel that the project is his work, its creation, its invention, the realization of his own ideas and designs. He must see that the teacher respects his point of view. And only a joint activity with the teacher in the course of work on the project will give a disciple the opportunity to master new knowledge, skills and skills and improve already available.

4 Slide . The most decisive link of this innovation is a teacher. Work on the project allows us to build a conflict pedagogy, together with children again and again survive the inspiration of creativity, turn the educational process into productive creative activities, contributesprofessional and creative growth of the teacher. At the same time, of course, the role of the teacher is changed - from a simple knowledge translator, it becomes a valid organizer of collaboration with students, contributing to the transition to real cooperation in the course of mastering knowledge. The creative, non-standard teacher's approach to the conduct of lessons leads to an increase in motivation and is focused on independent activities of students. The role of the teacher is in permanent advisory assistance. Project activity allows the teacher to exercise a more individual approach to the child. The psychological climate is changing in the lesson. From an authoritative source of information, the teacher becomes an accomplice of a research, creative process, mentor, consultant, organizer of independent activities of students. And this is a genuine cooperation. In a certain sense, the teacher ceases to be only a "pure subject" - it becomes a teacher of a wide profile, a teacher who helps the student to see the world in all its unity, beauty, diversity.

5 slide. What role will have to live as a teacher during the project management? At different stages of the execution of the tasks of the project, the role of the teacher is different.

Enthusiast	Increases the motivation of students, supporting, encouraging and directing them in the direction of achieving the goal
Specialist	Competent in several (not in all!) Areas
Consultant	Can organize access to resources, including other specialists
Head	Can clearly plan and implement a project
« Man who asks questions»	Organizes a discussion of ways to overcome emerging difficulties through indirect, leading questions, detects errors and supports reverse communication
Coordinator	Supports a group process solving problems
Expert	Gives a clear analysis of the results as a performed project in general, and individual stages

6-7 slide. Teacher's Action System and Pupils at Different Stages of Project Work

	Chief activity	Activities of students
Staging the topic of the project
	The teacher takes out possible topics and offers them students, or the teacher invites students to jointly select the topic of the project or the teacher participates in the discussion of those proposed by students	Students are discussed and take a general decision on the topic or group of students together with the teacher selects the topics and suggests the class for discussion or students independently select topics and offer a class for discussion.
Formation of creative groups
	The teacher conducts organizational work on the unification of schoolchildren who have chosen specific submers and activities	Students have already identified their roles and are grouped in accordance with them in small teams.
Preparation of materials for research work: the wording of the issues to which you want to answer
	If the surround project, the teacher develops tasks in advance, questions for search activities and literature	Separate students of senior and middle classes take part in the development of tasks. Questions to search for an answer are generated in teams with subsequent class discussion
Determination of forms of expressions of the results of project activities
	The teacher takes part in the discussion	Students in the group, and then in the class discuss form of submission of research results: video, album, natural objects, etc.
Project development
		Students exercise search engines
Registration of results
	The teacher advises, coordinates the work of students, stimulates their activities	Students first in groups, and then in collaboration with other groups draw up results in accordance with the rules adopted
Presentation
	The teacher organizes expertise (for example: invites the senior schoolchildren or parents as experts, etc.)	Report on the results of their work
Reflection
	Evaluate their activities on the pedagogical management of children, takes into account their assessments	Carries out the reflection of the process itself in it, taking into account the assessment of others. Preferably group reflection.

8 Slide Teacher and student, we both are at the starting point of the way, and each of us knows that we will have to face many difficulties (the child has their own, and the teacher - their own), but if we are together, then you will definitely come to a victorious finish . The first thing you need to convince the child: put the task and go, do not be afraid. Be failed - this is not the worst, worse - do not try.
It is necessary to track the activities of students in stages, assessing step by step. At the same time, it is not necessary to evaluate the activity of students with marks, you can use a variety of forms of encouragement, including the most common: "everything is correct" or "I should think about." In creative projects it is difficult to assess intermediate results. However, the teacher needs to track work in order to help on time if it is necessary. The main task of the teacher consists in the transfer of ways to work, and not specific knowledge, that is, the emphasis is not on teaching, but for the teaching. The most difficult for the teacher during the design is the role of an independent consultant. It is difficult to keep tips, especially if the teacher sees that students do something wrong. But it is important during the consultation only to respond to the questions that arise from the student.

Next, a public presentation of its training product is carried out.
Extracurric projects Guys, choosing their topics that are interested in are preparing at home, and represent them in various types: research project, project - dramatization, organizational project, project - exhibition, project - video film, project - commercial, multimedia project.
9, 10,11,12 slides

Thus, the use of project activities in the modern school is becoming increasingly relevant. And it is not by chance, because with the help of the project, you can implement all educational, educational and developing tasks facing the teacher. Project method allows you to integrate various activities, making the learning process more fascinating, more interesting and therefore more efficient. Project method gives teacher the possibility of non-standard approach the urgent and extracurricular activities. It actively affects the intellectual and emotional and value sphere of children.

In the work on projects it is very important to determine the share of the participation of the teacher, which can not be understood (the project may not work), but that is even more important, it is impossible to exaggerate. Teacher's desire to edit and fix each line can destroy the main thing: the independence of its authors - our students. On the other hand, the strengths and weaknesses of the project can be seen by the students themselves only at a certain stage - when the project is completed when it is possible to analyze and evaluate it in general. Projects can be performed individually or group. Depending on the level of student preparedness of real school time and many other reasons, the learning task can be performed completely or in parts.

The teacher is given the "space" of possible goals of activity and ways to achieve them, of which the student chooses the most relevant individuality.

The implementation of real project training, judging by the analysis of the literature, raises a very important question, which in itself is a problem: "What kind of training should be a teacher to successfully cope with this kind of study?" The use of the method of projects in practice leads to a change in the position of the teacher. From carrier of ready-made knowledge, he turns into an organizer of the cognitive activity of his students.

The inclusion of the project method into the educational process is associated with a number of difficulties. Some teachers are caution relate to innovation. After all, becoming truly the scientific supervisor of a group of schoolchildren working on projects, not every teacher on the shoulder. There is also a high qualification of the teacher, and the sufficient level of knowledge of the subject matter, and readiness for additional time costs. Without awareness and recognition of a new learning philosophy, the use of the project method would not bring the expected results.

Project method - training relies on the direct experience and interest of students: training is built so that training work and teaching proceed naturally and necessitate such conditions, such actions of students, as a result of which they will not be able to not learn. The child's mind will focus not on learning or teaching. He is aimed at doing what the situation requires, while learning is the result. The teacher's method is the finding of conditions that are awakened by self-education activity or teaching, and such interaction with students, in which the teaching becomes a consequence of this activity.

It can be concluded that the teacher must own both explanatory and research methods of training. Speaking as an organizer of project training, the teacher is designed to act rather as a leader and partner than as a source of ready-made knowledge and directives for students. In the preparation process, the teacher must acquire an experience that will allow him to:

Thin feel the problem of situations faced by students, and be able to set real educational tasks in front of the class in mind-understandable form.

Perform the function of the coordinator and partner. In the course of the study of various aspects, the problem is to help individual students and groups, avoiding decision-making techniques.

To try to carry students with the project and the process of its deep research, stimulate creative thinking with the help of skillful questions.

Being tolerance for the mistakes of students, allowed by them in attempts to find their own solution. Offer your help or address to the desired sources of information only in cases where the student begins to feel hopelessness of his search.

Organize activities for research, meetings with other children and public representatives to collect data.

Provide the opportunity for regular reports of working groups and exchange of views during class discussions. Encourage critical attitudes to research procedures, suggestions for improving the work and the nomination of new research directions.

To finish discussion in the classroom, research and work on the implementation of decisions in practice before signs of loss of interest in the project.

In the organization of project activities, the teacher exhibits:

the ability to choose the most interesting and practically significant topics for projects;

possession of a sufficient arsenal of research, search methods, the ability to organize independent research work of students;

organization of educational work on the subject focused on the priority of various types of independent activities of students (individual, paired, group species of independent work of a research, search, creative plan).

In the project activities, the teacher occupies a leading, but not dominant position, performs the functions of the director, but not a manager, plays a role not only by the organizer, but also an accomplice of such an educational process, which is built as a dialogue of students with a reasonable reality, with other people, as the enrichment of their intent Personal experience, that is, we are talking about educational training, which provides for the teacher of such professional qualities, as:

the ownership of the art of communication, the ability to organize and conduct discussions, without imposing its point of view, without appreciating the audience by its authority;

the ability to generate new ideas, send students to search for ways to solve problems;

the ability to install and maintain a steady, positive emotional attitude in the project group;

possession of information literacy (orientation in printed sources of information, audiovisual culture, possession of computer technologies);

owning a knowledge integration methodology from various areas to solve the problems of selected projects.

project training model teacher

The course "Pedagogical theory is a modern teacher"

Course curriculum

No. Newspaper	Educational material
	Lecture # 1.Dactics as a universal tool of pedagogical creativity
	Lecture # 2. The content of biological education in modern conditions and its composition
	Lecture # 3. Training methods, their specificity. Examination number 1 (execution period - until November 15, 2004)
	Lecture number 4. Problem learning in biology lessons
	Lecture No. 5. Project activities. Examination number 2 (execution period - until December 15, 2004)
	Lecture number 6. Structure and types of lessons
	Lecture number 7. Intellectual and moral development in biology lessons
	Lecture number 8. Methodological aspects of science in biology lessons
Final work - development of lesson. Final work accompanied by certificates from the school (acts on implementation) should be sent to Pedagogical University no later than February 28, 2005

Lecture number 5. Project activities

What is a research project.
Pedagogical objectives of project activities.
Project method in modern school

The research method, or project method, is beginning to begin with J.Dewie's ideas and his student V.K. Kilpatrick, who believed that the training activities of children should be aware of them, practically advocated, useful and interesting. These ideas were picked up by a number of teachers, including S.T. Shatsky. By the mid-20s. Xx in. The project method was widespread in the Soviet school, but then rather quickly rejected. It seems that one of the reasons for the rejection of the project method was the fear of the fact that a generation of creators will appear, and not obedient performers of someone else's will.

What are the goals of teaching children of the project, and including research, activities? There are several of them, but the main maintenance are:

- formation and development of creative abilities;
- the development of the ability to put problems and solve them independently;
- creating motives for learning and self-education;
- the formation of a sense of individual responsibility for the decision made;
- development of communicative skills and skills;
- Development of methodological skills and skills.

The above list does not exhaust all the goals achieved by the use in the study of the research method, but as a guide for the teacher, which decided to actively work this method, it is quite sufficient.

The foreign school has long and systematically introduces elements of the research method into the learning process. And the actual educational process, and various kinds of intellectual marathons, the Olympics, other competitions require not only the participants not only and not so much knowledge of factology, how many ability to withdraw this knowledge based on the analysis of the information provided, to correlate well-known data with the requirements of the task to obtain new data and t. d. Maybe that's why we defeat the Olympics, where the proposed questions sound quite traditionally and demand from students of solid knowledge, and losing, for example, in the Olympiads where knowledge transfer skills and their use in a non-standard situation are required. Read the article G.S. Kovaleva "Study of natural scientific literacy within the framework of the international program PISA" in the magazine "Natural Science at School" (No. 2/2004) and you will understand the reasons for our lag.

What do teachers and schoolchildren study in the process of joint research? For someone who carefully read previous lectures, the answer is clear:

- cooperation and co-creation;
- observations and selection of facts;
- vision and formulation of problems;
- determining the objectives of the study;
- setting the objectives of the study;
- the ability to formulate hypotheses;
- the ability to plan experiments;
- the ability to work with information - search, analyze, select, structuring;
- apply the knowledge gained to achieve their goals;
- construct new ways of activity;
- Analyze the results obtained.

In addition to these special methodological skills, schoolchildren learn:

- plan work;
- work out work;
- in writing and verbally to present the results of the work;
- Protect your point of view.

Thus, research work, like no other activity, forms a student quality necessary for professional career and social adaptation, regardless of the choice of the future profession.

Student's research work is most often carried out in extracurricular time, although there can be a solution to some problems, tasks, laying laboratory experiments, as well as discussing the information obtained, work results, and so on.

However, before you begin to systematically work with the application of the research method, it is necessary to conceptually comprehend its place and the proportion in the practice of working specific school. With didactic, methodical, general-generated points of view, it is necessary to determine how the inclusion of schoolchildren in project activities will affect the general atmosphere of the school; Which of teachers and children will be, and who may be, and will not deal with projects. The fact is that participation in research activities is not only an additional burden, but also a reason for conflicts between those who want to deal with this and reject research activities. It is precisely because first to establish some general rules: the obligation of project activities for teachers and children or its voluntariness; Payability of this work for a teacher or work without material promotion. In other words, you need to take some rules of the game. Then everyone who is ready to observe them becomes team members. It is desirable that the rules adopted are common to all.

To introduce a research method into practice, it is necessary to decide, from what age, children begin to participate in research; In which forms it will occur (in lessons, in after-school time, in both forms); Are these forms are adequate to research requirements; How to protect projects and who are attracted to it (experts, reviewers, parents, listeners, etc.). All these conditions should be agreed with all participants in the learning process and are clearly spelled out in the relevant document.

In one of the schools, the main provisions of this document looked as follows.

1. All students and school teachers take part in research work, starting from the second class.
2. Research work can be performed by one student or group.
3. The level of difficulty and content of research exceeds the level of educational material at least one class.
4. If the work is performed by the group of students, each member of the team is responsible for its part of the work, and for the work as a whole.
5. Research work is issued in accordance with generally accepted rules and requirements for design work.
6. Work is defended first in front of class students, and then in front of school students, teachers and parents.
7. Protection is estimated: the level of complexity and significance of the work, the degree of independence in its implementation, its design, oratory, the ability to answer questions.

The most significant in these provisions were points on the requirements for the difficulty of work and the presence of parents on the protection of projects. The first of these provisions argues that the student of a certain class must fulfill the work requiring the assimilation and application of a material related to at least the next class. For example, a 6th grade student who protects work on biology should attract a material of 7-8 grades, not only on biology, but, preferably, from courses of chemistry or physics. In other words, it is desirable that work will be integrative and in content, and in terms of activity. If the study of the sixth grader is devoted to the influence of the pH of the soil on the growth and development of plants, then it should know what is a medium, acid, salt, base (alkali), indicators, dissociation and a number of other chemical concepts. He must understand what is fact, hypothesis, experiment, theory. Perhaps, to perform some work it will take knowledge of a foreign language, the ability to work with a computer, find information on the Internet, etc. If children protect the Borodino Battle project, then they should work out a huge number of literary and visual material, work in museums in Moscow and Borodina (naturally, under the guidance of the teacher) and only after that work out work and present it to protection. Moreover, literary and visual elements should be present in the design of the work.

One of the serious problems of project work is the choice of its subjects. The fact is that research activities are meaningful and carried out with various pedagogical objectives. In one case, it is aimed at developing the abilities of each class or school student, regardless of his interest in a specific subject. For example, in the lessons of biology, everyone is dealt with problem tasks or put experiments on the school area. Pupils may not be interested in biology, but research activities are engaged, and it brings a certain benefit. In other cases, the theme of the work is the subject of the active interest of the student, which is interested in both the object of study and the actual study. And if in the first case the level of complexity of work is relatively small, then in the second case it is difficult to even foresee what additional steps will have to make a researcher to achieve a goal. All this must be envisaged, planning this or that topic of research. It is necessary to take into account the fact that research work performed during the school year should not take too much time from the student. After all, there are a curriculum, homework, many other cases and long-term work may just get bored with a student. In addition, it happens that one student does not perform one, but several research works at the same time. The present studies at school, as a rule, are engaged only for few schoolchildren, and in order to take most of the majority of the majority, it is necessary to invent interesting and worship forms of project work.

One of the most successful ways to involve children in research work, I consider tourism - a combination of recreation with scientific activities. Traveling on kayaks, you can explore the history and geography of the area, species diversity of plants and animal basin of the river, ecological situation (composition and pH of water, air, soil, etc.). Such studies are suitable for each participant in the campaign and for small groups of children. But there may be special, sufficiently deep scientific research. I will give examples of some of them, taken from the collection of research works "XXI All-Russian Youth Reading named after V.I. Vernadsky "(M., 2004.):

"Community structure of bottom invertebrates and an assessment of the degree of anthropogenic pollution of the waterproof River Basin Basin";

"Talker (beetles) salted lakes steppe zone of the Novosibirsk region";

"The influence of abiotic and biotic factors on the development of various departments of algae in the aquarium."

These and other student studies of high school students are objectively significant and serious. They are full for both goals and objectives and research methods, evaluating results and conclusions.

To help teachers in the choice of research themes, I will give several research plans from the book by K. Sent-Iler "Elementary Course Zoology" (St. Petersburg, 1888):

1. "Find the spring to the pond to the frog caviar and put it in Aquarium. Watch the development of tadpoles. How long does the embryo in the testicles appear? What kind of tastastics from caviar have just? When will you notice the gills? How many days will the outdoor gills disappear? What is the headasting eats? When will his rear legs appear? When will the front appear? Is all the headastrics equally develop equally? When will young frogs come out of the water?

2. Find on IWA, birch or alder green larvae with seven feet pairs and white head. If this larva is in hand, it is coagulated in a circle. Put in the bank and put there daily fresh birch leaves, willow or alder. How do the leaf larvae gnaw? Do the larvae lose? Are there many leaves? How long remain larvae? How do they turn into dolls? How much time is the doll? What insect will come out of the pupa? What is the insect (from those described in this book) most of all seems like? "

Already these two examples show how the schoolchildren can be used to research. Works on these topics are fully accessible to students, are interesting, not very long, but not very compressed in terms of time, they can be performed in a lightweight mode. In the task, all the steps of the study are practically designated, they only need to perform. The student gives the tasks of observation, descriptions and generalization of the results of work, i.e. The necessary primary actions from which the study begins. Setting the problems of research, hypotheses, planning and holding new experiments is the next step in project work. And you first need to interest this activity of schoolchildren. That is why the availability of material for the study, the relative simplicity of performance, its practical orientation and significance can serve as an incentive for the admission of a student's research.

Now you should touch the role of the teacher in project activities. There would be deep delusion to think that the teacher takes over all responsibility for the quality of performance and acts as a permanent guardian. It is not so impossible to allow it. The teacher towards the student performs the functions of the consultant and the supervisor in the same way as it happens in large science. The young researcher must understand that the bulk of responsibility for the quality of work lies on it. He must think about the timing of the fulfillment, the conscientiousness and scientific reliability of its research. The teacher's case is to remind about it, to prompt the direction in which you should search, edit the text if necessary. Of course, the teacher is worried about his ward, but this does not mean that he should work for the disciple and control each step. It is meaningless if you seek the scientific independence of the student.

In conclusion, I will give some algorithms for the activities of the teacher to organize project work, which must be applied not only in project activities, but also in everyday teaching practice.

1. Creating a positive motivation to work through the formulation of interesting and close to students of the problem, creating a problem situation.
2. Joint participation of teachers and students in the analysis of the problem.
3. Extension of hypotheses that are inspected, and explosion of useless hypotheses.
4. Familiarization with methods of researching problems and data of science.
5. Drawing up a work plan.
6. Detection of the Research Topics with other (close) topics.
7. Search contradictions.
8. Nomination of new hypotheses and discussion.
9. Intermediate control and correction of work performed.
10. Pre-program work.
11. Final design and protection of work.

Requirements for the design of project (scientific) work are practically coincided with those imposed on the graduation or dissertation work. The introduction should be indicated: the relevance of the topic, the problem and the hypothesis of the study. Then the goals and objectives of the study, their novelty (albeit only for the student) and practical significance. The subject and object of the study and the provisions endowed with protection must be allocated. Each of these items should be more or less reflected in the work. Then the literary review of the problem, the experimental part, if it was carried out, conclusions and conclusion.

However, there are projects that are not related to scientific research and, nevertheless, are quite creative and independent work. This, for example, writing a literary work, play, film script; performance of the performance; Writing a computer program that reflects this or that phenomenon (photosynthesis, cell division, etc.). When performing these and similar works, all the same research and creative skills are manifested, however, the design and protection of such works pass otherwise and depend on their genre.

And the last, the term "project" received an ambiguous interpretation, and it should be understood that any independently made creative work can be considered a project, but not every project is research work. In this, perhaps, the main difference in the interpretation of the concept of "project" and "research" in modern school is.

Questions and tasks for independent work

1. Name the characteristic signs of project work.

2. Should their parents attend the protection of the project by their child? Argument answer.

3. What is most likely the differences between the educational and genuine scientific project?

4. Come up with 2-3 topic of biology projects and plan work on them.

Literature

Polit E.S.New pedagogical technologies: manual for teachers. - M., 1997.

Design as a way of innovative transformation of pedagogical reality. Methodical development on the topic: Project activities General rules for teachers - project managers Rules teacher engaged in project activities

The course "Pedagogical theory is a modern teacher"

Lecture number 5. Project activities

What is a research project. Pedagogical objectives of project activities. Project method in modern school

Questions and tasks for independent work

Literature

What is a research project.
Pedagogical objectives of project activities.
Project method in modern school