Project method as an option for integrating educational areas.

PROJECT METHOD

We hope that you already have an idea about collaborative learning technology. In this lesson you will become familiar with the project method. This will be the first meeting. We will gradually look at this method in more detail so that you can make a well-founded conclusion for yourself to what extent the new pedagogical technologies discussed in this book meet your ideas about pedagogical skills and correspond to the tasks that you, as a professional, set for yourself in teaching and upbringing process, research and experimental work.

In this lesson you will:

· get acquainted with historical information about the emergence of the project method, because, although we are talking here about new pedagogical technologies, we must always keep in mind that true innovations in the field of pedagogy are an extremely rare phenomenon. As a rule, this is a consideration in a new round of pedagogical, social, cultural achievements, long-forgotten old pedagogical truths that were used earlier, in other conditions, in a different interpretation of teaching methods and techniques. It is the understanding and application of them in a new educational, cultural and social situation that gives grounds to talk about new pedagogical technologies;

· find out what constitutes the essence of the modern interpretation of the project method;

· figure out what the topics of projects might be.

The project method is not fundamentally new in world pedagogy. It originated back in the 1920s of this century in the USA. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student V.K. Kilpatrick. J. Dewey proposed building learning not on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show children their own interest in the acquired knowledge, which can and should be useful to them in life. But for what, when? This is where a problem is required, taken from real life, familiar and significant for the child, to solve which he needs to apply the knowledge he has acquired and new knowledge that has yet to be acquired. Where, how? The teacher can suggest new sources of information or simply direct the students’ thoughts in a boring direction for independent search. But as a result, students must independently and jointly solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. The solution to the problem thus takes on the contours of a project activity. Of course, over time, the implementation of the project method has undergone some evolution. Born from the idea of free education, it is now becoming an integrated component of a fully developed and structured education system.

But its essence remains the same - to stimulate children’s interest in certain problems that require possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge. In other words, from theory to practice - combining academic knowledge with pragmatic ones while maintaining an appropriate balance at each stage of learning.

The project method attracted the attention of Russian teachers at the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S.T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice.

Later, already under Soviet rule, these ideas began to be quite widely, but not sufficiently thought out and consistently introduced into schools, and by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned. Since then, no serious attempts have been made in Russia to revive this method in school practice. At the same time, he actively and very successfully developed in foreign schools (in the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, where the ideas of J. Dewey’s humanistic approach to education and his project method were found widespread and have gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of schoolchildren). “Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and grammatical knowledge. skills.

The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge and navigate the information space, and the development of critical thinking. Project method– this is from the field of didactics, private methods, if it is used within a certain subject. Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, one or another activity. Therefore, if we are talking about project method, then we mean exactly way achieving a didactic goal through a detailed development of the problem (technology), which should culminate in a very real, tangible practical result formatted in one way or another. Didactics and teachers turned to this method to solve their didactic problems. The project method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on result, which is obtained when solving one or another practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. To achieve this result, it is necessary to teach children think independently, find and solve problems, using knowledge from different fields for this purpose, the ability to predict the results and possible consequences of different solution options, the ability to establish cause-and-effect relationships. The project method is always focused on independent activities of students - individual, pair, group, which students carry out over a certain period of time. This method is organically combined with a group (cooperative learning) approach to learning. The project method always involves solving some problem. And the solution to the problem involves, on the one hand, the use of a combination of various methods and means of teaching, and on the other, the need to integrate knowledge and skills from various fields of science, technology, technology, and creative fields. The results of completed projects must be, as they say, “tangible”: if it is a theoretical problem, then a specific solution, if it is a practical one, then a specific result, ready for implementation.

Recently, the project method has become not just popular in our country, but also “fashionable,” which gives rise to well-founded fears, because where the dictates of fashion begin, the mind often turns off. Now we often hear about the widespread use of this method in teaching practice, although in reality it turns out that we are talking about working on a particular topic, just about group work, about some kind of extracurricular activity. And all this is called a project. In fact, the project method can be individual or group, but if this method, then he assumes a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results. If we talk about the project method as a pedagogical technology, then this technology includes a set of research, search, problem methods, creative in their very essence.

The ability to use project methods is an indicator of the teacher’s high qualifications, his progressive methods of teaching and developing students. It is not for nothing that these technologies are classified as technologies of the 21st century, which provide, first of all, the ability to adapt to the rapidly changing conditions of human life in a post-industrial society.

Basic requirements for using the project method:

1. The presence of a problem/task that is significant in a creative research sense, requiring integrated knowledge, research to solve it (for example, a study of a demographic problem in different regions of the world; the creation of a series of reports from different parts of the globe on one problem; the problem of the influence of acid rain on the environment environment, etc.).

2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication with a project partner of a newspaper, an almanac with reports from places of events; forest protection in different areas, action plan to overcome a problematic situation, etc.).

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

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

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

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

· putting forward a hypothesis for their solution;

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

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

· collection, systematization and analysis of received data;

· summing up, drawing up results, their presentation;

· conclusions, development of new research problems.

The choice of project topics in different situations may be different. In some cases, teachers determine topics taking into account the educational situation in their subject, natural professional interests, especially those intended for extracurricular activities, can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative , applied.

It is possible that the topic of the projects concerns some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue, differentiate the learning process (for example, the problem of humanism of the late 19th - early 20th centuries; the causes and consequences of the collapse of empires; the problem of nutrition, ecology in a metropolis etc.).

More often, however, the topics of projects relate to some practical issue that is relevant to everyday life and, at the same time, requires the involvement of students’ knowledge not in one subject, but from different areas, their creative thinking, and research skills. In this way, by the way, a completely natural integration of knowledge is achieved.

Well, for example, a very acute problem in cities is environmental pollution from household waste. Problem: how to achieve complete recycling of all waste? there is ecology, chemistry, biology, sociology, and physics. Or this topic: The Patriotic Wars of 1812 and 1941-1945 are the problem of the patriotism of the people and the responsibility of the authorities. There is not only history here, but also politics and ethics. Or the problem of the government system of the USA, Russia, Switzerland, Great Britain from the standpoint of the democratic structure of society. This will require knowledge from the field of state and law, international law, geography, demography, ethnicity, etc. Or the problem of labor and mutual assistance in Russian folk tales. This is for younger schoolchildren, and how much research, ingenuity, and creativity will be required from the children here! There is an inexhaustible variety of topics for projects, and listing at least the most, so to speak, “expedient” ones is a completely hopeless task, since this is living creativity that cannot be regulated in any way.

The results of completed projects must be material, i.e. formatted in some way (video film, album, travel log, computer newspaper, almanac, report, etc.) When solving any project problem, students have to draw on knowledge and skills from different fields: chemistry, physics, native language , foreign languages, especially when it comes to international projects.

At the moment, in the light of new requirements and the introduction of the Federal State Educational Standard, significant changes are taking place in the education system as a whole. Teaching methods are changing, teachers are using a variety of teaching methods. A modern teacher needs not to be well versed in a wide range of modern innovative technologies, but also to constantly keep up with modern science.

One of the effective ways to solve these problems is the informatization of education. Improvements in technical means of communication have led to significant progress. A modern teacher cannot do without information technology; it has made it possible to create a qualitatively new information and educational environment as the basis for the development and improvement of the education system. The teaching of subjects at school is also undergoing changes. The first place is occupied by developmental and socializing goals, and the subject content itself, having ceded the target function to methods of action, receives a new role - a means of launching and maintaining the processes of self-development and self-knowledge of the student, that is, the teacher’s work is structured in such a way as to take into account the individual characteristics of each child, take into account its capabilities and needs. The main thing in the learning process becomes the child’s personality, and self-improvement through the conscious and active appropriation of new social experience, as well as teaching him to develop the ability to obtain the necessary information himself, clearly navigate and successfully adapt to an ever-changing world.

That is why, a modern teacher must master technologies that ensure individualization of education, achievement of planned results, motivated for continuous professional improvement, and innovative behavior.

The main goal of a teacher’s work in the classroom should be the formation of so-called universal educational actions. Do not give knowledge to students on a certain topic by “coaching”, but teach them how to obtain this knowledge, teach them to identify a problem, solve it in different ways and find the most optimal way to solve it.

One of these methods is the project method, which in my opinion is the basis of modern innovative technologies and is gaining increasing recognition today and is used in teaching various academic disciplines.

The basis of project activities are the following skills:

independent application of knowledge in practice;
orientation in the information space;
continuous self-education;
presence of critical and creative thinking;
the ability to see, formulate and solve a problem.

Involving children in early scientific research and search activities is one of the forms of education in a modern school, which makes it possible to most fully identify and develop both intellectual and potential creative abilities, individually for each child.

In high school, students closely connect any project with life, while the practical orientation of educational technology is strengthened. In the modern world, in my opinion, the practical orientation has been reduced, giving way to the socializing part and the development part. Practical orientation will help students better adapt and understand the essence of the theoretical knowledge acquired. The project activity method promotes development and practical orientation, the development of logical thinking, the ability to prove one’s point of view and develops research skills.

The method of project activity is a well-forgotten old thing. It was first introduced by S.T. Shatsky in 1905. This method was widely used in the 20s of the twentieth century by A. S. Makarenko. Evidence of international recognition of A.S. Makarenko became the famous decision of UNESCO (1988), concerning only four teachers who determined the way of pedagogical thinking in the twentieth century. These are John Dewey, Georg Kerschensteiner, Maria Montessori and Anton Makarenko. In 1931, the project method was banned by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks, where one of the most important reasons was the lack of trained teaching staff. Today, when the Federal State Educational Standard sets requirements for the results of students mastering the basic educational program (BEP): personal, meta-subject and subject, the method of project activity has become one of the leading methods. In the course of project work, students discover facts that are subjectively new to them and derive new concepts for themselves, rather than receiving them from the teacher in a ready-made form. Every time they feel like pioneers, and learning acquires great personal meaning for them, which significantly increases their motivation to learn. From the teacher, the project method requires the investment of enormous efforts, because the teacher only directs the actions of the students, like a conductor, and leads them to certain conclusions.

The teacher must take into account the age, psychological, physiological and hygienic characteristics of students, as well as their interests. Project work must be within the student's strengths, i.e. accessible creative tasks. The project-based learning method helps to solve many educational problems and develop personal qualities: efficiency, enterprise, responsibility. Project activities of students allow them to realize their interests and abilities, teach them to take responsibility for the results of their work, and form the belief that the result of a project depends on the personal contribution of each person.

Thus, the goal of project-based learning is to create conditions under which students independently obtain knowledge from various sources and learn to use the acquired knowledge to solve cognitive and practical problems.

Currently, there are different options for developing a project-based teaching method; for me, the following option, consisting of 10 stages, is acceptable: development of a project assignment; goal setting; formation of creative groups; development of stages; highlighting themes and subtopics of the project (delineate the roles of the child); project development; determination of forms for expressing the results of project activities; registration of results; presentation; reflection.

The scope of educational projects varies greatly. Time can be divided into short-term, medium-term and long-term, which require a lot of time from the student to search for material, analyze it, etc.

When working with a project, it is necessary to highlight a number of characteristic features of this teaching method. First of all, there is a problem that needs to be solved during the work on the project. Moreover, the problem must be of a personally significant nature for the author of the project and motivate him to search for a solution. The project method is a flexible model for organizing the educational process, oriented.

A single-subject project is a project within the framework of one academic subject (academic discipline), which fits perfectly into the classroom system.

An interdisciplinary project is a project that involves the use of knowledge in two or more subjects. More often used as a supplement to lesson activities.

A supra-subject project is an extra-subject project, carried out at the intersections of areas of knowledge, and goes beyond the scope of school subjects. Used as a supplement to educational activities, it is in the nature of research.

In high school, I successfully use the project method when studying the “Ecology” section. For example, the object of study “Architectural bionics” in the village of Sangar [Figure 1]. During the project work, students came to the conclusion that this architecture negatively affects the body and proposed acceptable options for solving this problem.

Rice. 1. Scheme of step-by-step project activities of students

Thus, the project method can be considered as an active learning method that significantly increases cognitive activity and is aimed at changing students’ attitudes, grades and behavior. To organize such project projects, elements of student-oriented technologies are used, which are focused on learning in collaboration, solving problematic problems and developing projects. They contribute to the assimilation of creative experience and the application of knowledge. One of the constituent elements of organizing project activities is the formulation and solution of the problem. A problem is a complex cognitive task, the solution of which is of significant practical and theoretical interest. By solving a problem and identifying ways to solve it, students think in new ways. The project method allows you to form an active life position of the student, develops communication and creative skills. At the same time, the student in his research may follow a path that we have long known, but he is a “pioneer” and he himself discovers and obtains the truth. This is subjective creativity, without which the project method itself is unthinkable; with the objective creativity of the project method, the student not only goes through the path, but also makes his modest contribution and offers something, his solution. There are different assessment options for assessing students’ project work; for me, the more acceptable option is the criterion for assessing the students’ project, compiled by the mathematics teacher of the Volosatov secondary school of the Selivanovsky district of the Vladimir region, Pimkina Vera Ivanovna.

In this option, there are two levels of assessing the development of project activity skills: basic and advanced. The main difference between the identified levels is the degree of independence of the student during the implementation of the project, therefore, identifying and recording during the defense what the student is able to do independently and what only with the help of the project manager is the main task of the assessment activity. Below is an approximate content description of each of the above criteria.

Approximate assessment sheet for the project work of a student at an educational institution (compiled taking into account the educational program of the educational institution. Federal State Educational Standard, 2011)

Criterion	Level of development of project activity skills		Number of points	Received result in points
Independent acquisition of knowledge and problem solving	Basic - The work as a whole demonstrates the ability to independently, with the help of a manager, pose a problem and find ways to solve it. During the work on the project, the ability to acquire new knowledge and achieve a deeper understanding of what was learned was demonstrated.
	Advanced - The work as a whole demonstrates the ability to independently pose a problem and find ways to solve it. During the work on the project, fluency in logical operations, critical thinking skills, the ability to think independently, formulate conclusions, justify and implement the decision was demonstrated. Students have demonstrated the ability on this basis to acquire new knowledge and/or master new ways of acting, to achieve a deeper understanding of the problem
	Elevated high- The work as a whole demonstrates the ability to independently pose a problem and find ways to solve it. During the work on the project, fluency in logical operations and critical thinking skills was demonstrated; the ability to think independently, formulate conclusions, justify, implement and test the decision made. Students have demonstrated the ability on this basis to acquire new knowledge and/or master new ways of acting, achieve a deeper understanding of the problem, and make predictions.
Subject knowledge	Basic - Demonstrated understanding of the content of the work performed. There are no gross errors in the work and in the answers to questions about the content of the work.
	Advanced - Demonstrated fluency in the subject of project activity. There are no errors. Competently and reasonably, in accordance with the problem (topic) under consideration, used existing knowledge and methods of action.
	Elevated high- Demonstrated fluency in the subject of project activity. There are no errors. The author has demonstrated deep knowledge that goes beyond the school curriculum.
Regulatory Actions	Basic - Demonstrated skills in identifying a topic and planning work. The work was completed and presented to the commission; some stages were carried out under the supervision and support of the supervisor. At the same time, individual elements of self-esteem and self-control of the student appear.
	Advanced - The work is independently planned and consistently implemented, all necessary stages of discussion and presentation are completed in a timely manner. Control and correction were carried out independently.
	Elevated high- The work was independently planned and consistently implemented. The author demonstrated the ability to manage his cognitive activity over time, use resource opportunities to achieve goals, and choose constructive strategies in difficult situations. Control and correction were carried out independently
Communication	Basic - Demonstrated skills in designing project work and explanatory notes, as well as preparing a simple presentation. The author answers questions
	Elevated - The topic is clearly defined and explained. The text/message is well structured. All thoughts are expressed clearly, logically, consistently, and reasoned. The work/post is of some interest. The author freely answers questions.
	Elevated high- The topic is clearly defined and explained. The text/message is well structured. All thoughts are expressed clearly, logically, consistently, and reasoned. The author has a culture of communication with the audience. The work/message is of great interest. The author answers questions freely and reasonably.

Criteria for marking			Final mark
points
mark		satisfactorily
			Teacher's signature		Decoding

The project is a specially organized one by the teacher and

a set of actions independently performed by students,

aimed at resolving a problem situation and culminating in the creation of a creative product. A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem and determine the goal (intention), therefore projects in kindergarten are, as a rule, educational in nature. Preschoolers, due to their psycho-physiological development, are not yet able to independently create their own project from start to finish, therefore, teaching the necessary skills and abilities is the main task of educators.

The project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, and allows him to successfully adapt to the changed situation of schooling.

Thus, I would like to emphasize that, implementing the “project method” in

work of a kindergarten, it is possible to achieve significant success in the upbringing and education of preschool children, make the educational system of preschool educational institutions open to the active participation of parents and open up opportunities for the pedagogical creativity of the teacher.

If we talk about the project method as a pedagogical technology, then this technology involves a set of research, search, problem methods, creative in their very essence.

Currently, design occupies a special place in preschool education. Work on projects ensures the development of a preschool institution and increases its educational potential. The essence of the project method in education is the organization of the educational process in which students acquire knowledge

and skills, experience of creative activity, emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks.

Let's consider the basic concepts, requirements and principles of project implementation.

A project is a set of actions specially organized by adults and carried out by children, culminating in the creation of creative works.

The project method is a teaching system in which children acquire knowledge through the process of planning and performing increasingly complex practical tasks.

The project method always involves students solving some problem.

The project method describes a set of actions of a child and methods (techniques) for a teacher to organize these actions, that is, it is a pedagogical technology. A project is learning through activity. The activity is search-cognitive. The project method allows you to cultivate an independent and responsible personality, develops creativity and mental abilities, promotes the development of determination, perseverance, teaches you to overcome emerging difficulties and problems along the way, communicate with peers and adults. The project method is one of the active teaching methods. At the core

The project method is based on the development of students’ cognitive, creative skills and critical thinking, the ability to independently construct their knowledge and navigate the information space.

Basic requirements for using the project method:

the presence of a creatively significant task that requires integrated knowledge and research to solve it; practical, theoretical, cognitive significance of the expected results; independent (individual, pair, group) activities of students; determination of the ultimate goals of joint or

individual projects; identification of basic knowledge from various fields; structuring the content of the project (indicating stage-by-stage results); application of research methods - identification of the problem and research objectives, putting forward a hypothesis for their solution, discussion of research methods, design

final results, analysis of the data obtained, summing up, adjustments, conclusions.

Basic principles of project implementation:

Systematic principle

Consciousness and activity

Respect for the child's personality

Integrated use of methods and techniques

pedagogical activity

The use of direct and indirect pedagogical influence

Taking into account the age and individual characteristics of children

Integrations

Continuity in interaction with the child in preschool and family settings.

Goals of project activities:

Projects help to activate independent cognitive

children's activities

To help children master the surrounding reality and study it comprehensively

Helps develop children's creative abilities

Promotes observation skills

Promotes listening skills

Helps develop skills to generalize and analyze

Promote the development of thinking

They help you see the problem from different sides, comprehensively

Develop imagination

Develop attention, speech, memory.

Today, the preschool education system is undergoing serious changes that have not occurred since its inception.

Firstly, in connection with the introduction of the new “Law on Education in the Russian Federation” on September 1, 2013, preschool education becomes the first level of general education. Unlike general education, it remains optional, but the attitude towards preschool education as a key level of child development is changing significantly. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when the child begins to realize himself and his place in this world, when he learns to communicate,

interact with other children and adults.

Today, the requirements for children entering the first grade have increased, therefore, the new model of a kindergarten graduate involves a change in the nature and content of pedagogical interaction with the child: if previously the task of educating a standard member of the team with a certain

set of knowledge, skills and abilities, now there is a need to form a competent, socially adapted personality, capable of navigating the information space, defending one’s point of view, and interacting productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation.

Working on a project is of great importance for the development of a child’s cognitive interests. During this period, integration occurs between general methods of solving educational and creative problems, general methods of thinking, speech, artistic and other types of activity. Through the unification of various areas of knowledge, a holistic vision of the picture of the surrounding world is formed.

Collective work of children in subgroups gives them the opportunity to express themselves

in various types of role activities. Common cause develops communication and moral qualities.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.

It follows from this that the chosen topic is “projected” onto all educational areas offered both in the FGT and the Federal State Educational Standard, and on all structural units of the educational process, through various types of children's activities. Thus, the educational process is holistic and not broken into parts. This will allow the child to “live” the topic in different types of activities, without experiencing the difficulty of transitioning from

subject to subject, assimilate a larger amount of information, comprehend the connections between objects and phenomena.

The main thesis of the modern understanding of the project method, which attracts many educational systems, is that children understand why they need the knowledge they receive, where and how they will use it in their lives. It is very easy to remember and understand that the project

These are the 5 Ps:

Problem;

Design or planning;

Information search;

Presentation.

Just remember - five fingers. The sixth “P” is a portfolio in which

collected materials (photos, drawings, albums, layouts, etc.).

The formation of a new education system requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies. Today, any preschool institution, in accordance with the principle of variability, has the right to choose its own model of education and design the pedagogical process based on adequate ideas and technologies. Traditional education is being replaced by productive learning, which is aimed at developing creative abilities, developing preschoolers' interest and need for active creative activity. One of the promising

methods that help solve this problem are the design method

activities.

Projects are classified according to different criteria. The most significant is the dominant activity. The following types of projects are used in the practice of preschool educational institutions:

Research and creative:

a research search is carried out, the results of which are formalized in the form of some kind of creative product (newspapers, dramatizations, card indexes of experiences, children's design, cookbook, etc.)

Role-playing games:

this is a project with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way

Information-practice-oriented:

children collect information about some object or phenomenon from various sources, and then implement it, focusing on social interests: designing a group, apartment, etc.

Creative:

as a rule, do not have a detailed structure of joint

activities of participants. The results are presented in the form of a children's party,

Other classification features are:

Participants

(group, subgroup, personal, family, couples, etc.)

Duration

(short-term - several lessons, 1-2 weeks, average duration - 1-3 months, long-term - up to 1 year).

The first step is to choose a project topic.

The second step is thematic planning on the chosen topic for the week, where

All types of children's activities are taken into account: play, cognitive-practical, artistic-speech, labor, communication, etc. At the stage of developing the content of classes, games, walks, observations and other activities related to the theme of the project, educators pay special attention to organizing the environment in groups and in the preschool institution as a whole.

When the basic conditions for working on the project have been prepared (planning, environment), the joint work of the teacher and children begins:

project development - goal setting: the teacher brings the problem to the attention of

discussion for children.

work on a project is the development of a joint action plan to achieve a goal. The solution to this question can be various activities: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. It is important that the teacher shows flexibility in planning and is able to subordinate his plan to the interests and opinions of the children.

Presentation.

Present (to viewers or experts) the product of the activity.

The specificity of using the project method in preschool practice is that adults need to “guide” the child, help detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, without overdoing it with parental care and help.

The teacher acts as an organizer of children's productive activities, he is a source of information, a consultant, an expert. He is the main leader of the project and subsequent research, gaming, artistic, practice-oriented activities, the coordinator of individual and group efforts of children in solving the problem. In this case, the adult acts as a partner for the child and an assistant in his self-development.

The main goal of the project method in a preschool educational institution is the development of the free creative personality of the child, which is determined by the developmental tasks and tasks of the children’s activities. General developmental tasks specific to each age: - ensuring the psychological well-being and health of children;

Development of cognitive abilities;

Development of creative imagination;

Development of creative thinking;

Development of communication skills.

Developmental goals in early preschool age:

The entry of children into a problematic play situation (the leading role of the teacher);

activation of the desire to look for ways

resolving a problem situation (together with the teacher);

Formation of initial prerequisites for search activities (practical

Developmental tasks in older preschool age:

Formation of prerequisites for search activity, intellectual

initiatives;

Developing the ability to identify possible methods for solving a problem using

adult, and then independently;

Formation of the ability to apply these methods that contribute to the solution

given task, using

various options;

Developing a desire to use special terminology, maintaining

constructive conversation in the process of joint research activities.

Using the project method in working with preschoolers helps to increase the child’s self-esteem. By participating in the project, the child feels significant in a group of peers, sees his contribution to the common cause, and rejoices in his successes. The project method promotes the development of favorable interpersonal relationships in a group of children.

The project method can go through all types of children's activities in preschool educational institutions.

Encourages teachers to improve their professional and creative level, which undoubtedly affects the quality of the educational process. Pushes for active interaction of all preschool specialists, parents of pupils and social organizations. It develops in preschoolers the ability to plan and creates independence in solving a given problem, promotes the development of cognitive and creative activity.

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By definition, a project is a set of certain actions, documents, preliminary texts, an idea for the creation of a real object, subject, creation various kinds theoretical product. This is always a creative activity.

The project method in school education is considered as a kind of alternative to the classroom-lesson system. A modern student project is a didactic means of activating cognitive activity, developing creativity and at the same time forming certain personal qualities.

The project method is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones. The active involvement of the student in the creation of certain projects gives him the opportunity to master new ways of human activity in the socio-cultural environment.

The project method as a pedagogical technology embodied a set of ideas, most clearly presented by the American educator and philosopher George Dewey (1859 - 1952), who stated the following: A child’s childhood is not a period of preparation for a future life, but a full life. Consequently, education should be based not on knowledge that will be useful to him someday in the future, but on what the child urgently needs today, on the problems of his real life.

Any activity with children, including education, should be based on their interests and needs, based on the child’s personal experience.

The main objective of teaching using the project method is for children to explore the life around them together with the teacher. Everything that the guys do, they must do themselves (alone, with a group, with a teacher, with other people): plan, execute, analyze, evaluate and, of course, understand why they did it:

a) allocation of internal educational material;

b) organization of expedient activities;

c) learning as a continuous restructuring of life and raising it to higher levels.

A program in the project method is built as a series of interconnected points arising from certain tasks. The guys, together with other comrades, must learn to organize their activities, find, obtain the knowledge necessary to complete this or that project, thus, solving their life problems, building relationships with each other, learning about life, the guys receive the knowledge necessary for this life , independently, or together with others in a group, concentrating on living and vital material, learning to understand the realities of life through testing. The advantages of this technology are: enthusiasm for work, interest of children, connection with real life, identification of leading positions of children, scientific inquisitiveness, ability to work in a group, self-control, better consolidation of knowledge, discipline.

The project method is based on the development of students’ cognitive and creative skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical thinking.

The project method is always focused on students’ independent activities - individual, pair, group, which students carry out over a certain period of time. This approach is organically combined with a group (cooperative learning) approach to learning. The project method always involves solving some problem, which involves, on the one hand, the use of various methods, and on the other, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. Working according to the project method presupposes not only the presence and awareness of a problem, but also the process of revealing it and solving it, which includes clear planning of actions, the presence of an idea or hypothesis for solving this problem, a clear distribution of roles (if group work is meant), etc. .e. tasks for each participant, subject to close interaction. The results of completed projects must be, as they say, “tangible”, substantive, i.e., if it is a theoretical problem - a specific solution, if it is a practical one - a specific practical result, ready for use.

The research subject may be:

* single-subject - performed on the material of a specific subject;

* interdisciplinary - related topics of several subjects are integrated, for example, computer science, economics;

* supra-subject (for example, “My new computer”, etc.) - this project is carried out during electives, studying integrated courses, working in creative workshops.

A project can be final, when, based on the results of its implementation, students’ mastery of certain educational material is assessed, and ongoing, when only part of the educational content is taken from the educational material for self-education and project activities.

Types of project method:

Research projects require a well-thought-out project structure, defined goals, relevance of the project for all participants, social significance, thoughtful methods, including experimental and experimental work, methods for processing results.

Creative projects such projects, as a rule, do not have a detailed structure; it is only outlined and further developed, subject to the logic and interests of the project participants. At best, you can agree on the desired, planned results (a joint newspaper, an essay, a video, a sports game, an expedition, etc.).

Adventure, game projects in such projects the structure also just begins and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional characters that imitate social or business relationships. Complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can only emerge towards the end. The level of creativity here is very high.

Information projects - this type of project is initially aimed at collecting information about an object, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses.

Practice-oriented projects, these projects are distinguished by the result of the activities of the project participants. Moreover, this result is necessarily clearly oriented towards social interests, the interests of the participants themselves (newspaper, document, performance, action program, draft law, reference material).

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear outputs and the participation of everyone in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustment of joint and individual efforts, in organizing the presentation of the results obtained and possible ways to implement them in practice.

Literary and creative projects are the most common types of projects. Children of different age groups, different countries of the world, different social strata, different cultural development, different religions unite in the desire to create, to write together a story, novel, script, article in a newspaper, almanac, poetry, etc.

Natural science projects are often research projects that have a clearly defined research problem (for example, the state of forests in a given area and measures to protect them, the best washing powder, roads in winter, etc.).

Environmentally, projects also require the use of research scientific methods, integrated knowledge from different areas (acid rain, flora and fauna of our forests, historical and architectural monuments in industrial cities, stray pets in the city, etc.)

Language projects are extremely popular because they relate to the problem of learning foreign languages, which is especially important in international projects and therefore arouses the keen interest of project participants.

Cultural projects are related to the history and traditions of different countries. Without cultural knowledge, it can be very difficult to work in joint international projects, since it is necessary to have a good understanding of the peculiarities of the national and cultural traditions of the partners, their folklore.

Sports projects bring together children who are interested in any sport. Often during such projects they discuss upcoming competitions of their favorite teams (or their own); training methods; share impressions of some new sports games; discuss the results of major international competitions.

History projects allow participants to explore a wide variety of historical issues; predict the development of political and social events, analyze some historical events and facts. Musical projects bring together partners interested in music. These can be analytical projects, creative ones, when the guys can even compose some musical works together, etc.

As for such features as the nature of contacts, the duration of the project and the number of project participants, they have no independent value and completely depend on the types of projects.

Projects carried out by schoolchildren under the guidance of a teacher can be divided into certain characteristics and types (see Table 1):

Table 1

	Signs	Types of projects
	Creativity level	Performing
		Constructive Creative Single-subject
	Purpose	Interdisciplinary Over-subject
	Execution Base	Public Production School
	Quantitative composition of execution	Extracurricular Complex Individual
	Age composition of performers	Group Collective Mini projects
	Execution Duration	Multi-age Mini projects Quarter notes Semi-annual Perennial

Basic requirements for using the project method:

1. The presence of a problem/task that is significant in research, creative terms, requiring integrated knowledge, research search for its solution (for example, research of a demographic problem in different regions of the world; creation of a series of reports from different regions of the country, other countries of the globe on one problem, revealing a specific topic; the problem of the impact of acid rain on the environment, the problem of locating various industries in different regions, etc.).

2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper, almanac with reports from the scene; plan forest protection activities in different areas, a joint essay by several students, a script for a school play, etc.).

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

4. Determining the final goals of joint/individual projects;

5. Determination of basic knowledge from various areas required to work on the project.

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

7. Use of research methods:

* identification of the problem and the research tasks arising from it;

* putting forward a hypothesis for their solution, discussing research methods;

* registration of final results;

* analysis of the received data;

* summarizing, adjustment, conclusions (using the method of “brainstorming”, “round table”, statistical methods, creative reports, viewings, etc. during joint research).

The latter is especially important, since it relates to the technology of design methods. Without sufficient fluency in research, problem-solving, search methods, the ability to conduct statistics, process data, without mastering certain methods of various types of creative activity, it is difficult to talk about the possibility of successfully organizing student project activities. This is like a precondition for successful work using the project method. In addition, it is necessary to master the technology of the design method itself.

The most difficult moment when introducing research projects into the educational process is the organization of this activity, and especially the preparatory stage. When planning for the school year, the teacher will have to identify a leading topic (section) or several topics (sections) that will be “submitted for design.” Next, it is necessary to formulate 15-20 both individual and group topics for the class, work on which will require students to acquire the knowledge necessary for the program and develop the necessary experience. It is advisable to differentiate topics by degree of difficulty, but this is not at all necessary. The student should be able to choose the topic of the project, the organizational form of its implementation (individual and group), and the degree of complexity of the design activity.

The clarity of the design organization is determined by the clarity and specificity of setting the goal, highlighting the planned results, and stating the initial data. It is very effective to use small methodological recommendations or instructions, which indicate the necessary and additional literature for self-education, the teacher’s requirements for the quality of the project, forms and methods of quantitative and qualitative assessment of results. Sometimes it is possible to isolate a design algorithm or other stepwise division of activities.

The choice of project topics in different situations may be different. In some cases, this topic can be formulated by specialists from educational authorities within the framework of approved programs. In others, they are nominated by teachers taking into account the educational situation in their subject, natural professional interests, interests and abilities of students. Thirdly, the topics of projects can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative and applied ones.

The topic of the projects may relate to some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue and differentiate the learning process. More often, however, project topics, especially those recommended by educational authorities, relate to some practical issue that is relevant to practical life and at the same time requires the involvement of students’ knowledge not in one subject, but from different areas, their creative thinking, and research skills. In this way, a completely natural integration of knowledge is achieved.

History The method originated at the beginning of the 20th century in the USA. It was also called the problem method. (American philosopher and educator J. Dewey, as well as his student W.H. Kilpatrick). J. Dewey proposed building learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, to solve which he needs to apply acquired knowledge, new knowledge that has yet to be acquired

History The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S.T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice. Later, already under the Soviet regime, these ideas began to be quite widely introduced into schools, but not sufficiently thought out and consistently, and by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned and since then, until recently, no serious efforts have been made in Russia. attempts to revive this method in school practice. At the same time, he developed actively and very successfully in a foreign school. In the USA, UK, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries

What is the project method Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, one or another activity. This is the path of cognition, a way of organizing the process of cognition. Therefore, if we talk about the project method, we mean precisely the way to achieve a didactic goal through a detailed development of the problem (technology), which should result in a very real, tangible practical result, formalized in one way or another

What is the project method? The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge, navigate the information space, develop critical and creative thinking, and the ability to see, formulate and solve a problem.

What is the project method? The project method always involves solving some problem. The solution to the problem involves, on the one hand, the use of a set of various methods and teaching aids, and on the other, the need to integrate knowledge and skills; apply knowledge from various fields of science, technology, technology, and creative fields.

What is the project method? The idea that forms the essence of the concept of “project” is its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. To achieve such a result, it is necessary to teach children or adult students to think independently, find and solve problems, using for this purpose knowledge from different fields, the ability to predict results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships.

What is the project method? The project method is always focused on independent activities of students - individual, pair, group, which students perform for a certain period of time. This method is organically combined with group methods

What is the project method? The project method always involves solving some problem. The solution to the problem involves, on the one hand, the use of a combination of various methods and teaching aids, and on the other hand, it presupposes the need to integrate knowledge, the ability to apply knowledge from various fields of science, engineering, technology, and creative fields

To organize training using the project method, it is necessary: 1. The presence of a problem/task that is significant in research, creative terms, requiring integrated knowledge, research to solve it (for example, researching a demographic problem in different regions of the world; creating a series of reports from different parts of the globe one at a time problem; the problem of the impact of acid rain on the environment, etc.).

To organize training using the project method, it is necessary: 2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper, almanac with reports from the scene; forest protection in different areas, action plan, etc.);

To organize training using the project method, it is necessary: 5. Use of research methods that involve a certain sequence of actions: identification of the problem and the ensuing research tasks (use of the “brainstorming”, “round table” method during joint research); putting forward hypotheses for their solution; discussion of research methods (statistical methods, experimental, observational, etc.); discussion of ways to formalize the final results (presentations, defense, creative reports, screenings, etc.). collection, systematization and analysis of obtained data; summing up, drawing up results, their presentation; conclusions, putting forward new research problems.

Typology of projects: according to the dominant activity in the project: research, search, creative, role-playing, applied (practice-oriented), orientation, etc. (research project, game, practice-oriented, creative);

Typology of projects: The implementation of the project method and the research method in practice leads to a change in the teacher’s position. From a carrier of ready-made knowledge, he turns into an organizer of cognitive, research activities of his students. The psychological climate in the classroom is also changing, as the teacher has to reorient his teaching and educational work and the work of students towards various types of independent activities of students, to the priority of activities of a research, search, creative nature

Stages of organizing a project 1. Selecting the topic of the project, its type, number of participants. 2. Variants of problems that are important to study within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher 3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions. 4. Independent work of project participants on their individual or group research and creative tasks. 5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.). 6. Project protection, opposition. 7. Collective discussion, examination, results of external assessment, conclusions

Telecommunications project By educational telecommunications project we understand joint educational, cognitive, research, creative or gaming activities of partner students, organized on the basis of computer telecommunications, having a common problem, goal, agreed upon methods, methods of activity aimed at achieving a joint result of the activity of E.S. .Polat

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

Telecommunications project Telecommunications projects are justified pedagogically in cases where, during their implementation: multiple, systematic, one-time or long-term observations of one or another natural, physical, social, etc. phenomenon are provided, requiring the collection of data in different regions to solve the problem;

Telecommunications project Telecommunications projects are justified pedagogically in cases where, in the course of their implementation: a comparative study, research of a particular phenomenon, fact, event that has occurred or is taking place in various localities is envisaged in order to identify a certain trend or make a decision, develop proposals, etc.

Telecommunications project Telecommunications projects are justified pedagogically in those cases when, during their implementation: a comparative study of the effectiveness of using the same or different (alternative) methods of solving one problem, one task is envisaged in order to identify the most effective solution, acceptable for any situation, etc. .e. to obtain data on the objective effectiveness of the proposed method of solving the problem;

Telecommunications project Telecommunications projects are justified pedagogically in cases where, during their implementation: joint creative development of some idea is proposed: purely practical (for example, breeding a new plant variety in different climatic zones, observing weather phenomena, etc.), or creative (creation of a magazine, newspaper, play, book, piece of music, proposals for improving the curriculum, sports, cultural joint events, national holidays, etc., etc.);

The significance and relevance of the problems put forward, their adequacy to the topic being studied; correctness of the research methods used and methods for processing the results obtained; the activity of each project participant in accordance with his individual capabilities; the collective nature of decisions made (in a group project); the nature of communication and mutual assistance, complementarity of project participants; necessary and sufficient depth of penetration into the problem; attracting knowledge from other areas; evidence of decisions made, the ability to justify one’s conclusions; aesthetics of presentation of the results of the project; the ability to answer opponents’ questions, conciseness and reasoning of the answers of each group member. External project evaluation

A type of activity (educational technology) aimed at students solving a research, creative task of studying an object or resolving a problem situation. Structure of research activity Search activity (search in an uncertain situation) Analysis Assessment Forecasting the development of the situation Action Research activity of students

Joint educational, cognitive, creative or gaming activity of students, having a common goal, agreed upon methods, methods of activity, aimed at achieving a common result of the activity. Pre-developed ideas about the final product of the activity Implementation Structure of project activity Development of a concept Definition of the goals and objectives of the project Determination of available and optimal resources for the activity Creation of a plan for project implementation Stages of design Project activity of students

Educational research and scientific research Educational research Scientific research Personal development through: the student acquiring functional research skills, developing the ability for a research type of thinking, activating the student’s personal position in the educational process. Obtaining an objectively new result, new knowledge.

Specifics of implementing research tasks in school Research activity is a tool for improving the quality of education Educational research is based on a problem, the solution of which requires: searching and analyzing information, finding ways to solve the problem, analyzing the results of the solution, adjusting your research activities.

Three levels of the research teaching method 1. The teacher poses a problem to the student and suggests ways to solve it; 2. The teacher only poses the problem, and the student independently chooses the research method; 3. The formulation of the problem, the choice of method, and the solution itself are carried out by the student.

In the process of achieving this goal, it is important for the teacher to solve the following tasks: Identify students’ inclinations to conduct research activities; Develop an interest in understanding the world, the essence of processes and phenomena. Develop the ability to think independently and creatively; Help in choosing a topic, methods, and form of presenting research results.

The situation may become problematic if there are certain contradictions that need to be resolved, it is necessary to establish similarities and differences, it is important to establish cause-and-effect relationships, it is necessary to justify the choice, confirmation of patterns is required with examples from one’s own experience and examples from experience with theoretical patterns, the task is identifying the advantages and disadvantages of a particular solution.

Dependence of the topic, nature and scope of research on developmental psychology Primary school students can confirm their understanding of the problem formulated by the teacher and explain the reasons why they begin to solve the problem. Students in grades 5-6 - describe the situation and indicate their intentions when working on researching the problem. It is acceptable for the teacher to formulate the problem himself when working with schoolchildren in grades 1-6, but it is important not to force the students’ activities into the framework of fulfilling the technical task formulated by the teacher.

Dependence of the topic, nature and scope of research on developmental psychology Older students are able to independently carry out some search steps, for example, determine what are the reasons for the existence of a problem, what is its essence, etc. High school students are able to demonstrate complete independence from posing a problem, the source of which is their own experience, to solving it. The teacher’s actions largely depend on the degree of independence of the students.

The main types of educational and research activities of students Problem-abstract - analytical presentation of data from various literary sources in order to highlight the problem and design ways to solve it; Analytical and systematizing - observation, recording, analysis, synthesis, systematization of quantitative and qualitative indicators of the processes and phenomena being studied; Project-search - search, development and defense of a project - a special form of the new, where the target setting is methods of activity, and not the accumulation and analysis of factual knowledge.

See the problem; Set tasks independently; Analyze, compare, select methods that are most suitable for work; Select literature; Compile a bibliography; Prepare theses and abstracts; Perform in front of an audience, express your thoughts coherently, speak coherently, and command the attention of the audience; Listen to others; Ask questions about speech problems; Get out of difficult situations with dignity. In the process of working on research, students develop the following skills:

Main mistakes in student research papers Incorrect formulation of the topic or title of the work; Lack of a control group or incorrect selection of it; Lack of statistical processing of the results obtained; Incorrect interpretation of the results obtained; Inconsistency between the conclusions and results of the study.

Functions of research activity In preschool education and primary school - maintaining the research behavior of students as a means of developing cognitive interest and developing motivation for educational activities; In the primary school - the development of didactic and methodological support for educational activities by means of implementing research projects as a way to update the content of education; In high school – development of research competence and pre-professional skills as the basis of the high school profile;

Functions of research activities In additional education – creating conditions for the development of students’ abilities and inclinations in accordance with their specific needs in the conditions of flexible educational programs and individual support; pre-professional training of talented children; In vocational education – improving the culture of professional project activities by developing the analytical and predictive abilities of students through research; In the system of advanced training and retraining of personnel, there is the development of skills in the creative design of pedagogical activities based on the formation of multiversional ideas about objects and phenomena among teachers.

The criteria for the effectiveness of students' research activities can be the Dynamics of development of intellectual, creative and communicative abilities (diagnostic data); Selection of optimal directions for educational and research activities; Increasing the quantity and improving the quality of student research work.

Literature: New pedagogical and information technologies in the education system / Ed. E.S. Polat - M., 2000 Polat E.S. Project method in foreign language lessons / Foreign languages at school - 2, Polat E.S. Typology of telecommunications projects. Science and school - 4, 1997