The project method as one of the methodological methods for the formation of cognitive activity in biology lessons. Design methodology
Project based teaching methods
The project method is based on the development of cognitive, creative skills of students, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical thinking.
The project method is not a new phenomenon in pedagogy. It was used both in domestic didactics (especially in the 1920s and 30s) and in foreign ones. Recently, this method has received close attention in many countries of the world. It was originally called problem method and he contacted the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W.H.Kilpatrick. J. Dewey proposed to build learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge.
The project method is always focused on the independent activity of students - individual, pair, group that students complete over a specified period of time. This approach is organic combined with collaborative learning method.
The project method is always involves solving a problem providing, on the one hand, the use of a variety of methods, on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields.
The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, and the development of critical thinking. results completed projects should be, as they say, "tangible", i.e., if it is a theoretical problem, then its specific solution, if practical - a specific result ready for implementation.
Work according to the project method implies not only the presence and awareness of a problem, but also the process of its disclosure, solution, which includes clear action planning, the presence of a plan or hypothesis for solving this problem, a clear distribution (if group work is meant) of roles, t .e. tasks for each participant subject to close interaction. The project method is used in the case when any research, creative task arises in the educational process, for the solution of which integrated knowledge from various fields is required, as well as the application research methods(for example, a study of the demographic problem in different regions of the world; creating a series of reports from different regions of the country, other countries of the globe on one issue, 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. ).
For the project method, it is very important the question of the practical, theoretical and cognitive significance of the expected results(for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends that can be traced in the development of this problem; joint publication of a newspaper, an almanac with reports from the scene, etc.).
The work on the project is carefully planned by the teacher and discussed with the students. At the same time, a detailed structuring of the content of the project is carried out, indicating the phased results and the timing of the presentation of the results to the "public", that is, to other students of the group or, for example, to "external" Internet users who are not directly related to the learning process.
Educational projects are based on research teaching methods. All student activities focus on the following stages:
· definition of the problem and the research tasks arising from it;
· putting forward a hypothesis for their solution;
· discussion of research methods;
· conducting data collection;
· analysis of the received data;
· registration of final results;
· summarizing, correction, conclusions (use in the course of a joint study of the method of "brainstorming", "round table", statistical methods, creative reports, views, etc.).
Not being fluent enough in research, problematic, search methods, the ability to keep statistics, process data, not knowing certain methods of various types of creative activity, it is difficult to talk about the possibility of successful organization of students' project activities.
The choice of project topics in different situations may be different. In some cases, this topic can be formulated by specialists of educational authorities within the framework of approved programs. In others - to be proactively put forward 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, applied.
The topics of the projects may relate to some theoretical issue of the curriculum in order to deepen the knowledge of individual students on this issue, to differentiate the learning process. More often, however, project topics relate to some practical issue that is relevant to practical life and, at the same time, requires the involvement of students' knowledge not in one subject, but from different areas, their creative thinking, research skills. Thus, by the way, a completely natural integration of knowledge is achieved.
A variation of the project method is method of telecommunication projects.
Under the educational telecommunications project, we mean a joint educational, cognitive, creative or gaming activity of partner students, organized on the basis of computer telecommunications, having a common goal, agreed methods, methods of activity aimed at achieving a common result of activity.
The specificity of telecommunications projects lies, first of all, in the fact that they, by their very nature, always interdisciplinary. Solving the problem inherent in any project always requires the involvement of integrated knowledge. But in a telecommunications project, especially an international one, as a rule, a deeper understanding is required. knowledge integration, which implies not only knowledge of the subject of the problem under study, but also knowledge of the characteristics of the partner's national culture, the characteristics of his attitude.
The subject matter and content of telecommunications projects should be such that their implementation naturally requires the use of the properties of computer telecommunications. In other words, far from any 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 implemented with the involvement of telecommunications? Telecommunication projects are pedagogically justified in those cases when, in the course of their implementation,:
· multiple, systematic, one-time or long-term observations for one or another natural, physical, social, etc. phenomenon, requiring the collection of data in different regions to solve the problem;
· envisaged comparative study, research one or another phenomenon, fact, event that occurred or is taking place in different areas to identify a certain trend or adoption, decision, development of proposals;
· envisaged comparative study of the effectiveness of the use the same or different (alternative) ways of solving one problem, one task in order to identify the most effective, acceptable for any situation, solution, i.e. to obtain data on the objective effectiveness of the proposed method for solving the problem;
· offered co-creation, some development, purely practical (bringing a new plant variety in different climatic zones) or creative work (creating a magazine, newspaper, play, book, musical work, proposals for improving the training course, sports, cultural joint events, folk holidays, etc. .d. etc.);
· it is supposed to conduct exciting adventure joint games, competitions.
Telecommunication projects of any kind can be effective only in the context of the general concept of education and upbringing. On the one hand, they imply a departure from authoritarian teaching methods, but on the other hand, they provide for a well-thought-out and conceptually sound combination with a variety of teaching methods, forms and means. It is just a component of the education system, not the system itself.
At present, many methods have been developed in the domestic methodology. types of telecommunications projects. The main typological features are the following:
1. The dominant method in the project: research, creative, role-playing, fact-finding, etc.
2. Nature of project coordination: direct (hard, flexible), hidden (implicit, simulating a project participant).
3. Nature of contacts (among participants of the same educational institution, class, city, region, country, different countries of the world).
4. The number of project participants.
5. Project duration. (http://courses.urc.ac.ru/eng/u6-3.html)
The project is a specially organized by the educator and
a set of actions independently performed by pupils,
aimed at resolving the 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 in their psycho-physiological development are not yet able to independently create their own project from beginning to end, 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 the acquired knowledge, develop creative abilities and communication skills, and allows him to successfully adapt to the changed situation of schooling.
Thus, I would like to emphasize that, by implementing the “method of projects” in
the work of the kindergarten, it is possible to achieve significant success in the upbringing and education of preschoolers, to make the educational system of the preschool educational institution open to the active participation of parents and to open up opportunities for the pedagogical creativity of the educator.
If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in their very essence.
Currently, design occupies a special place in preschool education. Work on projects provides a mode of development of a preschool institution, building up 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 valuable attitude to reality in the process of planning and performing gradually more complex practical tasks.
Consider the basic concepts, requirements and principles of project implementation.
The project is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.
The project method is a learning system in which children acquire knowledge in the process of planning and performing ever more complex practical tasks.
The project method always involves the solution of a problem by the pupils.
The method of projects describes a set of actions of the child and the methods (techniques) of organizing these actions by the teacher, that is, it is a pedagogical technology. The project is learning through activity. The activity is search and cognitive. The project method allows you to educate an independent and responsible person, develops creativity and mental abilities, promotes the development of determination, perseverance, teaches you to overcome 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 method of projects is the development of cognitive, creative skills of pupils and critical thinking, the ability to independently construct their knowledge, navigate the information space.
Basic requirements for using the project method:
the presence of a creatively significant task that requires integrated knowledge, research search for its solution; practical, theoretical, cognitive significance of the expected results; independent (individual, pair, group) activities of pupils; determination of the ultimate goals of joint or
individual projects; definition of basic knowledge from various areas; structuring the content of the project (indicating the phased results); application of research methods - defining the problem and objectives of the study, putting forward a hypothesis for their solution, discussing research methods, designing
final results, analysis of the obtained data, summarizing, correction, conclusions.
Basic principles of project implementation:
The principle of consistency
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 the conditions of the preschool educational institution and the family.
Objectives of the project activity:
Projects help to activate independent cognitive
children's activities
To master the surrounding reality by children, to study comprehensively
Promote the development of children's creative abilities
Helps to observe
Promote listening skills
Promote the development of skills to summarize and analyze
Promote the development of thinking
Help to see the problem from different angles, comprehensively
Develop imagination
Develop attention, speech, memory.
Today, the system of preschool education is undergoing serious changes that have not been since its inception.
Firstly, in connection with the introduction of the new "Law on Education in the Russian Federation" from September 1, 2013, preschool education becomes the first level of general education. It remains, in contrast to general education, 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.
To date, 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 a child: if earlier the task of educating a standard member of the team with a certain
a set of knowledge, skills and abilities, now there is a need to form a competent, socially adapted personality, able to navigate the information space, defend their point of view, interact productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation.
Project work is of great importance for the development of the child's cognitive interests. During this period, there is an integration between the general methods of solving educational and creative problems, the general methods of mental, speech, artistic and other activities. Through the integration of various areas of knowledge, a holistic vision of the picture of the world around is formed.
Collective work of children in subgroups gives them the opportunity to express themselves
in various types of role-playing activities. A common cause develops communicative and moral qualities.
The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge in 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 Standards, and on all structural units of the educational process, through various types of children's activities. Thus, it turns out a holistic, and not broken into parts, educational process. This will allow the child to "live" the topic in different activities, without experiencing the difficulty of moving from
subject to subject, to assimilate a greater amount of information, to 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 5 "P":
Problem;
Design or planning;
Search for information;
Presentation.
Just remember - five fingers. The sixth "P" is a portfolio in which
accumulated 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, 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, forming preschoolers' interest and need for active creative activity. One of the promising
methods that contribute to solving this problem is the method of design
activities.
Projects are classified according to different criteria. The most significant is the dominant activity. In the practice of preschool educational institutions, the following types of projects are used:
- Research and creative:
a research search is carried out, the results of which are drawn up in the form of some kind of creative product (newspapers, dramatization, file cabinets of experiments, children's design, cookbook, etc.)
- Role playing:
this is a project with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems in their own way
- Information-practice-oriented:
children collect information about some object, phenomenon from various sources, and then implement it, focusing on social interests: the design of a group, apartment, etc.
- Creative:
as a rule, do not have a detailed structure of joint
participants' activities. The results are presented in the form of a children's holiday,
Other features of the classification are:
- List of participants
(group, subgroup, personal, family, pair, etc.)
- Duration
(short-term - several classes, 1-2 weeks, average duration - 1-3 months, long-term - up to 1 year).
The first step is choosing a project theme.
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 and practical, artistic and 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, in a preschool institution as a whole.
When the basic conditions for working on the project (planning, environment) are prepared, the joint work of the educator and children begins:
project development - goal setting: the educator brings the problem to
discussion for children.
project work is the development of a joint action plan to achieve the goal. Various activities can serve as a solution to the question posed: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. It is important that the teacher be flexible in planning, 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 “lead” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, while not overdoing it with parental care and help.
The educator 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, play, artistic, practice-oriented activities, coordinator of individual and group efforts of children in solving the problem. At the same time, the adult acts as a partner of the child and an assistant in his self-development.
The main goal of the project method in the preschool educational institution is the development of the free creative personality of the child, which is determined by the tasks of development and the tasks of the activities of children. General developmental tasks specific for 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.
Development tasks in early preschool age:
The entry of children into a problematic game situation (the leading role of the teacher);
activation of the desire to find ways
problem solving (together with the teacher);
Formation of the initial prerequisites for search activities (practical
Development tasks in senior preschool age:
Formation of the prerequisites for search activities, 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 decision
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, rejoices in his success. 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 the preschool educational institution.
It encourages teachers to improve their professional and creative level, which undoubtedly affects the quality of the educational process. It pushes for active interaction of all specialists of the preschool educational institution, parents of pupils and the organization of society. Forms in preschoolers the ability to plan and forms independence in solving the problem, contributes to the development of cognitive and creative activity.
Documents for download:
Format: .jpg
municipal budgetary educational institution
additional education for children
Children's ecological and biological center of the city of Rostov-on-Don
"The project method and its use
in the educational process"
for teachers of additional education)
Compiled by:
Zheltova Yu.V. - methodologist DEBTs
Rostov-on-Don
2015
Method of projects and its use in the educational process. Guidelines. Compiled by: Zheltova Yu.V. - Rostov-on-Don: MBOU DOD Children's Ecological and Biological Center of the city of Rostov-on-Don, 2015.
These methodological guidelines are devoted to the implementation of the method of projects in the additional education of children, aimed at the possibility of using project methods in the professional activities of a teacher of additional education.
Rostov-on-Don, MBOU DOD DEBTs, 2015
Content
page
Introduction…………………………………………………………..…...
From the history of the design method ……………………………………..
Method of educational projects - educational technology of the XXI century
Project activity as a technology for activating learning
3.1. Project Types ……………………………….......……………..
3.2. Distinctive features of the design method ……….……………
3.3.Theoretical positions of project-based learning ………………..
3.4. Systems of actions of the teacher and students ………………………
3.5. Modern classification of educational projects ……….……..
Design and research activities of younger students
Conclusion …………………………………………………….……..
Literary sources……………………………………….……
Application. An example of an environmental training project "Water hunger of the planet"……….………………………………………….……
Introduction
Thinking begins with a problem situation and
sent to resolve
S.L. Rubinstein
In connection with the socio-economic changes in the world in modern society, there is a need for active, energetic people who can quickly adapt to changing working conditions, perform work with optimal energy consumption, capable of self-education, self-education, self-development.
Among the most important qualities of a modern person, active mental activity, critical thinking, the search for a new one, the desire and ability to acquire knowledge on their own stand out. Thus, education is entrusted with a function that would contribute to the development of independence and responsibility of the individual, would be focused on its self-development, self-education, self-realization.
Consequently, as teachers rightly point out, it is necessary to change the existing didactic paradigm focused on traditional reproductive education, by changing the forms and methods of teaching, its individualization, increasing the complex of the latest technical means, and the widespread use of new teaching technologies. Moreover, the emphasis is on more active types of independent individual work.
Independent work is singled out as an indispensable element of the educational process by many modern educational technologies (sign-contextual, active, problem-based learning, etc.), since independent learning activity makes it possible to eliminate gaps in the perception of educational information in school classes; independent work reveals the abilities of students, promotes learning motivation; independence in actions allows one to move from the level of "reproduction" to the level of "skills" and "creativity" as criteria of knowledge.
Independent work contributes to the development of skills and abilities related to the organization of one's own work. This is the planning of one's activities, a realistic perception of one's capabilities, the ability to work with information, which is especially important in connection with the intensive growth in the volume of scientific and technical information and the rapid updating of knowledge.
In the narrow sense of the word, independent work is the independent fulfillment by students of certain tasks, which is carried out both at school and outside of school in various forms: written, oral, individual, group or frontal. Independent work is one of the most important elements of students' cognitive activity; stimulates efficiency, increases the strength of knowledge.
In a broader sense of the word, independent work is a universal way of a student's educational activity, which is associated not so much with the assimilation of the amount of knowledge, but with expanding the boundaries of a person's perception and understanding of the world and himself.
The main conditions for the proper organization of independent work of the student are the following:
Mandatory planning of self-study;
Serious work on educational material;
The systematic nature of the classes themselves;
Self control.
No less significant is the creation of pedagogical conditions, under which independent work can be more fruitful and effective:
1) the student has positive motivation;
2) a clear statement of cognitive tasks and an explanation of the method of their implementation;
3) determination by the teacher of reporting forms, scope of work, deadline;
4) determination of the types of consulting assistance and assessment criteria;
5) the student's awareness of the acquired new knowledge as a personal value.
Independent work is always an effective type of learning activity, subject to the skillful guidance of the teacher. The formation of the creative personality of the student is carried out in close contact with the creative activity of the teacher. In this regard, it is very important to form in students a creative approach to the subject being studied, to stimulate a creative attitude to the acquisition of knowledge and to systematically replenish this knowledge through independent work.
The task of the teacher is to give the right direction to the student's creative thinking, to stimulate creative search by creating appropriate situations and conditions, to give impetus to systematic research, analysis, and the search for new, one's own ways to solve a particular problem. Correctly formulated goals and objectives contribute to the development of creative thinking.
In this regard, the method of projects is attracting more and more attention.
The relevance of methodological development is determined, first of all, by the need for students to understand the meaning and purpose of their work, to be able to independently set goals and objectives, to think over ways to implement them.
The use of new information technologies will not only enliven and diversify the educational process, but also open up great opportunities for expanding the educational framework, undoubtedly, carries a huge motivational potential and contributes to the principles of individualization of education. Project activity allows students to act as authors, creators, increases creativity.
Target methodological recommendation: to show the possibilities of using project methods in the professional activities of a teacher of additional education.
Tasks :
Consider the method of projects and its role in the professional activities of a teacher of additional education.
Demonstrate the results of the project activities of a teacher in an educational institution.
Fundamental studies of the general methodological and theoretical plans of domestic pedagogy, aimed at a personal-activity approach in improving the educational process, which in its personal component suggests that the student himself is at the center of learning: his motives, goals, his unique psychological make-up, i.e. .student as a person. Participation in Internet projects increases the level of practical knowledge of the computer, and most importantly forms the skills of independent activity, initiative.
In the process of project work, the responsibility lies with the student himself as an individual. The most important thing is that the child, not the teacher, determines what the project will contain, in what form and how its presentation will take place.
The project is an opportunity for students to express their own ideas in a convenient, creatively thought-out form.
1. FROM THE HISTORY OF THE PROJECT METHOD.
The project method is not fundamentally new in world pedagogy. The project method originated at the beginning of the last century in the United States. The general principle on which the project method was based was to establish a direct connection between the educational material and life experience, in active cognitive and creative joint activities, in practical tasks (projects) in solving one common problem. 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 W.H. Kilpatrick.
J. Dewey proposed to build learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. This is where the important problem is taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge. The teacher can suggest new sources of information, or can simply direct the students’ thoughts in the right direction for independent search, stimulate children’s interest in certain problems that require the 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 knowledge gained . In other words, from theory to practice, combining academic knowledge with pragmatic knowledge in an appropriate balance at each stage of learning.
In order for the student to perceive knowledge as really necessary, he needs to set himself and solve a problem that is significant for him. The external result can be seen, comprehended, applied in practice. Internal result: experience of activity, combine knowledge and skills, competencies and values.
The project method attracted the attention of Russian teachers as well. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized, who tried to actively use project methods in teaching practice. Later, already under the Soviet regime, these ideas began to be introduced quite widely into the school, but not thoughtfully and consistently enough. After the revolution of 1917, the young Soviet state had enough other problems: expropriation, industrialization, collectivization ... In 1931, by the Decree of the Central Committee of the All-Union Communist Party of Bolsheviks, the project method was condemned, and its use in school was prohibited.
A description of the method and the reason for the prohibition can be found in V. Kataev's novel "Two Captains":
“The old teacher Serafima Petrovna came to school with a travel bag over her shoulders, taught us ... Really, it’s even difficult for me to explain what she taught us. I remember we passed the duck. It was three lessons at once: geography, natural science and Russian... It seems that it was then called the complex method. In general, everything came out "in passing". It is very possible that Serafima Petrovna mixed up something in this method... ...according to the Narobraz, our orphanage was something like a nursery for young talents. Narobraz believed that we are distinguished by talents in the field of music, painting and literature. So after school we could do whatever we wanted. It was believed that we freely develop our talents. And we really developed them. Who ran away to the Moskva River to help firefighters catch fish in the ice hole, who pushed around on Sukharevka, looking at what was lying badly ... ... But since it was possible not to go to classes, the whole school day consisted of one big break ... ... From the fourth school- the communes came out subsequently famous and respected people. I owe a lot to her myself. But then, in the twentieth year, what kind of porridge was it!
If a quote from a work of art does not seem "pedagogical" enough, let's turn to Prof. E.G. Satarov "Method of projects in a labor school":
“Let's take as an example the experience of building the “Ways of Communication” complex. Usually, in this case, “practical” work is recommended that does not have a practical purpose: making a steam locomotive from cardboard or clay, drawing up diagrams, sketching the road, excursions and measurements, stories about train wrecks and the death of steamboats, experience with steam, etc. Using However, the project method, we will have to subordinate all educational material and all forms of its study to the main problem - the road improvement project in our area. Parents are involved in this project. In the class, a work plan is developed, an estimate is made for improving the surrounding roads, the necessary tools are made in manual workshops, cement drains for water are laid near the school, and so on. And as part of the implementation of this project, children get acquainted with various facts from the field of geography, economics, transport, physics (steam engine, electricity, the laws of navigation of bodies, etc.), sociology (workers, their associations, the struggle against capital), cultural history (evolution of means of communication), literature (“Highway and country road” by Nekrasov, “Railway” by him, “Switchman” by Serafimovich, “Signal” by Garshin, maritime stories by Stanyukovich, etc.). The main difference is that with the project method, the students, and not the teacher, outline and work on a complex topic... new beginnings of communist society.
There are several reasons why the project method failed to prove itself:
* there were no teachers capable of working with projects;
* there was no developed methodology for project activities;
* excessive enthusiasm for the "method of projects" went to the detriment of other teaching methods;
* The "method of projects" was illiterately combined with the idea of "complex programs";
* Grades and certificates were canceled, and the individual credits that existed before were replaced by collective credits for each of the completed tasks.
In the USSR, the method of projects was not in a hurry to revive at school, but in English-speaking countries - the USA, Canada, Great Britain, Australia, New Zealand - they were actively and very successfully used. In Europe, he took root in the schools of Belgium, Germany, Italy, the Netherlands, Finland and many other countries. Of course, there have been changes over time; the method itself did not stand still, the idea acquired technological support, detailed pedagogical developments appeared that made it possible to transfer the project method from the category of pedagogical "works of art" to the category of "practical techniques". Born from the idea of free education, the project method gradually "self-disciplined" and successfully integrated into the structure of educational methods. But its essence remains the same - to stimulate students' interest in knowledge and teach how to apply this knowledge in practice to solve specific problems outside the school walls.
2. METHOD OF LEARNING PROJECTS - EDUCATIONAL TECHNOLOGY OF THE XXI CENTURY.
Everything that I know, I know why I need it and where and how I can apply this knowledge, - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.
It is important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. But why, when? This is where the important problem is taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired. Where, how? The teacher can suggest new sources of information, or can simply direct the students' thoughts in the right direction for independent search. But as a result, students must independently solve the problem by joint efforts, applying the necessary knowledge, sometimes from different areas, to get a real and tangible result. The whole problem thus acquires the contours of project activity. Of course, over time, the idea 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.
Nowadays, the technology of the project has received a new breath. Based on the concepts of learning technology, E.S. Polat considers the project methodology "as a set of search, problematic methods, creative in their very essence, representing activities, the development of creativity and, at the same time, the formation of certain personal qualities of students in the process of creating a specific product."
The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, and the development of critical thinking.
The project method is always focused on the independent activity of students - individual, pair, group, which students perform for 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, on the one hand, involves the use of a variety of methods, teaching aids, and, on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of completed projects should be "tangible", i.e., if it is a theoretical problem, then its specific solution, if practical - a specific result ready for implementation.
The ability to use the project method is an indicator of the teacher's high qualification, his progressive methods of teaching and development. No wonder these technologies are referred to as technologies of the 21st century, which primarily provide for the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society.
3. PROJECT ACTIVITY AS A TECHNOLOGY TO ENHANCE LEARNING
The project method can be viewed as “a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a well-defined ... practical result, designed in one way or another” (New pedagogical and information technologies in the education system: textbook for university students and systems for advanced training of teaching staff / edited by ES Polat. - M: Publishing Center "Academy", 2001. - p. 66.).
Definitions
Project- this is an activity to achieve a new result within a set time, taking into account certain resources. Description of the specific situation to be improved and specific methods to improve it.
Project method- this is a joint creative and productive activity of the teacher and students, aimed at finding a solution to a problem that has arisen.
social engineering- this is an individual or collective (group activity) of students, the purpose of which is a positive transformation of the social environment and living conditions by means available to them.
Project– a description of the specific situation that needs to be improved and specific steps to implement it.
Considering the didactic structure of modern project methodology, we can say that the study of the purpose, content, forms, means and methods of teaching in a particular academic subject belongs to the field of methodology as a particular theory of learning. The method is a didactic category as a set of theory, operations of mastering a certain area of practical or theoretical knowledge of a particular activity. In project-based learning, the method is considered as a way to achieve the set didactic goal through a detailed development of the problem (technology), which should end with a very real, tangible practical result, formalized in one way or another.
When using the project technology in the educational process, important tasks are solved:
Classes are not limited to the acquisition of certain knowledge, skills and abilities, but go to the practical actions of students, affecting their emotional sphere, thereby increasing motivation;
They get the opportunity to carry out creative work within the framework of a given topic, independently extracting the necessary information not only from textbooks, but also from other sources. At the same time, they learn to think independently, find and solve problems, predict the results and possible consequences of different solutions, learn to establish cause-and-effect relationships;
The project successfully implements various forms of organizing educational activities, during which students interact with each other and with the teacher, whose role is changing: instead of a controller, he becomes an equal partner and consultant.
The method of projects can be individual or group, but if it is a method, then it involves a certain set of educational and cognitive techniques that allow you to solve a particular problem as a result of independent actions and involve the presentation of these results. If we talk about the method of projects as a pedagogical technology, then this technology involves a set of research methods that are creative in their very essence.
3.1. PROJECT TYPES
By the nature of the proposed changes:
innovative;
Supportive.
By areas of activity:
educational;
Scientific and technical;
Social.
Financing specifics:
Investment;
sponsorship;
Credit;
Budget;
Charity.
By scale:
Megaprojects;
Small projects;
Microprojects.
Implementation timeline:
Short-term;
medium-term;
Long-term.
In education, certain types of projects are distinguished: research, creative, adventure-playing, informational and practice-oriented (N.N. Borovskaya)
CLASSIFICATION OF EDUCATIONAL PROJECTS (according to Collings).
Another developer of the project method, the American professor Collings, proposed the world's first classification of educational projects.
Game projects- various games, folk dances, dramatic performances, etc. The goal is the participation of children in group activities.
Excursion projects- expedient study of problems related to the surrounding nature and social life.
Narrative projects, the purpose of which is to enjoy the story in the most diverse form - oral, written, vocal (song), musical (playing the piano).
Structural projects- creation of a specific, useful product: making a rabbit trap, building a stage for a school theater, etc.
The main requirements for using the project method are:
The presence of a problem that is significant in research, creative terms, a task that requires integrated knowledge, research search for its solution;
Practical, theoretical, cognitive significance of the expected results;
Independent activity;
Structuring the content of the project (indicating the phased results);
The use of research methods: defining the problem, the research tasks arising from it, putting forward a hypothesis for their solution, discussing research methods, formalizing the final results, analyzing the data obtained, summing up, adjusting, conclusions (using the method of "brainstorming", "round table", static methods, creative reports, views, etc.).
GOAL SETTING.
Properly formulating goals is a special skill. With the setting of goals, work on the project begins. It is these goals that are the driving force of each project, and all the efforts of its participants are aimed at achieving them.
It is worth devoting special efforts to the formulation of goals, because the success of the whole business depends half on the thoroughness of this part of the work. First, the most general goals are determined, then gradually they are more and more detailed until they descend to the level of the most specific tasks facing each participant in the work. If you take the time and effort to set goals, the work on the project in this case will turn into a step-by-step achievement of the set goals from the lowest to the highest.
But you should not go too far. If you get carried away with excessive detail, you can lose touch with reality, in which case the list of small goals will interfere with the achievement of the main one, you can not see the forest for the trees.
Many competition founders help participants and offer an indicative list of goals, such as the “List of pedagogical goals (tasks) set by the supervisor in the framework of a specific educational project”, from the list of documents submitted for the protection of design and research works of students to the competition “Fair of Ideas in the South -West. Moscow 2004”.
1. Cognitive goals - knowledge of objects of the surrounding reality; studying ways to solve emerging problems, mastering the skills of working with primary sources; setting up an experiment, conducting experiments.
2. Organizational goals - mastering the skills of self-organization; the ability to set goals, plan activities; develop group work skills, mastering the technique of conducting a discussion.
3. Creative goals - creative goals, design, modeling, design, etc.
If we try to formulate the most general goals facing the modern school, then we can say that the main goal is to teach design as a universal skill. “The whole complex of didactic, psychological-pedagogical, organizational and managerial means that allow, first of all, to form a student’s project activity, to teach a student to design, we call project-based learning.”
Content Features
SELECTION OF THE PROJECT TOPIC.
The choice of project topics in different situations may be different. In some cases, topics can be formulated by specialists of educational authorities within the framework of approved programs. In others - to be 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, applied.
The topics of the projects may relate to some theoretical issue of the school curriculum. More often, however, project topics, especially recommended by educational authorities, refer to some practical issue that is relevant to practical life. In this way, a completely natural integration of knowledge is achieved.
For example, a very acute problem of cities is environmental pollution with household waste. Problem: how to achieve complete recycling of all waste? Here and ecology, and chemistry, and biology, and sociology, and physics. Or: Cinderella, Snow White and the Swan Princess in the fairy tales of the peoples of the world. This problem is for younger students. And how much research, ingenuity, and creativity will be required from the guys here! There is an inexhaustible variety of topics for projects, this is a living creativity that cannot be regulated in any way.
The results of the completed projects must be material, that is, properly designed (video film, album, travel logbook, computer newspaper, almanac). In the course of solving any project problem, students have to attract knowledge and skills from different areas: chemistry, physics, foreign and native languages.
An interesting experience of using the method of projects has been accumulated in the Rostov secondary school No. 2 of the artistic and aesthetic profile. This school, which has the status of a laboratory school of the Academy of Pedagogical and Social Sciences, is also the base for the Rostov State Academy of Architecture and Arts. High school students here take an active part in research and design work, focused mainly on the restoration of architectural monuments of republican and regional significance.
Among the most serious real projects are art criticism and historical research on the restoration of a residential estate in the archaeological museum-reserve "Tanais", a project for the restoration of the Rostov Greek Church. Particular success for students working under the guidance of experienced teachers (architect-restorers) T.V. Grenz and A.Yu. Grenz, brought in 2002 a project for the restoration of the Staropokrovskaya Church in the center of Rostov. Professors of the Rostov Academy of Architecture and Arts, design organizations took part in this competition, but the jury awarded 1st place to students. Such a unique case of school creativity was reflected even on the pages of Komsomolskaya Pravda.
3.2. DISTINCTIVE FEATURES OF THE PROJECT METHOD.
Personal orientation of the pedagogical process is impossible without changing educational technologies. Educational technology should contribute to the disclosure of the student's subjective experience: the formation of personally significant ways of educational work for him; mastering the skills of self-education. These requirements are met by John Dewey's pedagogical technologies of practical orientation. Together with the studied information technologies and the modern information environment of the school, they provide an active approach to learning, which makes it possible to quickly and easily implement the most important task - transferring the student to the mode of self-development.
Dewey considered the project method as a universal method in school practice. But the most rational is to consider this method in combination with traditional methods as a complementary element in the organization of student's independent work in a developed information environment.
The organized educational process is increasingly becoming a process of self-learning: the student chooses the educational trajectory himself in a detailed and skillfully organized learning environment. Working as part of a mini-team to create a course project, the student not only gains the experience of social interaction in a creative team of like-minded people, but also uses the knowledge gained in their activities, internalizing (appropriating) them, thereby designating their becoming a subject of knowledge, developing in the aggregate all aspects of the personal "I" in a particular activity.
This form of organization of training allows to increase the effectiveness of training. It provides a system of effective feedback, which contributes to the development of personality, self-realization not only of students, but also of teachers involved in the development of a course project.
Karl Frey identifies 17 distinctive features of the project method, among which the most significant are the following:
Project participants pick up a project initiative from someone in their life;
Project participants agree with each other on the form of training;
The project participants develop the project initiative and bring it to the attention of everyone;
Project participants organize themselves for the cause;
Project participants keep each other informed about the progress of work;
Project participants enter into discussions.
All this suggests that the project method refers to the system of interaction between the teacher and students.
N.G. Chernilova considers project-based learning as developing, based "on the consistent implementation of complex educational projects with information pauses for mastering basic theoretical knowledge." This definition refers to project-based learning as a type of developmental learning.
It should be noted that it is not advisable to transfer the entire educational process to project-based learning.
PURPOSE OF PROJECT LEARNING.
The purpose of project-based learning is to create conditions under which students:
independently and willingly acquire the missing knowledge from various sources;
learn to use the acquired knowledge to solve cognitive and practical problems;
acquire communication skills by working in different groups;
develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);
develop systems thinking.
3.3. THEORETICAL POSITIONS OF PROJECT LEARNING.
Initial theoretical positions of project-based learning:
The focus is on the student, promoting the development of his creative abilities;
The educational process is built not in the logic of the subject, but in the logic of activities that have a personal meaning for the student, which increases his motivation in learning;
The individual pace of work on the project ensures that each student reaches his own level of development;
An integrated approach to the development of educational projects contributes to the balanced development of the basic physiological and mental functions of the student;
Deep, conscious assimilation of basic knowledge is ensured through their universal use in different situations.
Thus, the essence of project-based learning is that teaching in the process of working on a training project comprehends real processes, objects.
In order to comprehend, to live, to join the disclosure, designing, special forms of training are needed. Leading among them is an imitation game.
The game is the freest, natural form of human immersion in real (or imaginary) reality for the purpose of studying it, manifesting one's own "I", creativity, activity, independence, self-realization. It is in the game that everyone chooses a role voluntarily.
The game has the following features:
Psychological, relieving stress and promoting emotional relaxation;
Psychotherapeutic, helping the child to change his attitude towards himself and others, change the way of communication; mental health;
Technological, allowing to partially withdraw thinking from the rational sphere into the sphere of fantasy, transforming reality.
In the game, the child feels safe, comfortable, feels the psychological freedom necessary for his development.
3.4. SYSTEMS OF ACTION OF THE TEACHER AND STUDENTS.
In order to highlight the action systems of the teacher and students, it is first important to determine the stages of project development.
Mandatory requirement - each stage of the project must have its own specific product.
Systems of actions of the teacher and students at different stages of work on the project.
stages
Teacher activity
Student activities
1. Development of a project assignment
1.1. Choosing a Project Theme
The teacher selects possible topics and offers them to students
Students discuss and make a common decision on the topic
The teacher invites the students to jointly select the topic of the project
A group of students, together with the teacher, selects topics and offers the class for discussion
The teacher participates in the discussion of the topics proposed by the students
Students choose their own topics and present them to the class for discussion.
1.2. Identification of sub-themes and themes of the project
The teacher pre-selects subtopics and offers students to choose
Each student chooses a subtopic or proposes a new one.
The teacher takes part in the discussion with the students of the sub-themes of the project
Students actively discuss and suggest options for subtopics. Each student chooses one of them for himself (i.e. chooses a role for himself)
1.3. Formation of creative groups
The teacher conducts organizational work to unite schoolchildren who have chosen specific sub-themes and activities
Students have already defined their roles and are grouped according to them into small teams.
1.4. Preparation of materials for research work: formulation of questions to be answered, tasks for teams, selection of literature
If the project is voluminous, then the teacher develops tasks, questions for search activities and literature in advance
Individual students of senior and middle classes take part in the development of assignments. Answering questions can be developed in teams followed by class discussion.
1.5. Determination of forms of expression of the results of project activities
The teacher takes part in the discussion
Students in groups, and then in the class, discuss the forms of presenting the result of research activities: a video film, an album, natural objects, a literary living room, etc.
2. Project development
Students carry out research activities
3. Presentation of results
The teacher advises, coordinates the work of students, stimulates their activities
Students first in groups, then in cooperation with other groups, draw up the results in accordance with the accepted rules.
4. Presentation
The teacher organizes an examination (for example, invites older students or a parallel class, parents, etc.) as experts.
Report the results of their work
5. Reflection
Evaluates its activities on the quality of assessments and. student activity
Summing up the results of the work, expressing wishes, collectively discussing the assessments for the work
3.5. MODERN CLASSIFICATION OF EDUCATIONAL PROJECTS.
The project can be group and personal. Each of them has its undeniable merits.
The modern classification of educational projects is made on the basis of the dominant (predominant) activity of students:
a practice-oriented project (from a textbook to a package of recommendations for the restoration of the country's economy);
research project - the study of a problem according to all the rules of scientific research;
information project - collection and processing of information on a significant problem for the purpose of its presentation to a wide audience (article in the media, information on the Internet);
creative project - the most free author's approach to solving a problem. Product - almanacs, video films, theatrical performances, works of art or decorative art, etc.
role-playing project - literary, historical, etc. business role-playing games, the result of which remains open until the very end.
It is possible to classify projects according to:
* thematic areas;
* scale of activity;
* terms of implementation;
* the number of performers;
* the importance of the results.
But regardless of the type of project, they all:
* to a certain extent unique and inimitable;
* aimed at achieving specific goals;
* limited in time;
* imply coordinated implementation of interrelated actions.
In terms of complexity, projects can be monoprojects and interdisciplinary.
Monoprojects are implemented within the framework of one academic subject or one field of knowledge.
Interdisciplinary - are performed outside school hours under the guidance of specialists from different fields of knowledge.
By the nature of contacts, projects are classified as intra-class, intra-school, regional and international. The last two, as a rule, are implemented as telecommunication projects, using the possibilities of the Internet and the means of modern computer technologies.
According to the duration, they are distinguished:
mini-projects - fit into one lesson or even part of it;
short-term - for 4-6 lessons;
weekly, requiring 30-40 hours; a combination of classroom and extracurricular forms of work is expected; deep immersion in the project makes the project week the optimal form of organizing project work;
long-term (one-year) projects, both individual and group; usually done outside of school hours.
Types of project presentation:
Scientific report;
business game;
Video demonstration;
Excursion;
TV show;
Scientific Conference;
staging;
Theatricalization;
Games with the hall;
Defense on the Academic Council;
Dialogue of historical or literary characters;
Sport game;
Play;
Journey;
Press conference.
The criteria for evaluating the project should be clear, there should be no more than 7-10 of them. First of all, the quality of the work as a whole, and not just the presentation, should be evaluated.
Position of the teacher: enthusiast, specialist, consultant, leader, “questioner”; coordinator, expert; the position of the teacher should be hidden, giving scope for the independence of students.
If the task of the teacher is to teach design, then in the work on the method of educational projects, the emphasis should not be on what happened as a result of the joint (I want to emphasize this!) The efforts of the student and teacher, but on how the result was achieved.
The wave of enthusiasm for projects that has swept over us has led to the fact that it has become fashionable to make projects at school, and often the goal of these works is the desire to “light up” at some kind of competition, fortunately, over the past few years there have been a lot of them: for every taste. Student project competitions quite often represent the "Exhibition of the achievements of teachers (scientific supervisors)". In the work of some juries, academicism sometimes takes over, and then professionally executed projects, in which the participation of children is minimal, receive advantages. This trend can bring a lot of harm, so you need to clearly define why this or that project is being carried out, what schoolchildren can learn, what exactly each participant in the work (both students and the leader) should do in order to achieve their own goals set at the very beginning of work on project.
The most significant features of project-based learning are its dialogic, problematic, integrative, contextual .
Dialogue in project technology, it performs the function of a specific socio-cultural environment that creates a condition for students to accept new experience, rethink the old meanings, as a result of which the information received becomes personally significant.
problematic arises when resolving a problem situation, which causes the beginning of active mental activity, manifestations of independence, due to the fact that they reveal a contradiction between the content known to them and the inability to explain new facts and phenomena. Solving a problem often leads to original, non-standard methods of activity and results.
contextuality in design technology allows you to create projects that are close to natural life, realizing the place of the science they study in the general system of human existence.
Educational projects can be carried out in the context of human cultural activities. The main spheres of human activity can be taken as a basis: practical-transformative, scientific-cognitive, value-oriented, communicative, artistic and aesthetic. Educational projects in the context of practical and transformative activities can be modeling, technical and applied, experimental and measuring, etc. Such projects are most typical for the subjects of physics, chemistry, mathematics, and technology. Educational projects that imitate scientific and cognitive activity are based on a real and thought experiment and allow students to imagine the process of research activity in any academic subject.
Educational projects with elements of value-oriented activity are connected with the fundamental values of mankind: the problems of preserving the environment, issues related to demographic problems, energy problems, problems of providing the population with food.
Educational problems related to the communicative needs of a person include the problems of communication, informatics, energy and information transmission. Educational problems related to the artistic and aesthetic activity of a person reveal the foundations of various artistic fields: painting, music, literature, theater, aesthetic phenomena of nature, etc.
Any project is closely related to the activities for its implementation. Moreover, the activity is carried out in conditions of a free exchange of opinions, a choice of methods of implementation (in the form of an essay, a report, graphic diagrams, etc.), a reflexive attitude to the subject of one's activity.
The construction of an educational process focused on the implementation of projects is built not in the logic of the studied subject, but in the logic of activity. From here, information pauses are allowed in the project cycle to assimilate the content of new material, it is assumed that projects will be completed at an individual pace in the form of advanced independent tasks of a research, practical nature.
The choice of project topics in different situations may be different. The topics of projects may relate to some theoretical issue of the curriculum in order to deepen knowledge on this issue, to differentiate the learning process. More often, however, project topics relate to some practical issue that is relevant to practical life and at the same time requires the involvement of knowledge not in one subject, but from different areas, their creative thinking, research skills.
We will consider the typological features and typology of projects in accordance with the classification of Polat E.S.
Typological features of projects
The method that dominates the project (research, creative, role-playing, introductory and indicative, etc.).
The nature of project coordination: direct (rigid, flexible), hidden (implicit, simulating a project participant).
The nature of contacts (among participants of the same educational institution, city, region, country, different countries of the world).
The number of project participants.
Project duration.
Project typology
In accordance with the first sign - the dominant method - the following types of projects are distinguished.
Research
Such projects require a well-thought-out structure, defined goals, relevance of the subject of research for all participants, social significance, well-thought-out methods, including experimental, experimental work, methods for processing results. Such projects are completely subordinate to the logic of research and have a structure that approximates or completely coincides with genuine scientific research. There is an argumentation of the relevance of the topic adopted for the study, the definition of the research problem, its subject and object. Designation of research tasks in the sequence of accepted logic, definition of research methods, sources of information. Defining the research methodology, putting forward hypotheses for solving the identified problem, determining ways to solve it, including experimental ones. Discussion of the results obtained, conclusions, presentation of the results of the study, designation of new problems for the further course of the study.
Creative
Such projects, as a rule, do not have a detailed organizational scheme for the joint activities of the participants, it is only outlined and further developed, obeying the genre of the final result and the rules of joint activities adopted by the group, in accordance with the interests of the project participants. In this case, it is necessary to agree on the planned results and the form of their presentation (a joint newspaper, essay, video film, dramatization, sports game, holiday, expedition, etc.). However, the presentation of the results of the project requires a well-thought-out structure in the form of a video film script, dramatization, holiday program, etc., an essay plan, an article, a report, etc. design and headings of a newspaper, an almanac, an album, etc.
Adventure, gaming
In such projects, the structure is also only outlined and remains open until the end of the project. Participants assume certain roles, determined by the nature and content of the project. These can be literary characters or fictional characters that imitate social or business relations, complicated by situations invented by the participants. The results of such projects may be outlined at the beginning of the project, or may emerge only towards its end. The degree of creativity here is very high, but the dominant activity is still role-playing, adventure.
Information projects
This type of project is initially aimed at collecting information about some object, phenomenon, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, just like research projects, require a well-thought-out structure, the possibility of systematic correction in the course of work on the project. Such projects are often integrated into research projects and become their limited part, module.
The structure of such a project can be indicated as follows. The purpose of the project, its relevance. Methods of obtaining (literary sources, mass media, databases, including electronic ones, interviews, questioning, including foreign partners, conducting a "brain attack") and processing information (their analysis, generalization, comparison with known facts, reasoned conclusions). Result (article, abstract, report, video) and presentation (publication, including online, discussion in a teleconference, etc.).
Practice-oriented
These projects are distinguished by a clearly defined result of the activities of its participants from the very beginning. Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants with a definition of the functions of each of them, clear outputs and participation of each in the design of the final product. A good organization of coordination work in terms of phased discussions, adjustment of joint and individual efforts, presentation of the results obtained and possible ways of their implementation in practice, organization of a systematic external evaluation of the project are especially important here.
According to the second characteristic, the nature of coordination, projects can be of two types.
With open, explicit coordination
In such projects, the project coordinator participates in the project in his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of its individual participants (for example, if you need to arrange a meeting in some official institution, conduct a survey , interviews with specialists, collect representative data, etc.).
With hidden coordination(mainly telecommunications projects).
In such projects, the coordinator does not find himself in the networks or in the activities of the groups of participants in his function. He acts as a full participant in the project. Well-known telecommunications projects organized and carried out in Great Britain can serve as an example of such projects. In one case, a professional children's writer acted as a participant in a project, trying to "teach" his "colleagues" to correctly and literaryly express his thoughts on various occasions. At the end of this project, an interesting collection of children's stories was published in the style of Arabic fairy tales. In another case, a British businessman acted as such a hidden coordinator of an economic project for high school students, who, also under the guise of one of his business partners, tried to suggest the most effective solutions for specific financial, trade, and other transactions. In the third case, a professional archaeologist was brought into the project to study some historical facts. He acted as an elderly, infirm specialist, sent "expeditions" of the project participants to different regions of the planet and asked them to inform him about all the interesting facts found by their participants during excavations, asking from time to time "provocative questions" that made the project participants delve deeper into the problem.
As for the nature of contacts, projects are divided into internal (within one country) and international.
Three types of projects can be distinguished by the number of project participants.
Personal (between two partners located in different educational institutions, regions, countries).
Paired (between pairs of participants).
Group (between groups of participants).
In the latter type, it is very important to correctly organize this group activity of project participants from a methodological point of view. The role of the teacher in this case is especially great.
Finally, on the basis of the duration of the implementation, projects are divided into the following types.
Short-term (to solve a small problem or part of a larger problem).
Such small projects can be developed in several lessons in the same subject program or as interdisciplinary ones.
Average duration (from a week to a month).
Long-term (from a month to several months).
As a rule, short-term projects are carried out in the classroom in a separate subject, sometimes with the involvement of knowledge from another subject. As for projects of medium and long duration, such projects (conventional or telecommunications, domestic or international) are interdisciplinary and contain a large enough problem or several interrelated problems, and then they constitute a program of projects.
Of course, in practice, most often we have to deal with mixed types of projects, in which there are signs of research projects and creative ones, for example, both practice-oriented and research projects. Each type of project has one or another type of coordination, deadlines, number of participants. Therefore, when developing a particular project, one must keep in mind the signs and characteristics of each of them.
Separately, it should be said about the need to organize an external evaluation of all projects, since only in this way can their effectiveness, failures, and the need for timely correction be monitored. The nature of this assessment largely depends on the type of project, and on the topic of the project (its content), the conditions for conducting. If this is a research project, then it inevitably includes stages of implementation, and the success of the entire project depends on properly organized work at individual stages. Therefore, it is necessary to monitor such activities of students in stages, evaluating them step by step. At the same time, here, as in collaborative learning, the assessment does not have to be expressed in the form of marks. It can be a variety of forms of encouragement. In game projects that provide for a competitive nature, a point system (from 12 to 100 points) can be used. In creative projects, it is often impossible to evaluate intermediate results. But it is still necessary to track the work in order to come to the rescue in time if such assistance is needed (but not in the form of a ready-made solution, but in the form of advice). In other words, an external evaluation of the project (both interim and final) is necessary, but it takes various forms depending on many factors.
The method of projects, learning in cooperation are becoming more widespread in the education systems of different countries of the world. There are several reasons for this, and their roots are not only in the sphere of pedagogy itself, but mainly in the social sphere:
1) the need not so much to transfer to students the amount of this or that knowledge, but to teach them to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical problems;
2) the relevance of acquiring communication skills and abilities, i.e. skills to work in various groups, performing different social roles (leader, performer, mediator, etc.);
3) the relevance of broad human contacts, acquaintance with different cultures, different points of view on one problem;
4) the importance for human development of the ability to use research methods: to collect the necessary information, facts; be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions.
Procedural characteristic
The design technology is implemented in several stages and has a cyclical form. In this regard, we will give a brief description of the project cycle. It is defined as a period of time in which joint life activity is carried out from the formulation of a problem, a specific goal to a fixed manifestation of the planned results in the form of a specific product, as well as personal qualities associated with the implementation of a value-thought activity project.
The project activity is carried out taking into account the successively identified stages: value-oriented, constructive, evaluative-reflective, presentational.
The first stage of the project cycle is value-oriented, it includes the following algorithm of students' activities: awareness of the motive and purpose of the activity, selection of priority values on the basis of which the project will be implemented, definition of the project intent. At this stage, it is important to organize activities for the collective discussion of the project and the organization of his ideas for the implementation of the project. To this end, as the experience of teachers shows, all ideas are written on the board without rejecting them. When a significant number of proposals have been made, together with the students, based on the design of the project, it is necessary to summarize and classify the main directions of the ideas put forward in the most visual and understandable form for them. At this stage, an activity model is built, the sources of the necessary information are determined, the significance of the project work is revealed, and future activities are planned. A certain role at the first stage is played by the focus on the success of the upcoming business.
The second stage is constructive, including the actual design. At this stage, uniting in temporary groups (of 4-5 people) or individually, they carry out project activities: draw up a plan, collect information on the project, choose the form of project implementation (drawing up a scientific report, report, creating a graphic model, diary, etc.). d.). The teacher is consulting at this stage. The teacher should organize activities in such a way that everyone can express themselves and win the recognition of other participants in the project. Often, at the design stage, the teacher includes consultants who will help research groups in solving certain problems. During this period, they learn to creatively search for the best solution to the problem. The teacher at this stage helps and teaches to search. First of all, he supports (stimulates), helps to express an idea, gives advice. This period is the longest.
The third stage is evaluative-reflexive. It is based on self-assessment of activity. We emphasize that reflection accompanies each stage of the design technology. However, the allocation of an independent evaluative-reflexive stage contributes to purposeful introspection and self-assessment. At this stage, the project is drawn up, compiled and prepared for presentation. The evaluative-reflective stage is also important because each of the project participants, as it were, "lets through himself" the information received by the whole group, since in any case he will have to participate in the presentation of the project results. At this stage, on the basis of reflection, the project can be adjusted (taking into account the critical comments of the teacher, group mates). They think over the following: how the work can be improved, what succeeded, what failed, the contribution of each participant to the work.
The fourth stage is the presentation stage, at which the project is defended. The presentation is the result of the work of different groups and individual activities, the result of general and individual work. The defense of the project takes place both in a game form (round table, press-conference, public examination), and outside of a game form.
They present not only the results and conclusions, but also describe the methods by which information was obtained, talk about the problems that arose during the implementation of the project, demonstrate the acquired knowledge, skills, creativity, spiritual and moral guidelines. At this stage, they acquire and demonstrate the experience of presenting the results of their activities. During the defense of the project, the speech should be short, free. To attract interest in a speech, the following techniques are used: they attract a convincing quote, a striking fact, a historical digression, intriguing information, a connection with vital problems, they use posters, slides, maps, graphs. At the presentation stage, it is necessary to be included in the discussion on the discussion of projects, they learn to treat criticism of their judgments constructively, to recognize the right to the existence of different points of view on solving one problem, to realize their own achievements and identify unresolved issues.
An analysis of psychological and pedagogical research on the problem of the specifics of pedagogical activity, including preschool education specialists, revealed that it has a complex structure.
An analysis of the composition, content and levels of pedagogical design in the structure of pedagogical activity convinces that their structure is not fully defined, the content characteristic has not been studied, the levels of pedagogical design skills have not been formulated, and diagnostics of the formation of these skills in future specialists of preschool education during training have not been developed: the structure of readiness for pedagogical design is fully defined, the conditions that ensure the effective formation of pedagogical design skills are not identified.
The skills of pedagogical design are necessary for specialists to develop new educational programs and technologies, design educational systems, model the pedagogical process, plan various didactic teaching aids and new forms of pedagogical interaction with children and their parents, design various pedagogical situations and constructs, develop models and design forms of methodical work with teaching staff (seminars - workshops, consultations, pedagogical meetings, conferences, round tables, etc.).
In the study, the level content of pedagogical design was determined, which future specialists of preschool education need to master in the process of professional training.
The ratio of levels and forms of pedagogical design in preschool educational institutions (DOE):
Conceptual: the concept of the activities of a preschool educational institution of a certain type, the charter of the preschool educational institution, the strategic plan for the development of the preschool educational institution, the structural and functional model of any direction in the activities of the preschool educational institution, innovative activity projects in the preschool educational institution, joint activity agreements with external organizations, etc.
Content: Regulations on any activity in the preschool educational institution: programs (educational, research, development): annual plans, designing the educational process, technologies, methods: the content of thematic control, methodological associations, round tables, master classes, pedagogical workshops : the content of the work of the pedagogical council of the preschool educational institution: directions and plans for the activities of the Council of teachers and the parent committee: generalization of pedagogical experience (own and teachers of the preschool educational institution); projects of joint activities of preschool teachers, video scripts, reports, publications: filling the subject-developing environment in groups of children of early and preschool age: areas of activity and content of the methodological room, etc.
Technological: Job descriptions: guidelines: structural and functional models and organizational management schemes: technologies and methods: the structure of methodological associations, round table meetings, a master class, a pedagogical workshop: models of meetings of the pedagogical council of a preschool educational institution, the activities of the Council of Teachers and the parent committee: algorithms actions in various pedagogical situations, class schedules, didactic teaching aids, etc.
Procedural: Educational projects, separate pedagogical constructs: plans - class notes, leisure and holiday scenarios, consultations and recommendations for parents, etc.
The definition of levels allowed us to correlate the forms of design with the positions of teachers of preschool education, namely: the teacher of preschool children must master the procedural level of design; leaders (head of the preschool educational institution, teacher - organizer, methodologist) must master all levels of pedagogical design. In this regard, the formation of pedagogical design skills among future specialists in preschool education is of particular importance in the process of professional training. Under the skills of pedagogical design, we understand the generalized, universal, cross-cutting and integral skills of the teacher, which are formed in the design activity.
For a more complete picture of what should be formed in future specialists in preschool education, we presented design skills in the form of three groups:
1) Skills that provide a forecast of pedagogical activity: analysis of the situation and identification of contradictions; identification and identification of the problem; definition of design goals; predicting the end result.
2) Design skills of pedagogical activity: development of a concept for solving a pedagogical problem; implementation of modeling and designing actions to create a project; action planning; determination of methods and means in their optimal combination.
3) Technological skills for the implementation of project activities: the use of known information and the acquisition of new knowledge necessary for project activities; synthesis of knowledge from various fields of science; systematization and schematization of the material; determination of conditions and resource opportunities for project activities; implementation of step-by-step project actions, observing the planned deadlines; drafting and working with project documentation; rational organization of project activities (self-organization and organization of the team); creating and maintaining an environment for (collective) creativity; determination of non-standard solutions for the presentation of project activities; control and regulation of own and joint project activities; adjustment of project activities in accordance with the conditions; responsibility for the end result.
As the main means of professional training, we have identified the following forms of work with students; for theoretical training, a special course "Project activity in preschool educational institutions" was developed and implemented; mastering the technology of work according to the project method was carried out in the process of approbation of the workshop "Technology of pedagogical design in preschool educational institutions" and in practical classes in the disciplines of vocational training; tasks and situations related to pedagogical design were included in the content of pedagogical practice; teachers of the department consulted; the work of the "Design Workshop" was organized; students were provided with teaching aids.
Criteria indicators were included in the professional training model and the levels of formation of pedagogical design skills were determined, which were a tool for monitoring:
High (creative) - interest and stable motivation for pedagogical design are clearly expressed. The student knows the methodology, theoretical foundations and design technology, has the ability to synthesize knowledge from various fields of science, is distinguished by a high degree of effectiveness of project activities, creative activity, self-realization in educational, professional and research activities, has non-standard thinking, is able to generate ideas, applies skills pedagogical design in non-standard conditions and changing pedagogical situations, owns all levels of design, patterns, reflecting the objective possibilities of increasing the effectiveness of educational activities. To understand the essence of the pedagogical principle, it is important to take into account that the law reflects the pedagogical phenomenon at the level of existence and answers the question: what are the essential connections and relationships between the components of the pedagogical system; the principle, on the other hand, reflects phenomena at the proper level and answers the question: how should one act in the most expedient way in solving the corresponding class of pedagogical problems.
In pedagogy, there are various classifications of pedagogical principles:
Principles of training and education (Yu.K. Babansky, P.I. Pidkasisty);
General (strategic) and particular (tactical) principles (E.V. Bondarevskaya);
Principles of organization of the educational process (B.G. Likhachev, V.A. Slastenin);
Principles of orientation on values and value relations, subjectivity, integrity (P.I. Pidkasisty), etc.
Based on the analysis of psychological and pedagogical literature (V.I. Andreev, I.F. Isaev, A.I. Mishchenko, I.P. Podlasy, E.N. Shiyanov, E.N. Shchurkova, etc.), we single out the following principles of interaction:
Unity of educational interactions;
Reliance on the positive in education;
Personal approach;
The principle of subjectivity;
Humanization of interpersonal relationships.
This is our idea of the manifestation of universal laws, regularities, principles of the process of interaction.
Conclusion. The project method involves a certain set of educational and cognitive techniques that allow you to solve a particular problem as a result of independent actions and involve the presentation of these results. If we talk about the method of projects as a pedagogical technology, then this technology involves a set of research methods that are creative in their very essence.
4. PROJECT AND RESEARCH ACTIVITY OF JUNIOR STUDENTS
Projects in the lower grades are problematic, as children are still too young to design. But still, it's possible. One caveat: we will most likely not be talking about full-fledged projects completed by students on their own. Perhaps these will be only elements of project activity in its classical sense. But for the kid - it will be his project. To date, it cannot be confidently said that the technology of teaching by the method of projects in elementary school has been fully developed and tested.
The development of information technologies makes new demands on the internal means of human activity (his cognitive sphere, emotional-volitional motivation, abilities). The introduction of design and research work in the primary grades of the school is important and necessary, since such an activity captures the entire personality of the student, brings to life not only mental and practical skills, but also the cultural and spiritual abilities of a developing person. By participating in design and research work, younger students realize their hidden abilities, their personal qualities are revealed, self-esteem, interest in learning activities increase, reflective skills, independence, self-control develop. Mastering research skills helps students feel confident in non-standard situations, increases not only adaptive capabilities, but also creativity.
Choosing the right project topic is the beginning of success. The theme of the project should introduce children to the world of culture and spiritual values. Teachers need to stimulate positive motivation. The student must master the means of cognitive, research activities, that is, know what and how to do, be able to carry out this activity. Project-research work includes the ability to describe the facts, the material found, and then publicly present it to the class.
The project activity of schoolchildren can be considered as a model of professional project activity, which can be represented in the following varieties:
Experimental research: projects “The value of a grain” (research “Obtaining flour and cereals from grain”), “Compiling a vitamin alphabet” (“What does our food consist of?”), “Onion from seven ailments”, “Onion family”, “ Varieties of onions”, “Conditions for growing onions”, “Tools for growing onions”, “Coloring with onions”;
Information and analytical: projects “Wintering birds of our village”, “Why do birds have a beak”, “Study of the number”, “My family tree”;
Diagnostic: projects "If you want to be healthy - temper yourself", "Daily routine", "Trees of our region";
Scientific: projects "What is a rainbow", "Sun, stars and the Moon", "Medicinal plants of our area";
Design and constructive: projects "Museum of health assistants", "Russian language simulators", "Russian folk costume", "Toponymy of Liman";
Educational: environmental and educational project "Green Alley of Memory", interdisciplinary project (environment and computer science) "Nature of the Earth - an ecosystem", the project "Amazing is nearby".
Any project is circular in nature. This means that when summing up the results of the work on the project, the children again return to the goal that was set at the beginning, and they are convinced how much their knowledge has been replenished and life experience has been enriched. This affects the positive motivation in learning.
The forms for presenting the results of projects can be: folding books, thematic stands, wall newspapers, layouts, computer presentations, didactic materials for lessons, holiday scenarios, collections, emblems, herbariums, crafts, publications in the media.
Organization of design and research activities of students of all age groups is a very important part of the work of elementary school teachers. Moreover, the introduction of the FGOST involves including such activities in the working curriculum of schools, starting from the primary.
Of course, organizing such a complex type of work with students as the implementation of projects in an elementary school is not an easy task that requires strength, considerable time, and enthusiasm. Properly organized project activities fully justify these costs and give a tangible pedagogical effect, associated primarily with the personal development of students.
The proposed examples will help teachers working with children of primary school age to make project activities really useful for the development of students, to put into practice the possibilities of the project method.
Currently, the project method is increasingly seen as a learning system in which students acquire knowledge and skills in the process of planning and implementing progressively more complex projects. The inclusion of schoolchildren in project activities teaches them to think, predict, and forms self-esteem. Project activity has all the advantages of joint activity, in the process of its implementation, students acquire rich experience in joint activities with peers, with adults. In the project activity of schoolchildren, the acquisition of knowledge, skills and abilities occurs at each stage of work on the project. Moreover, the main goal of educational activity appears to schoolchildren in an indirect form. And the need to achieve it is assimilated by schoolchildren gradually, taking on the character of an independently found and accepted goal. The student acquires and assimilates new knowledge not by itself, but to achieve the goals of each stage of the project activity. Therefore, the process of assimilation of knowledge takes place without pressure from above and acquires personal significance. In addition, project activities are interdisciplinary. It allows you to use knowledge in various combinations, blurring the boundaries between school disciplines, bringing the application of school knowledge closer to real life situations.
When using the project method, there are two results. The first is the pedagogical effect of including students in the "acquisition of knowledge" and its logical application. If the goals of the project are achieved, then we can say that a qualitatively new result has been obtained, which is expressed in the development of the cognitive abilities of the student, his independence in educational and cognitive activities. The second result is the completed project itself.
Project-based learning creates positive motivation for self-education. This is perhaps his strongest point. The search for the necessary materials and components requires systematic work with reference literature. In carrying out the project, as observations show, more than 70% of students turn to textbooks and other educational and methodological literature. Thus, the inclusion of project activities in the educational process helps to increase the student's competence in the field of problem solving and communication. This type of work fits well into the educational process, carried out in the form of a workshop, and is effective if all stages of project activity are observed, which necessarily include a presentation.
The practicality of project activity is expressed in its not formal nature, but in accordance with the direction of individual activity and the desire of the student.
The teacher proposes project topics in advance, instructs students as they work. Students are given a certain algorithm for design activities. Students choose a topic, select material, conduct a sample, draw up a work, prepare a defense using a computer presentation. The teacher acts as a consultant, helps to solve emerging "technical" problems.
The results of completed projects should be, as they say, “tangible”: if this is a theoretical problem, then a specific solution, if practical, then a specific result ready for implementation, application
The participation of students in the competition of design works stimulates motivation to improve the level of educational achievements and increases the need for self-improvement.
Defense of the project at school, at the scientific-practical conference, is the most important, honest and fair evaluation of the student's work. Practice shows that the authors of the best projects later successfully study at universities and have a significantly higher level of key competencies than those who, although they carried out projects, did it formally.
Summing up, I will try to formulate some principles of work on the formation of educational and cognitive competencies:
You should not “lay straws” at every step of the child, you need to allow him to sometimes make mistakes, so that later he can independently find ways to overcome them;
Not to train, giving knowledge in finished form, but to equip with methods of knowledge;
Do not forget about working on yourself, about improving your own knowledge and skills, because only such a teacher will always be able to “wake up” the cognitive activity and independence of children.
CONCLUSION
The change of the concept causes an avalanche-like process of local changes in the education system as a whole and in each of its links separately. Each teacher can contribute to the improvement of our education by applying new techniques and teaching methods.
Why do we need such a major change in education? Why can't we do with the old, time-tested methods? The answer is obvious: because the new situation requires new approaches.
If the student is able to cope with the work on the educational project, it can be hoped that in real adult life he will be more adapted: he will be able to plan his own activities, navigate in various situations, work together with various people, i.e. adapt to changing conditions.
Obviously, it is necessary to teach exactly what can be useful, only then our graduates will be able to adequately represent the achievements of domestic education. “Recently, the list of social needs (it is clear that this list is far from being finalized) includes the following personal qualities that are necessary today: possession of universal methods of activity, possession of communication skills, skills of collective work, possession of specific skills of educational work (ability to self-educate), norms and standards of social life (education). If a student possesses these properties, then he will, with a high degree of probability, be realized in modern society. At the same time, such education will have a new quality, because it is different, new compared to what is implemented in the subject-normative model of education and is used in the presented approaches to assessing its quality.
LITERARY SOURCES
Alekseev S.V., Simonova L.V. The idea of integrity in the system of ecological education of junior schoolchildren // Primary School, 1999. No. 1. -S. 19-22.
Astashchenko L.N. About the work of the local history circle // Primary school, 1970.-№7.-S. 64-67.
Babakova T.A. Ecological and local history work with younger schoolchildren // Primary School, 1993. No. 9. - P. 16 -20.
Vinogradova N.F. Ecological education of junior schoolchildren. Problems and prospects // Primary school, 1997. No. 4. - P. 36 - 40.
Davydov V.V. Mental development in primary school age // Age and pedagogical psychology / Ed. A. V. Petrovsky. M .: Education, 1979. - S. 69 - 100.
Kazansky N.G., Nazarova T.S. Methods and forms of organization of educational work in the lower grades of the school: Methodological guide. L.: LGNI, 1971. -140s.
The concept of modernization of Russian education for the period up to 2010. - Government of the Russian Federation. - Order No. 1756-r of 29.12.2001.
Kukushin V.S., Boldyreva-Varaksina A.V. Pedagogy of primary education. - M., 2005.
Nefedova L.A., Ukhova N.M. Development of key competencies in project-based learning// school technologies. - 2006. - No. 4. –p.61
New pedagogical and information technologies in the education system. / Ed. E.S. Polat. - M., 2000
Osipova V.Yu. Issues of environmental education in the course of natural science // Primary School, 2001. No. 6. - P. 85 - 86.
Pakhomova N.Yu. Project based learning - what is it? // Methodist, No. 1, 2004. - p. 42.
Pedagogy: Textbook for students of pedagogical educational institutions /V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. M.: School-Press, 1997. - 512p.
Modern gymnasium: the view of the theorist and practice./Ed. E.S. Polat. - M., 2000.
Project management in a modern organization: Standards. Technologies. Staff. - M., 2004.
Khutorskoy A.V. Key competencies as a component of the student-centered paradigm of education.//A student in a renewing school. Collection of scientific papers. - M.: IOSO RAO, 2002.-p.135-137.
Khutorskaya. A.V. Key competencies as a component of student-centered education.//National Education. 2003, No. 2, pp. 58-64.
Application
An example of an environmental training project "Water hunger for the planet"
One of the methods of teaching students can be the method of creative projects.
The method of the educational project is one of the personality-oriented technologies, a way of organizing the independent activity of students. This is an activity aimed at solving an interesting problem formulated by the students themselves.
Design is an effective form of extracurricular activities. The main goal of extracurricular activities can be considered the realization by children of their abilities and personality potential.
Theoretical knowledge gained in the lessons of natural history on the topic "Water in Nature" should become the basis for an independent assessment of the processes and phenomena occurring in nature, contribute to environmentally competent, safe for nature and one's own health behavior.
The project activity differs from the educational one in its practical orientation, it ends with the creation of creative works and the obligatory presentation of the results.
When working on a project, you need to put goals:
Educational:
form a holistic picture of the world among students;
involve each student in an active cognitive process;
to acquaint children with the stages of project activity;
develop language skills.
Educational:
to cultivate tolerance for other people's opinions, an attentive, benevolent attitude to the answers and stories of other children;
through the content of the educational project, bring students to the idea that a person is responsible for the water resources of the planet.
Developing:
develop the ability to design, think in the process of studying an environmental problem;
develop the ability to work independently with additional literature, broaden your horizons;
develop the ability to self-control actions to achieve goals and reflection.
Educational and pedagogical tasks:
create conditions for the development of the ability to learn from one's own experience and the experience of others in the process of developing a training project;
arrange the results of the work in the form of posters, drawings, layouts;
teach to review the creative work of a classmate;
draw up a program for the conservation of water resources.
Stages of work on the project
1. Project launch.
2. Work planning.
3. Determining the level of readiness for search work.
4. Collection of information.
5. Structuring information.
6. Expansion of information.
7. Registration of results of work.
8. Presentation of the project.
9. Summing up, reflection.
Project development
Water! You have no taste, no color, no smell, you can't be described
They enjoy you without knowing what you are! Can't say
that you are necessary for life: you are life itself.
You fill us with unspeakable joy...
You are the greatest wealth in the world.
Antoine de Saint-Exupery.
"A little prince"
1. Project launch
Children are offered the theme of the project "Water hunger of the planet", formulatedproblemproject, which determines the motive of activity. The relevance of the problem is discussed: why is it important for each person?
Water forms the water shell of our planet - the hydrosphere.
Water covers 3/4 of the Earth's surface. What is the proportion of fresh water in the hydrosphere?
There is a million times less fresh water on Earth than the salty waters of the oceans and seas. The glaciers of Antarctica, Greenland, and other arctic and mountainous regions hold 20,000 times more hard-to-reach water than rivers.
Why doesn't the earth run out of water?
Water resources have the ability to be renewed. In nature, there is a fail-safe mechanism water cycle"ocean - atmosphere - earth - ocean" under the influence of the energy of the Sun.
Resources of fresh river water on Earth are renewed about 30 times a year, or on average every 12 days. As a result, a fairly large volume of river fresh water is formed - about 36 thousand km 3 per year - which a person can use for his needs.
Why did the problem of "water hunger" appear?
Over the years of the existence of mankind, water on Earth has not become less. However, the demand for water is increasing sharply.
By consuming more and more clean water, a person returns polluted effluents from industrial production, utilities, and the agricultural complex to nature. And there is less and less clean water on Earth.
2. Work planning
The project has three areas:
Water is life
Water occupies a special position among the natural resources of the Earth, it is irreplaceable. Water is the main "building material" of organisms. This can be easily verified by analyzing the data in the following table:
WITH 
water content in % of total weight
Cucumbers, lettuce
Tomatoes, carrots, mushrooms
Pears, apples
Potato
Fish
Jellyfish
Human
95
90
85
80
75
97–99
65–70
The problem of "water hunger" is the need to maintain a certain amount of water in organisms, because. there is a constant loss of moisture during various physiological processes.
Water quality
Traveling with water from the water intake to the faucet. What kind of water can you drink? Norms of the maximum permissible concentration (MAC) of harmful substances in water.
settlements;
industry;
thermal pollution;
Agriculture.
Sources of pollution
A schedule for the project is drawn up. Agree on how to work together. Criteria for evaluating work are established.
3. Updating knowledge
Students remember the main concepts of the topic.
Man takes such a huge amount of fresh water from rivers, lakes and underground waters that this can only be explained by the insane waste in its use.
WATER APPLICATIONS
play a role not only unjustified loss of water in everyday life (water taps not closed on time) and urban economy (noisy streams flowing from faulty wells on the streets, watering machines on city avenues wet after rain). Even the most approximate calculation of water consumption in industry and energy does not lend itself. Water consumption rates per unit of the world's most widely used products are enormous.
Water consumption rates
Product type
Water consumption per 1 ton (m 3 )
Copper
Synthetic fibers
Synthetic rubber
Cellulose
Ammonia
Plastics
nitrogen fertilizers
Sugar
5000
2500–5000
2000
1500
1000
500–1000
350–400
100
However, such wasteful consumption of fresh water is not the main and not the most dangerous source of water starvation on the planet. The main danger iswidespread water pollution .
Students analyze the problem of fresh water scarcity. The fact is that it is only 2% on our planet. It is this water that people, animals, plants need, it is it that is necessary for many industries and irrigation of fields. Thus, it turns out that there is a lot of water, but the one that is needed is not enough today.
A program is needed to conserve the planet's water resources.
The teacher prepares students for the project, introduces the instructions for completing the task.
4. Collection of information
Children, turning to various sources of information, collect the information they are interested in, fix it and prepare it for use in projects.
The main types of information presentation are records, clippings and photocopies of texts and images.
The collection of information is completed by placing all the information found in one file.
The main task of the educator at the stage of collecting information on the topic is to direct the activities of children to an independent search for information. The educator observes, coordinates, supports, advises students.
,
5. Structuring information
Students systematize information, offer options for solving the problem. The teacher helps to choose the best solution and draw up a draft version of the work.
6. Information expansion
Students learn new things about water resources, exchange information with classmates. Conducted educational games. Crossword puzzles and ecological syncwines are compiled.
cinquain
- this is a poem that requires a large amount of information to be presented in concise terms, which allows you to describe and r 
reflect on a particular occasion.
Word cinquain comes from the French meaning five. Thus, a cinquain is a poem consisting of five lines.
I begin my acquaintance with syncwines with an explanation of how such poems are written.
1st line - the name of the syncwine;
2nd line - two adjectives;
3rd line - three verbs;
4th line - a phrase on the topic of syncwine;
5th line is a noun.
Then we will give some examples.
1
. Project.
2. Environmental, creative.
3. Develops, teaches, educates.
4. The result is a solution to the problem.
5. Activity.
1. Water.
2. Transparent, clean.
3. Evaporates, transforms, dissolves.
4. We are all terribly watery.
5. Life.
1
. Ecology.
2. Modern, captivating.
3. Develops, unites, saves.
4. In nature, living beings are associated with the environment.
5. Science.
7. Registration of results of work
Creation of creative projects:
environmental posters and layouts;
issue of the newspaper "World through the eyes of an ecologist";
development of environmental signs;
prepare presentations on the topic of the project;
program "How to save water resources";
collective work from beads "Fish in the pond".
8. Presentation of the project
It completes and sums up the work on the project and is important both for students and for the educator, who must plan the course and form of the presentation from the very beginning of the project. The presentation should not be limited to showing the final product. At the presentation, schoolchildren learn to argue their thoughts, ideas, analyze their activities. It is very important that the children tell how they worked on the project. At the same time, visual material is also demonstrated, which was made in the process of working on the project (examples of work - see Figures 1 - 5).
Rice. 1
Rice. 2
Rice. 3
Rice. 4
Rice. 5
9. Reflection. Summarizing
Reflection is an analysis of one's own way of achieving the goals of the project.
With the support of the teacher, the work done is analyzed, the difficulties encountered are determined, the contribution of the participants is assessed, the weaknesses of the project are identified, and ways to correct them are discussed.
The use of a reflective approach ensures the conscious advancement of the student on the path of knowledge; the optimal choice of means to achieve the goals of self-development and self-improvement.
The need for reflection is clearly manifested in a problem situation: it is aimed at finding the causes of failures and difficulties. Students learn from their own experience and the experience of others in the process of developing a learning project.
Conclusion
The project method is a wonderful didactic tool for teaching design - the ability to find solutions to various problems that constantly arise in a person's life.
The technology of organizing project activities of schoolchildren includes a set of research, search and problem methods that are creative in nature.
Any project should be dynamic, have a reasonable time frame and take into account the age characteristics of younger students.
"The project method - as a method of developmental education for preschoolers."
The project method (project) arose in the 1920s. in the USA and is associated with the development of the humanistic direction in philosophy and education, which was initiated by the American philosopher, psychologist and teacher J. Dewey. He proposed to build education on the basis of the student's expedient activity, in accordance with his personal interest.
He singled out four distinctive features of the project method:
The starting point of education is the children's interests of today;
School projects seem to copy various aspects of life;
Children themselves plan a program of classes and intensively carry it out;
The project is a fusion of theory and practice: the setting of mental tasks and their implementation.
A project is a goal accepted and mastered by children, relevant to them, it is children's amateur performance, it is a specific practical creative work, a gradual movement towards the goal, it is a method of pedagogically organized development of the environment by a child, it is a link in the education system, in the chain of developing program personality.
Design technology in kindergarten.
When deciding to use design technology in a preschool educational institution, educators should focus on the zone of current and immediate development of their pupils.
Design is a pedagogical technology focused not on the integration of factual knowledge, but on their application and acquisition of new ones (sometimes through self-education).
The active involvement of pupils in the creation of certain projects gives him the opportunity to master new ways of working in the socio-cultural environment.
The main function of design is to outline a program, to select means for further targeted actions.
Children's subculture is a huge world that lives by its own laws, not always clear to adults. A preschooler strives for active actions, communication, self-expression, vivid impressions.
Organization of projects is most suitable for children aged 4 years and older. Project topics can be very different: “Journey to the land of butterflies”, “In the kingdom of indoor plants”, “No one is forgotten, nothing is forgotten”, “Phantasus virus in kindergarten”, their main condition is the interest of children, which provides motivation for successful learning.
The purpose of the project method in preschool educational institutions is the development of a free creative personality of the child, which is determined by the tasks of development and the tasks of the research activities of children.
Development tasks.
1. Ensuring the psychological well-being and health of children;
2. Development of cognitive abilities;
3. Development of creative imagination;
4. Development of creative thinking;
5. Development of communication skills.
Tasks of research activity.
Junior preschool age:
The entry of children into a problematic game situation (the leading role of the teacher);
Activation of the desire to look for ways to resolve the problem situation (together with the teacher);
Formation of the initial prerequisites for research activities (practical experiments).
Senior preschool age:
- formation of prerequisites for search activity, intellectual initiative;
Development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;
Formation of the ability to apply these methods, contributing to the solution of the problem, using various options;
Development of the desire to use special terminology, conducting a constructive conversation in the process of joint research activities.
In the practice of modern preschool institutions, the following types of projects are used:
1. research and creative projects: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design;
2. role-playing projects (with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way);
3. information-practice-oriented projects: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);
4. creative projects in kindergarten (designing the result in the form of a children's holiday, children's design, for example, "Theater Week").
Summarizing the historical experience of developing the method of projects, we can distinguish the following main stages:
1. Goal setting:the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.
2. Project development - action plan to achieve the goal:
· Who to contact for help (adult, teacher);
· What sources can you find information from?
· What items to use (accessory, equipment);
· With what subjects to learn to work to achieve the goal.
3.Project execution - practical part
4. Summing up - definition of tasks for new projects.
The method of developing projects is associated with the use of the so-called "three questions" model. Its essence is that the teacher asks the children three questions: What do we know? What do we want to know? What have you learned?
First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher writes down the answers on a large piece of paper so that the group can see them. Write down the answers of all children and write their names next to them.
Then the teacher asks the second question: What do we want to know? The answers are again recorded, and regardless of what may seem stupid or illogical. When all the children have spoken, the teacher asks: How can we find the answers to the question?
Methods of collecting information: reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event. The educator draws up the received proposals in the curriculum.
Answers to the question What have we learned? Let the teacher know what the children have learned. Analysis of individual lessons allows you to improve future projects. The teacher must answer the following questions: What part of the project was the most successful? What needs to be changed next time? What have the children learned? What failed? Why?
Work on the project includes the activities of the teacher and children. It is distributed according to the stages of the project as follows.
Project stages | Teacher activity | Children activities |
I stage | 1. Forms a problem (goal). When setting a goal, the product of the project is also determined. 2. Introduces into the game (plot) situation. 3. Forms a task (non-rigid). | 1. Entry into the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks. |
II stage | 4. Helps in solving the problem. 5. Helps to plan activities. 6. Organizes activities. | 5. Combining children into working groups. 6. Distribution of roles. |
Stage III | 7. Practical help (if necessary). | 7. Formation of specific knowledge, skills and abilities. |
IV stage | 9. Preparing for the presentation. Presentation. | 8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity. |
The nature of the participation of the child in the design is constantly changing. So, at a younger preschool age, he mainly observes the activities of adults; on average - occasionally participates and masters the role of a partner; in the senior - goes to cooperation. Participation in activities is communication on an equal footing, where an adult does not have the privilege to indicate, control, evaluate.
Approximate work plan of the educator for the preparation of the project.
1. Based on the studied problems of children, set the goal of the project.
2. Development of a plan for moving towards the goal (educator, methodologist discusses the plan with parents).
3. Involvement of specialists in the implementation of the relevant sections of the project.
4. Drawing up a plan-scheme of the project.
5. Collection, accumulation of material.
6. Inclusion in the project plan of classes, games and other types of children's activities.
7. Homework and assignments for self-fulfillment.
8. Project presentation, open session.
Thus, having studied the literature, we came to the conclusion that the use of projects at preschool age allows both the organization of joint search activities for children and adults, and the child to show his "self" and creative activity.
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 use 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. The improvement of technical means of communication has 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. It also undergoes changes in the teaching of subjects at school. The first place is occupied by developing and socializing goals, and the subject content itself, having ceded the target function to methods of action, receives a new role - the means of launching and maintaining the processes of self-development and self-knowledge of the student, that is, the work of the teacher 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 is the personality of the child, 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 in an ever-changing world.
That is why a modern teacher must master technologies that ensure the individualization of education, the achievement of planned results, motivated for continuous professional improvement, and innovative behavior.
The main goal of the teacher's work in the classroom should be the formation of so-called universal learning activities. Not to give students knowledge on a certain topic by the method of "training", but to teach them to obtain this knowledge, to 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 more and more recognition today, and is used in teaching various academic disciplines.
The basis of project activity are the following skills:
- independent application of knowledge in practice;
- orientation in the information space;
- continuous self-education;
- the presence of critical and creative thinking;
- ability to see, formulate and solve a problem.
Introducing children to early research, search activities is one of the forms of education in a modern school, which allows you to most fully determine and develop both intellectual and potential creative abilities, and individually for each child.
In high school, students closely associate any project with life, while the practical orientation of educational technology is enhanced. In the modern world, in my opinion, the practical orientation has been reduced, giving way to the socializing part and the developing part. The practical orientation will help students to better adapt and understand the essence of the theoretical knowledge gained. The method of project activity contributes to the 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 one. It was first introduced by S.T. Shatsky in 1905. This method was widely used in the 1920s by A. S. Makarenko. Evidence of international recognition of A.S. Makarenko became a well-known UNESCO decision (1988), concerning only four teachers who determined the way of pedagogical thinking in the twentieth century. These are John Dewey, Georg Kershensteiner, Maria Montessori and Anton Makarenko. In 1931, the method of projects was banned by a decree 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 establishes 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, and do not receive ready-made ones from the teacher. Every time they feel like pioneers, and learning at the same time acquires a great personal meaning for them, which significantly increases the motivation for learning. From the teacher, the project method requires a huge investment of effort, 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 necessarily be according to the strength of the student, i.e. accessible creative tasks. The method of project-based learning helps to solve many educational problems and develop personal qualities: efficiency, enterprise, responsibility. The project activity of students allows them to realize their interests and abilities, teaches them to be responsible for the result of their work, forms the belief that the result of a case depends on the personal contribution of each.
Thus, the goal of project-based learning is to create conditions under which students independently acquire knowledge from various sources and learn to use the acquired knowledge to solve cognitive and practical problems.
Currently, various options for developing a project-based learning method are known, for me the following option is acceptable, consisting of 10 stages: development of a project assignment; goal setting; formation of creative groups; development of stages; highlighting the themes and sub-themes of the project (to distinguish between the roles of the child); project development; determination of forms of expression of the results of project activities; presentation of results; presentation; reflection.
The scope of study projects is very different. You can allocate time for short-term, medium-term and long-term, which require a lot of time for 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, this is the presence of a problem that needs to be solved during the work on the project. Moreover, the problem should have a personally significant character for the author of the project, motivate him to search for a solution. The project method is a flexible model for organizing the educational process, oriented.
A mono-subject project is a project within the framework of one academic subject (academic discipline), which fits perfectly into the class-lesson system.
An interdisciplinary project is a project that involves the use of knowledge in two or more subjects. Often used as a supplement to lesson activities.
A super-subject project is an extra-subject project that is carried out at the junctions of areas of knowledge, goes beyond the scope of school subjects. It is used as a supplement to educational activities, has the character 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 [Fig. 1]. In the course of the project work, the students came to the conclusion that this architecture negatively affects the body and offered acceptable solutions to this problem.
Rice. 1. Scheme of phased 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 the positions, assessments and behavior of students. To organize such project projects, elements of student-centered technologies are used, which are focused on learning in cooperation, solving problematic problems and developing projects. They contribute to the assimilation of the experience of creative activity and the application of knowledge. One of the constituent elements of the organization of project activities is the formulation and solution of the problem. The problem is a complex cognitive task, the solution of which is of significant practical and theoretical interest. By solving a problem, identifying ways to solve it, students think in a new way. The project method allows you to form an active life position of the student, develops communicative and creative skills. At the same time, a student in his research can follow the path that we have known for a long time, but he is a “pioneer” and discovers and extracts the truth himself. 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 the way, but makes his modest contribution and offers something, his own solution. There are different assessment options for evaluating the project work of students, for me the more acceptable version of the criterion for evaluating the project of students, compiled by the mathematics teacher of the Volosatovskaya secondary school of the Selivanovo district of the Vladimir region Pimkina Vera Ivanovna.
In this variant, there are two levels of assessment of 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 fixing during the defense of what the student is able to do independently, and what - only with the help of the project manager, is the main task of the evaluation activity. The following is an exemplary meaningful description of each of the above criteria.
Approximate evaluation sheet of the project work of a student of the OU (compiled taking into account the POOP OU. GEF, 2011)
|
Criterion |
The level of development of project activity skills |
Number of points |
The result obtained in points |
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Independent acquisition of knowledge and problem solving |
Basic - The work as a whole indicates the ability to independently, with the help of the manager, pose a problem and find ways to solve it. During the work on the project, the ability to acquire new knowledge, to achieve a deeper understanding of what was studied was demonstrated. |
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Increased - Work in general indicates 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 made were demonstrated. Students have demonstrated the ability on this basis to acquire new knowledge and / or learn new ways of acting, to achieve a deeper understanding of the problem. |
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elevated high- The work as a whole testifies to 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 was demonstrated; the ability to think independently, formulate conclusions, justify, implement and test the decision. Students have demonstrated the ability on this basis to acquire new knowledge and / or learn new ways of acting, to achieve a deeper understanding of the problem, to predict. |
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|
Subject Knowledge |
Basic - Demonstrated understanding of the content of the work performed. There are no gross errors in the work and in answers to questions on the content of the work. |
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Advanced - Demonstrated fluency in the subject of project activities. There are no errors. Competently and reasonably, in accordance with the problem (topic) under consideration, used the available knowledge and methods of action. |
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elevated high- Demonstrated fluency in the subject of project activities. There are no errors. The author has demonstrated deep knowledge that goes beyond the school curriculum. |
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Regulatory actions |
Basic - Demonstrated skills in topic identification and work planning. The work was completed and presented to the commission; some stages were carried out under the control and with the support of the leader. At the same time, individual elements of self-esteem and self-control of the student are manifested. |
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Advanced - The work was independently planned and consistently implemented, all the necessary stages of discussion and presentation were completed in a timely manner. Control and correction were carried out independently. |
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elevated high- Work independently planned and consistently implemented. The author demonstrated the ability to manage his cognitive activity in time, to use resource opportunities to achieve goals, to choose constructive strategies in difficult situations. Control and correction were carried out independently |
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Communication |
Basic - Demonstrated the skills of designing a project work and an explanatory note, as well as preparing a simple presentation. The author answers questions |
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Elevated - The topic is clearly defined and explained. The text/message is well structured. All thoughts are expressed clearly, logically, consistently, reasoned. The work/message is of some interest. The author freely answers questions. |
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elevated high- The topic is clearly defined and explained. The text/message is well structured. All thoughts are expressed clearly, logically, consistently, reasoned. The author owns the culture of communication with the audience. The work/message is of great interest. The author freely and reasonably answers questions. |
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Marking Criteria |
Final mark |
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points |
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mark |
satisfactorily |
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Teacher's signature |
Decryption |
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