Methodological development "Project and project activities at school. Methodological recommendations"

the organization of student project activities at school is . According to modern requirements of the Federal State Educational Standard, the goal of education is not only the acquisition of knowledge, but also the formation in children of the ability to learn. It is for this purpose that the method of project activity has become widespread in educational organizations, allowing schoolchildren to independently acquire knowledge and develop skills and abilities.

It is impossible to imagine the educational process in a modern educational institution without organizing project activities among students.
Project activities at school can be carried out both during lessons or classes, and outside of school hours. Project activity at school is a joint or individual educational, cognitive, creative or gaming activity of school students, determined by a common goal, methods and modes of activity aimed at achieving a certain result.
Project activities allow students to build interdisciplinary connections, structure the acquired knowledge and find practical application for it in the learning process, and decide on the choice of a future profession.

Functions of the teacher in organizing student project activities:

motivating students for project activities;
assistance in setting problems and finding possible ways to solve them;
recommendation of sources of information;
creating conditions for children to be active;
consulting support as required by students;
assistance in organizing the presentation.

Necessary support for organizing student project activities:

material, technical and methodological equipment;
organizational support (special schedule for consultations and classes, work in the library, searching for information on the Internet);
information support (library collection and catalogue, Internet, audio and video materials, etc.) and information technology resources (computers and other equipment with software).

Stages of student project activity

The organization of project activities of students contributes to the formation of cognitive initiative, internal search motivation, as well as the foundations of a culture of project activities among school students.

The main task of organizing student project activities at school is to prepare students for writing a project work (research paper, creative project). At the initial stage, the work leader - the teacher - needs to convey to the student the essence of the creative project, help formulate goals and objectives, and also plan activities within the project.

In the process of organizing project activities, a student can choose an academic subject and topic that corresponds to his interests and level of accumulated knowledge.

After choosing a topic, the student studies theoretical material on the topic necessary for carrying out project activities. The student learns to navigate scientific research in the chosen field and independently expand knowledge on the subject being studied by searching and analyzing information on the Internet and in scientific literature.

The student identifies the problem of his topic . This stage of work can be carried out jointly with the teacher, but the student must think through how to solve the identified problem independently.

The next stage in organizing project activities is setting the goal of the project (research). In student design and research work, one goal is set, which can be modified during the course of the school student’s project work.

The next stage in organizing project activities is to study scientific literature on the topic and put forward your hypothesis .

Proposing a working hypothesis trains the student’s flexibility of thinking, and also develops the ability to assume and predict the result.

At the end of his project activity, the student summarizes the work done and draws conclusions . They should be concise and clear, giving a complete picture of the content, significance and validity of the proposals.

In the process of organizing and conducting project activities, teachers and parents take part, assist in searching and analyzing information, drawing up a plan for upcoming activities, and help in preparing materials for project activities.

Joint activities in education occupy a special place, ensure cooperation between adults and children, promote the development of independence, determination, responsibility, initiative, tolerance, and adaptation to modern living conditions. This type of organization of project activities is most relevant for primary school students.

Organization of project activities at school

The formation of universal educational actions, in particular the ability to independently obtain knowledge, apply it consciously in practical activities, readiness to find solutions to educational and social problems, needs and abilities for self-development, is most successfully carried out in the process of project activities of schoolchildren.

In the Federal State Educational Standard of General Education, this type of activity is defined as one of the most productive ways to achieve subject, meta-subject and personal results for students, starting from primary school.

Project activities solve a number of important pedagogical problems:

Application by students of basic knowledge and skills acquired in lessons to find and solve various problems, including social, family, and personal problems;

Stimulating the independent cognitive activity of children, when they are interested in looking for ways to solve the problem they have posed, mastering new information and new methods of activity;

Multidimensional consideration of complex objects from the point of view of several sciences, which blurs the boundaries between school subjects, shows students the relationship between various phenomena, bringing the educational process closer to real life situations;

The participation of children in socially significant, creative and transformative activities, which ensures the formation of various social competencies, many personal qualities, and professional interests.

First of all, it is necessary to distinguish between the concepts of “project-based learning”, “project method”, “project activity”

Project-based learning

can be considered as a didactic system, and
the project method
- as a component of the system, as a pedagogical technology.
Project activity
is a component of project-based learning associated with identifying and meeting the needs of students through the design and creation of an ideal or material product with objective or subjective novelty. It represents creative work to solve a practical problem, the goals and content of which are determined by students and carried out by them in the process of theoretical elaboration of information and the practical implementation of created ideas.

The project activities of schoolchildren are accompanied by a teacher. It follows that the other side, the component of project-based learning, is the activity of the teacher.

Thus, the concepts of “project-based learning”, “project method”, “project activity” are interrelated, and the project method and project activity are components of project-based learning.

Very often you can find a combination of “project and research activities”

. It is also necessary to distinguish between these concepts, although they are closely interrelated. The fundamental difference between project activities is that as a result, a specific product (project) is created, which is novel (objective or subjective) and can be used in practice. Research is a search in a certain area, which can result in obtaining some information on the problem that allows the student to draw independent conclusions.

Creative project evaluation

The final assessment of a creative project not only sums up the student’s work, but also, as an assessment of individual or group work, has great educational significance.

Evaluation of a creative project occurs in several stages:

for current work (rationality of work and workplace, economical use of materials, compliance with safety regulations, etc.);
for the product (quality, originality and completeness of the product, aesthetic design of the product, level of creativity and degree of independence of students, etc.);
for the explanatory note (literacy of design, completeness of disclosure of the topic of the assignment, design, etc.);
for defending the work (the reasoning of the choice of topic, the quality of the report, the quality of answers to questions, etc. are taken into account).

Project activities in elementary school lessons

Compiled by: Borodina Oksana Anatolyevna Patrusheva Tatyana Sergeevna teachers of BMAOU “Secondary School No. 9”

Project research activities of students are prescribed in the Federal State Educational Standard. Therefore, every student should be trained in this activity. The programs of all school subjects are focused on research work. Thus, project activities of students are becoming increasingly relevant in modern pedagogy. And this is no coincidence, because it is in the process of proper independent work on creating a project that the culture of mental work of students is best formed. And widespread computerization allows each teacher to take a more creative approach to developing their lessons, as well as make the educational process more interesting, diverse and modern. At the same time, absolutely all universal educational activities prescribed in the Standard are formed through project activities.

In elementary school, project activities have their own specifics. Children can already make their first attempts to carry out their project activities in grades 1-2, but not fully independently, so it is more advisable to start using the method in grades 3-4.

An educational (training) project is a set of actions specially organized by a teacher and independently carried out by children, culminating in the creation of creative works (a project is what we do). In elementary school, it can be considered as a joint educational-cognitive, research, creative or gaming activity of partner students, having a common goal, agreed upon methods, methods of activity, aimed at achieving a common result in solving any problem that is significant for the project participants. It can be carried out in class and extracurricular activities, can be designed for one lesson or for the entire academic year; from mini-projects for studying various subject topics to interdisciplinary, extracurricular and extracurricular.

The purpose of an educational project in elementary school is to develop personality and create the foundations for the creative potential of students.

Tasks:

1. Formation of positive self-esteem and self-esteem.

2. Formation of communicative competence in cooperation:

ability to conduct dialogue;
coordinate their actions with the actions of partners in joint activities;
the ability to treat people kindly and sensitively, to empathize;

3. Formation of socially adequate ways of behavior.

The project method is based on the idea of focusing the educational and cognitive activity of schoolchildren on the result that is obtained when solving one or another practically or theoretically significant problem.

The external result can be seen, comprehended, and applied in real practical activities.

The internal result - the experience of activity - becomes an invaluable asset of the student, combining knowledge and skills, competencies and values.

The teacher is left with the difficult task of choosing problems for projects, and these problems can only be taken from the surrounding reality, from life.

The project method originated in the second half of the 19th century in US agricultural schools and was based on the theoretical concepts of “pragmatic pedagogy,” the founder of which was the American idealist philosopher John Dewey (1859 – 1952).

Basic requirements for the project.

In modern pedagogy, the project method is used not instead of systematic subject teaching, but along with it as a component of the education system.

Working using the project method, as I.S. Sergeev notes, “is a relatively high level of complexity of pedagogical activity.” If most well-known teaching methods require the presence of only traditional components of the educational process - a teacher, a student (or group of students) and educational material that needs to be learned, then the requirements for an educational project are completely special .

It is necessary to have a socially significant task (problem) - research, information, practical.
Project implementation begins with planning actions to resolve the problem, in other words, with the design of the project itself, in particular, with determining the type of product and the form of presentation. The most important part of the plan is the operational development of the project, which contains a list of specific actions indicating outputs, deadlines and responsibilities.
Each project necessarily requires research work by students. Thus, a distinctive feature of project activity is the search for information, which will then be processed, comprehended and presented to the participants of the project team.
The result of work on the project, in other words, the output of the project, is the product.
The prepared product must be presented to the customer and (or) members of the public, and presented convincingly enough as the most acceptable means of solving the problem.

Thus, the project requires a presentation of its product at the final stage.

That is, the project is the “five Ps”:

Problem – Design (planning) – Information search – Product – Presentation.

The sixth “P” of a project is its Portfolio, i.e. a folder in which all working materials of the project are collected, including drafts, daily plans and reports, etc.

Educational project , as a complex and multi-purpose method, has “a large number of types and varieties.” (Sergeev I.S.)

A practice-oriented project is aimed at the social interests of the project participants themselves or the external customer.

The product is predetermined and can be used in the life of a class, school, neighborhood, city, state. The palette is varied - from a textbook for the office to a package of recommendations for restoring the Russian economy. It is important to evaluate the reality of using the product in practice and its ability to solve the problem.

A research project is structured like a truly scientific study.

It includes justification of the relevance of the chosen topic, identification of research objectives, mandatory formulation of a hypothesis with its subsequent verification, and discussion of the results obtained. In this case, methods of modern science are used: laboratory experiment, modeling, sociological survey and others.

An information project is aimed at collecting information about some object or phenomenon for the purpose of analyzing, summarizing and presenting it to a wide audience.

The output of such a project is often publication in the media, incl. in the Internet. The result of such a project may be the creation of an information environment for a class or school.

A creative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.

Role-playing project - the development and implementation of such a project is the most difficult. By participating in it, designers take on the roles of literary or historical characters, fictional heroes, etc. The result of the project remains open until the very end. How will the trial end? Will the conflict be resolved and an agreement concluded?

Based on their complexity (in other words, based on their subject area), two types of projects can be distinguished.

Mono-projects are carried out, as a rule, within the framework of one subject or one area of knowledge, although they can use information from other areas of knowledge and activity.
Interdisciplinary projects are carried out exclusively outside of class time and under the guidance of several specialists in various fields of knowledge.

As already noted, one of the important stages in the implementation of an educational project is presentation. Choosing the form of project presentation is a task no less, if not more, difficult than choosing the form of the product of project activity. The set of “typical” presentation forms is very limited, and therefore requires a special flight of imagination (in combination with the mandatory consideration of the individual interests and abilities of the designers - artistic, artistic, design-technical, organizational, etc.)

Types of presentation projects can be different, for example:

Incarnation (in the role of a person, animate or inanimate being).
Business game.
Demonstration of a video film - a product made on the basis of information technology.
Dialogue of historical or literary characters.
Defense at the Academic Council.
Game with the audience.
Illustrative comparison of facts, documents, events, eras, civilizations...
A dramatization of a real or fictitious historical event.
Scientific Conference.
Report of the research expedition.
Press conference.
Journey.
Advertising.
Role-playing game.
Competitions.
Play.
Sport game.
TV show.
Excursion.

We present to your attention a fragment of a lesson on solving an interdisciplinary project problem in a Russian language lesson.

Fragment of a lesson in 3rd grade “Spelling particles NOT with verbs”

Lesson topic: Spelling particles not with verbs. Rule for spelling particles not with verbs

Tasks:

Development of skills to write verbs with particles not, graphically indicate spelling.
Awareness of oneself as native speakers as part of culture based on the development of stable expressions, Russian proverbs, etymological meanings of words.

Formulation of the problem

What do we need to find out in class?

What is "not"?
What part of speech does it belong to?
How to spell without verbs?

Finding a solution

– Think about which group of parts of speech (functional or independent) should you look for the particle in? (Among official ones, since it is impossible to pose a question and this word does not mean anything).

Conclusion: The particle does not give a negative meaning to the word or the entire sentence.

- So, we found out that the particle does not give verbs a negative meaning, but we don’t yet know how it is written with verbs. And what do you think? (Children's answers)

— Listen to the poem by the poet Viktor Agafonov about the verb and the particle not:

The verb likes to read, play, work and dream! The verb really likes to do everything very lively. The particle is not a beauty, But how lazy she is! She doesn’t walk, doesn’t sit, doesn’t sew, doesn’t reap or boil, doesn’t read books, doesn’t sing, doesn’t let others work. The verb, not liking idleness, is written separately with the particle!

— What did you learn from the poem about the verb and the particle not?

-How is it written without verbs?

Creative task. Solution of the design problem.

“It’s no secret that there are cases at school when children violate the rules of conduct. Why is this happening?

(children's answers)

- How to solve this problem?

(children's answers)

— Today in class we will create reminders for the “Rules of Conduct at School” corner. We will work in mini-groups of 3 people.

Project topic: The use of particles not in drawing up rules of behavior at school.

— Formulate the purpose of our work

Project goal: Creation of a memo on the rules of conduct

— What tasks will we set to achieve this goal?

Tasks:

1. Find information on this topic

2. Make a memo using the particle no.

What creative product will we get by completing the tasks?
Finish the sentence: “The work is relevant because...”
We will work on laptops. Pay attention to the instructions when performing work.

Instructions for creative work in pairs

1. Open your laptop

2. Create a Microsoft Word document on your desktop, name it “Task”, indicate the last names.

3. In the “Exchange” folder, find the folder “For the Russian language lesson”, open the file “Instructions...”

4. Select a theme that matches your laptop number:

ST - 1 Rules of behavior during class ST - 2 Rules of behavior during recess ST - 3 General rules of behavior at school ST - 4 Rules for students visiting school ST - 5 Rules of behavior in the cafeteria ST - 6 Rules for attending extracurricular activities ST - 7 Rules of conduct on the territory of the event ST - 8 Requirements for appearance and clothing style.

5. Write down in a column 3-5 verbs with the particle NOT related to the topic;

6. Rules can be highlighted in color and the font can be enlarged

7. Sign the work: “Work completed:”

8. Raise your hands to indicate readiness.

Checking your work results on the board screen.

Summing up the work

Rate your work:

I think that the purpose and objectives of the work have been fulfilled, because...
Work on the project showed that...
What did you do best today?
What difficulties did you have?
How do you evaluate your work?

Thus, according to the definition of N.Yu. Pakhomova,

An educational project from a student’s point of view is an opportunity to do something interesting independently, in a group or by yourself, making the most of your capabilities; This is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and publicly show the results achieved; This is an activity aimed at solving an interesting problem, formulated by the students themselves in the form of a goal and task, when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, most importantly, is interesting and significant for the discoverers themselves.

From the teacher’s point of view, an educational project is a didactic tool that allows you to teach design, i.e. purposeful activity to find a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.

In conclusion, I would like to note that this is a task for students, formulated in the form of a problem, and their purposeful activity, and a form of organizing the interaction of students with the teacher and students among themselves, and the result of the activity as a way they found to solve the project problem. And, as experience shows, the method of creative projects, along with other active teaching methods, can be effectively used already in primary school.

Bibliography.

Beloborodov N.V. Social creative projects at school. M.: Arkti, 2006.
Britvina L.Yu. The method of creative projects in technology lessons. // Elementary school. – 2005. – No. 6.
Bychkov A.V. Project method in modern school. – M., 2000.
Dzhuzhuk I.I. Project method in the context of student-centered education. Materials for didactic research. – Rostov n/d., 2005.
Zemlyanskaya E.N. Educational projects for junior schoolchildren. // Elementary school. – 2005. – No. 9.
Zengin S.S. Collaborative design of educational activities as a condition for self-actualization of high school students. – Krasnodar, 2001.
Ivanova N.V. Possibilities and specifics of using the project method in elementary school. // Elementary school. – 2004. – No. 2.
Konysheva N.M. Artistic and design activities (Fundamentals of design education). – Smolensk: Association XXI Century, 2003.
Lakotsenina T.P. Modern lesson. – Rostov n/a: Teacher, 2007.
Pavlova M.B. and others. Project method in technological education of schoolchildren. / Ed. I.A. Sasova. – M.: Ventana-Graff, 2003.
Pakhomova N.Yu. Method of educational project in an educational institution. – M., 2005.
Pakhomova N.Yu. Educational project: its possibilities. //Teacher. – 2000., No. 4.
Pakhomova N.Yu. Project-based learning – what is it? Method from experience. work. Digest of the magazine “Methodist”./ Comp. Pakhomova. Scientific Ed. E.M. Nikishin. – M.: AMK and PRO, 2004.
Postnikova E. The project method as one of the ways to improve student competence. //Rural school. – 2004. – No. 2.
Selevko G.K. Modern educational technologies. // Public education. – 1998.
Selevko G.K. Technology of self-development of the student’s personality. // School technologies. – 1999. – No. 6.
Sergeev I.S. How to organize project activities of students. – M., 2005.
Sidenko A.S. Project method: history and practice of application. //Head teacher – 2003. – No. 6.

Project activities of students in the context of the implementation of the Federal State Educational Standard. - presentation

Project activities of students in the context of the implementation of the Federal State Educational Standard

Modernization of Russian education One of the priority tasks of a modern school is to create the necessary full-fledged conditions for the personal development of each child, the formation of a student’s active position in the educational process, his creative abilities, independent thinking and a sense of personal responsibility.

System-activity approach The Standard is based on a system-activity approach, which ensures: the formation of readiness for self-development and continuous education; designing and constructing a social environment for the development of students in the education system; active educational and cognitive activity of students; construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

Activity approach in education The activity approach is the organization of the educational process, in which the main place is given to the active and versatile, to the maximum extent, independent cognitive activity of the student. An activity-based approach to learning presupposes: children have a cognitive motive and a specific educational goal; students performing certain actions to acquire missing knowledge; identifying and mastering by students a method of action that allows them to consciously apply the acquired knowledge; developing the ability to control one’s actions; inclusion of learning content in solving significant life problems.

System of didactic principles The principle of a holistic view of the world. The child must form a generalized, holistic idea of the world (nature - society - himself), about the role and place of each science in the system of sciences. The principle of continuity. continuity between all levels of education at the level of methodology, content and technique. Minimax principle. The school must offer the student educational content at the maximum level, and the student must master this content at the minimum level. The principle of psychological comfort. removing, if possible, all the stress about the formative factors of the educational process, creating an atmosphere at school and in the classroom that relaxes children and in which they feel “at home.” The principle of variability. involves the development of variable thinking in students, that is, an understanding of the possibility of various options for solving a problem and the ability to systematically enumerate options. The principle of creativity (creativity). presupposes a maximum focus on creativity in the educational activities of schoolchildren, their acquisition of their own experience of creative activity. Operating principle. The formation of a student’s personality and his advancement in development takes place not when he perceives ready-made knowledge, but in the process of his own activity aimed at “discovering” new knowledge.

Requirements for educational results The standard establishes requirements for the results of students mastering the basic educational program of basic general education: personal, including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relationships, value-based semantic attitudes reflecting personal and civic positions in activities, social competencies, legal awareness, the ability to set goals and make life plans, the ability to understand Russian identity in a multicultural society;

Requirements for meta-subject educational results, including interdisciplinary concepts and universal educational actions mastered by students (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building individual educational trajectory; subject-specific, including skills mastered by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques.

Orientation towards new educational results Educational results personal meta-subject subject

Project activity Project activity allows students to acquire knowledge that would not be achieved with traditional teaching methods; it helps to connect the new things they learn with something familiar and understandable from real life; contributes to the formation of key competencies of students, their preparation for real life conditions, “takes” the process of learning and education out of the walls of the school into the outside world.

“Tell me and I will forget, Show me and I will remember, Let me try and I will understand.” Chinese proverb The main advantages of the project method: 1) a high degree of independence, initiative of students and their cognitive motivation; 2) development of social skills of schoolchildren in the process of group interactions; 3) children’s acquisition of experience in cognitive activity; 4) interdisciplinary integration of knowledge, skills and abilities.

“Project”, “design”, “project method”, “project activity” Initially, ideas about design arose in such types of work activities as architecture and construction, engineering, and later - in areas where the aspect of transformation, effective practical action, usually limited to a specific period of execution. Today the word "project" is used very widely. A project is understood as the execution of a certain plan - artistic, scientific, theatrical, managerial. The project becomes the main one in those areas where the management of activities and its organization are delimited from the practical activities themselves. The project becomes a method of management, a way of rhythmizing processes occurring in real practice. Design in the social and humanitarian sphere is becoming popular.

“Project”, “designing”, “project method”, “project activity” Project - from the Latin “throwing forward”. A project can be called a plan presented to the audience (an architectural project embodied in a drawing or layout, a business project - a formulated idea for an action in the field of business, etc.). A project can also be called the sequence of steps from concept to implementation, ending with the receipt of a certain product. K.N. Polivanova recommends the first - an idea embodied in any form, a plan - to be called a sketch, and the second - the entire path from an idea to the receipt of a product - a project. A project is a purposeful, controlled change fixed in time. The most important characteristic of design is the distinction between what is produced and what happens as a result. The manufactured product is not an end in itself. When this product emerges, it changes the broader context.

The project method as a pedagogical technology The project method as a pedagogical technology involves a set of research, search, and problem-based methods that are creative in nature. The project method is a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.

Objectives of project activities: acquiring knowledge about the structure of project activities; ways to find the information necessary for research; about methods of processing results and their presentation; mastering the methods of educational-cognitive, information-communicative, reflective activity; mastering basic competencies: value-semantic, educational-cognitive, informational, communicative; identifying the educational needs of students in order to determine priority areas of research activity; development of a system of project and research activities within the educational space of the school; building a holistic system of working with children prone to research and creative activities; development of recommendations for the implementation of student projects; creation of a system of criteria for evaluating work, rewarding winners; creating optimal conditions for the development and realization of children’s abilities.

Project method The project method is a system of educational and cognitive techniques that allow you to solve a particular problem as a result of independent and collective actions of students and the mandatory presentation of the results of their work. The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical and creative thinking. The project method is characterized by a pragmatic focus on the result that can be obtained by solving a particular problem. This result can be seen, comprehended, and applied in real practical activities. The project method is always focused on students’ independent activities - individual, pair, group, which students carry out over a certain period of time.

Functions of design activity 1. Transformative – development of the design image and its use to build your own object. In the process of developing a specific project, the student restructures and realizes previously acquired knowledge, skills, and abilities in a system of new subject meanings. 2. Reflective – the use of existing images and the formation of new ones in the process of activity. This function manifests itself in the reflection of objectively existing laws and patterns of the surrounding world. 3. Technological – mastery of techniques of technological activity, including elements of modeling and design. Knowledge of basic technological processes and patterns. 4. Program-targeted - implements the strategy of project activities, including goal setting, forecasting, planning, organization.

Functions of project activities 5. Control and regulatory – implements the tactics of project activities, including acts of decision-making, control and correction. 6. Research - the specificity of project activity requires the student to analyze existing analogues, generalize the existing situation and choose the best option, thereby orienting the student to analyze the procedural and dynamic aspects of the world around him. 7. Creative - generating new ideas based on a generalized analysis of the amount of knowledge acquired - both in the social context and in educational activities. The creativity of project activities determines all aspects of a student’s mental development, raising him to a higher level of self-awareness as a subject of activity.

Skills developed as a result of project activities: a) research (generate ideas, choose the best solution); b) social interaction (cooperate in the process of educational activities, provide assistance to comrades and accept their help, monitor the progress of teamwork and direct it in the right direction); c) evaluative (evaluate the progress and results of one’s activities and the activities of others); d) informational (independently search for the necessary information, identify what information or skills are missing); e) presentational (speaking in front of an audience, answering unplanned questions, using various visual aids, demonstrating artistic capabilities); f) reflexive (answer the questions: “What have I learned?”, “What do I need to learn?”, adequately choose one’s role in a collective endeavor); g) managerial (design a process, plan activities - time, resources; make decisions; distribute responsibilities when performing a collective task).

A project from the perspective of a student and a teacher A project from a student’s point of view is an opportunity to do something interesting independently, in a group or by yourself, making the most of your capabilities; This is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and publicly show the results achieved; This is an activity aimed at solving an interesting problem, formulated by the students themselves in the form of a goal and task, when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, most importantly, is interesting and significant for the discoverers themselves. A project, from a teacher’s point of view, is a didactic tool that allows one to teach design, that is, purposeful activity to find a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.

Requirements for the project The project is the 6 Ps. 1. Problem. It is necessary to have a socially significant task (problem) - research, information, practical. 2. Planning (design). The implementation of the project begins with planning actions to resolve the problem, in other words, with the design of the project itself, in particular, with determining the type of product, presentation form, implementation deadlines and those responsible. 3. Search for information. Each project necessarily requires student research - searching for information, which will then be processed, comprehended and presented to the project team members. 4. Product. The result of work on the project, in other words, the output of the project, is the product. 5. Presentation of project results. 6. Portfolio, that is, a folder in which all the working materials of the project are collected, including drafts, daily plans and reports, etc.

Classifications of projects There are different types of classifications of projects: 1) according to the dominant activity in the project; 2) by the nature of the academic subject (educational field); 3) by the nature of project coordination; 4) by the nature of contacts between participants; 5) by the number of project participants; 6) according to the duration of the project.

Classifications of projects According to the dominant activities in the project, the following are distinguished: 1) practice-oriented (practical); 2) research; 3) informational; 4) creative; 5) gaming (role-playing).

Classifications of projects Practice-oriented projects are projects that necessarily involve a practical outcome, aimed at the social interests of the project participants themselves or an external customer. The product of the project is predetermined and can be used in the life of a class, school, neighborhood, etc. Not only a well-thought-out project structure is important here, but also a good organization of coordination work to adjust joint and individual efforts, organize the presentation of the results obtained and possible ways to implement them in practice, as well as organizing external evaluation of the project.

Classifications of projects Research projects are close in structure to genuine scientific research: proving the relevance of the topic, defining the problem, subject and object of research, identifying the task, methods, sources of information, putting forward hypotheses, summarizing the results, drawing conclusions, drawing up the results, identifying new problems. The project ends with a discussion and presentation of the results, formulation of conclusions and identification of problems for further research.

Classifications of projects Information projects are aimed at collecting information and familiarizing interested parties with it, analyzing and summarizing facts; are similar to research projects and are an integral part of them; they require presentation and its development. Students study and use various methods of obtaining information (literature, library collections, media, databases, including electronic ones, methods of questioning and interviewing), processing it (analysis, generalization, comparison with known facts, reasoned conclusions) and presentation (report, publication, posting on the Internet or local networks, teleconference).

Classifications of projects Creative projects do not have a detailed structure and are subject to the genre of the final result (newspaper, film, holiday), but the results are presented in a thoughtful, complete form (scenarios for a film or holiday, newspaper layout).

Classifications of projects Role-playing projects assume that participants try on certain roles determined by the content of the project. The leading activity of students in such projects is role-playing. These can be imitations of social and business relationships in situations invented by the participants, literary characters in certain historical and social conditions, etc. Be sure to outline the problem and goals of the project. It is not always possible to outline the results at the beginning of the work; they can only be determined at the end of the project, but reflection of the participants and correlation of the results obtained with the goal are necessary.

Classifications of projects According to the nature of the academic subject (or educational field): single-subject project; multi-subject (interdisciplinary) project; supra-subject project; extracurricular (extracurricular) project. By the nature of project coordination: direct (rigid, flexible); hidden (implicit, simulating a project participant, typical for telecommunications projects).

Classifications of projects Based on the nature of contacts between participants: intraclass; intra-school; interregional; international. By the number of project participants: individual; group. By project duration: mini-projects (fit into 1 lesson); short-term (up to 1 week); medium-term (up to 1 month); long-term (up to 1 quarter or half a year).

Project structure 1. Selection of the project topic, its type, number of participants. 2. The teacher’s understanding of possible options for problems that are important to explore within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is appropriate here. 3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions. 4. Independent work of project participants on their individual or group research and creative tasks. 5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library). 6. Project protection, opposition. 7. Collective discussion, reflection, examination, results of external assessment, conclusions.

Activities of the teacher and student when using the project method Pupil Teacher Determines the purpose of the activity Helps determine the purpose of the activity Discovers new knowledge Recommends sources of information Experiments Reveals possible forms of work Selects solutions Helps predict results Active Creates conditions for the student’s activity Subject of learning Student’s partner Bears responsibility for his activities Helps evaluate the results obtained and identify shortcomings

Stages of project activities. 1. Immersion in the project. The teacher formulates the project problem, plot situation, goal and objectives. Students assign the problem on a personal level, get used to the situation, accept, discuss, clarify and specify the goals and objectives of the project.

Stages of project activities. 2. Organization of activities. Students are assigned to groups with the help of the teacher. Distribute roles and responsibilities. Plan their work and the work of all project participants. Choose forms and methods of presenting the results obtained. Establish deadlines for project implementation. The teacher creates conditions for independent activity of students. Organizes groups of children. Distributes roles and responsibilities. Plans student activities to solve project problems. Outlines the results of the work, the proposed forms of presentation of materials. Specifies the timing of the project.

Stages of project activities. 3. Carrying out activities. Teacher Takes indirect participation. If necessary, consults, answers questions, prompts, advises. Delicately controls. Enriches children's ideas and increases their erudition. Rehearses a presentation with children, discusses, helps. Students Actively and independently with the indirect participation of the teacher: perform their work within the framework of the chosen role and responsibility; consult, ask questions, seek support and positive reinforcement; look for necessary and missing knowledge; fantasize; preparing a presentation.

Stages of project activity. 4. Presentation of the project. The teacher summarizes the results of the project and sums up its results. Evaluates children's skills and their joint activities. Encourages each participant by selecting his own nomination. Students demonstrate: understanding of the problem, purpose and objective; ability to plan and carry out work; found ways to solve the problem; analysis of activities and their results; mutual assessment of each other in activities, the ability to select the best participants.

Project passport Full name of the project manager. Place of work, position. Name of students. Place of study, class. Subject section. Interdisciplinary connections. Students' level of proficiency in design technology (low, medium, high). Project theme. Type of project (by the dominant activity in the project; by the nature of the academic subject (educational field); by the nature of project coordination; by the nature of contacts between participants; by the number of project participants; by the duration of the project). The purpose and objectives of the project. The planned result of the project. Practical value of the project. Methods and techniques for students' work. Information sources.

Literature New Federal Law “On Education in the Russian Federation”. – St. Petersburg: Peter, – 240 p. Polivanova K.N. Project activities for schoolchildren: a manual for teachers. 2nd ed. – M.: Enlightenment, – 192 p. Project activities in elementary school / author-comp. M.K.Gospodnikova and others - Volgograd: Teacher, - 131 p. Design tasks in elementary school: a manual for teachers / A.B. Vorontsov, V.M. Zaslavsky, S.V. Egorkina, etc.; edited by A.B. Vorontsova. – 3rd ed. M.: Enlightenment, – 176 p. Success. Joint activities of adults and children: basic forms: a manual for teachers / O.V.Akulova, A.G.Gogoberidze, T.I.Grizik and other scientists. hands A.G.Asmolov; hands auto team of N.V. Fedin. – M.: Enlightenment, – 205 p. Federal State General Education Standard of Secondary (Complete) General Education / Ministry of Education and Science of the Russian Federation. – M.: Education, 2013.

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