Using the project method in modern school and preschool institutions. "method of projects" as a phenomenon of the educational process in the modern school Marina Mikhailovna Morozova Method of projects in the modern Russian school
PROBLEMS OF MODERN EDUCATION
2011, №6, 35-43
NEW UNDERSTANDING OF A PROJECTS METHOD IN EDUCATION
Lazarev V.S.
Director of the Institute for Innovative Activities in Education of the Russian Academy of Education, Doctor of Psychology, Professor, full member of the Russian Academy of Education
Email: [email protected] Lazarev V.S.
Director of Institute of innovative activity in education (Russian Academy of Education), Doctor of science (Psychology),
Professor, Academician of the Russian Academy of Education
Annotation. The article discusses the problem of effective involvement of students in project activities. The necessity and possibility, based on the achievements of pedagogy, psychology and design, is substantiated to rethink the purpose of the project method and build its application on a modern theoretical basis.
Abstract. Article reveals the problem of effective incorporation of students in project activity. Necessity and possibility of leaning on pedagogic achievements, psychology and projecting in a new fashion to comprehend appropriation of a project method and to build its deployment on modern theoretical base are substantiated.
Keywords Key words: project, design, project method, project activity of students, practical intelligence, formation of mental actions.
Keywords: project, projecting, projects method, project activity of students, practical intelligence, formation of actions intellectual.
The last twenty years have passed with increasing pressure on the school from the authorities and the public. They demand a qualitative renewal from it, not being satisfied with either its current state or the changes taking place in it.
The renewal factors are having an increasingly strong impact on the school, and there is no reason to expect that in the future this impact will weaken. A developing society makes new and ever higher demands on the results of teaching and educating schoolchildren. In order to keep up with the times, let alone be ahead of them, school education must change qualitatively. The promotion of the national educational initiative “Our New School” and the introduction of the State Educational Standards of the new generation was the result of understanding this. Responding to the challenges of the time, Russian schools are changing the content and methods of their work with greater or lesser activity and adequacy.
One of the most significant innovations of the last decade in our schools has been the application of the project method. This method in various versions has long been used abroad. In our country, its use was banned in 1932, and interest in it arose again only at the end of the last century.
Potentially, the application of the project method allows solving various didactic tasks. It is well compatible with various models of developmental education. However, as I
I try to justify in the future, the potential of this method is not used effectively today. Firstly, because the scope of its application is unreasonably narrowed, and secondly, the changes that have occurred in pedagogy, psychology and design since the creation of the idea of the project method make it possible to significantly modernize its theoretical base and forms of application.
This article proposes a new vision of why and how students should be included in project activities.
1. Concepts of the project and design
I'll start with the changes that took place in the middle of the twentieth century in the understanding of the project and design. It is important to understand this, because often in educational practice, and in theoretical research, a project is called something that, in fact, is not a project. Of course, if desired, any product of children's creativity can be called the implementation of the project, but such a designation of the action itself will not be and will not bring any benefit.
In books and dictionaries, we will find different definitions of the concept of "project".
Project - a set of documents (calculations, drawings, etc.) for the creation of any structure or product.
The project is a combination of the problem, the idea of its solution, the means of its implementation and the results obtained in the process of implementation.
A project is a complex, non-recurring activity that involves the introduction of a new one, limited in time, budget, resources, and clear instructions for implementation.
A project is work that is done all at once (i.e., has a definite beginning and end) in order to obtain a unique result.
A project is a sequence of interrelated events that take place within a set limited period of time and are aimed at achieving a unique, but at the same time certain result.
Upon careful analysis of the above definitions, it is not difficult to find two different understandings of the term “project”. One of them can be called narrow, and the second wide.
Initially, the project (from the Latin pro]e^sh - thrown forward) was interpreted as an image of the future result, presented in the form of a symbolic model or a reduced natural copy of the future object (building, structure, device). In the modern world, projects are being created for a wide variety of products, structures: aircraft, cars, ships, machine tools, instruments, hydroelectric stations, airports, canals. However, the meaning of the term "project" today is understood more broadly. It includes not only the image of the desired result, but also the very activity to obtain it, all stages of its production from the birth of an idea to its implementation in reality.
Today, almost every day we hear about production, publishing, music, theater, business, environmental and other projects being started or planned. Here, it should be especially noted that the creation of a new product, for example, writing a book, is only part of the project. The written book needs to be published and distributed so that it reaches the reader. To make a film, record a music disc, put on a play, you need to invest money. These funds in the end of the project must be returned with a certain profit. The goals of the people who invest in the project and the goals of the director of the film or play will not coincide, but these are goals that are realized in one project.
Today, in different fields of activity, projects of different scales are created and implemented: from those in which small groups of people participate, to projects with the number of participants reaching several hundred and even thousands.
A project differs from a regularly recurring process in that:
It has a single life cycle1 with fixed start and end times;
1 The life cycle is a sequence of stages (phases) of the production of something that it goes through, from start to finish. The life cycle of manufacturing a typical car, building a typical house and many other products, unlike the project, is reproduced many times.
It is focused on achieving a clearly defined end goal;
His product is unique in its own way, it may have prototypes, analogues, but at the same time it has some unique features;
It has a higher uncertainty about its outcome because past experience cannot be a reliable basis for predicting its consequences.
Any project is implemented when there is a need for something new or for improving something that already exists. That is, before the project begins to be implemented, there is an urgent need, a need for something. But, if we know how to satisfy this need, then the project is not needed. You just need to implement the (standard) way of doing things that we know. A project is needed when a need for something is recognized, but those who have this need do not know what and how to do to satisfy it. In this case, it is said that there is a problem.
In a broad sense, the project today is understood as a special way of posing and solving problems. Special - because not every problem is solved in a project way. To search for food in the desert or in the forest, a project is not needed. The project method of solving problems is needed when the image of the desired result is poorly defined, and it needs to be designed when it is possible to plan the process of achieving the desired result, when it is possible to control and regulate the course of planned actions.
Like any complex formation, the project consists of components, the qualities of which and the connections between which determine the qualities of the project itself. The project includes:
Problem;
Project goals;
Action plan to achieve the goals;
The mechanism for monitoring and regulating the progress of the plans (the mechanism for managing the implementation of plans to achieve goals);
Resource support of the project;
Actions that ensure the implementation of the project;
Results of the project implementation;
project team 2.
Project components are developed, formed and used during its execution.
The project life cycle goes through the following stages:
Statement of the problem - problematization;
Development of a way to solve the problem;
Planning the implementation of the solution;
Practical implementation of the project;
Project completion.
By posing a problem, they identify the need for something that does not yet exist, or the need to improve something that already exists. The presence of the need for changes is a condition necessary for the project to begin to be implemented, but not sufficient. It is also necessary that there are opportunities to achieve the required. Therefore, when developing a project, it is necessary to identify what can be done, and what result that meets the needs can actually be obtained. Our needs do not always match our capabilities. The goal will be realistic only when the necessary opportunities are found to achieve it.
To achieve the goal, you need to perform some action. But before actions can begin to be carried out, they need to be planned. The action plan defines who, what, when, where to do, what result to get in order to achieve the desired results. Solving complex problems without a well-thought-out plan is to greatly increase the risk of failure, especially in cases where the problem is not solved by one person, but by a group.
2 In a particular case, the project can be implemented by one person.
The implementation of any action requires resources: human, material, technical, informational, financial. No matter how great a plan is, it will remain only an idea if there are not sufficient funds for its implementation, or the performers do not have the necessary qualifications, or the necessary technical capabilities do not turn out to be. Therefore, in the planning process, it is necessary to decide what resources will be required and from what sources they will be obtained. You may want to create a school theater, but this, in addition to the enthusiasm of the creators, requires premises, props, equipment and more.
The stage of the project following the development of the plan is its practical implementation. A well-thought-out plan is the foundation of a project's success. But even good plans cannot foresee everything. Therefore, during the practical implementation of the project, it is necessary to control the extent to which the actual progress of the work corresponds to the planned one. If they no longer fit, you need to decide how to change the plan to achieve the goal.
Modern design contains special tools that allow you to better analyze problem situations, understand what the problem is, identify opportunities for solving it, evaluate which of the existing opportunities to use is preferable, design realistic goals, develop effective plans for achieving goals, assess risks and reduce them.
Thus, to include students in the design means to include them in the activity of identifying and solving problems in some areas of social reality or in their own life. In doing this, they must go through all stages of the project life cycle, solving design problems and evaluating their results, and if this does not happen, then pseudo-design takes place.
2. Educational tasks that can be solved by including students in project activities
The main result of the inclusion of students in the design should be a change in the students themselves, they will have to learn something, learn something. When I asked the question in schools: “What do children learn by developing those products that they, together with teachers, present as a result of the project?”, I received answers: “they learn to find new information for themselves”, “they learn something new”, “they gain creative experience”, etc. All this testified to the fact that teachers have a vague idea of what project activity is and what educational tasks they want to solve by including students in it.
But even in theoretical works devoted to the project method, the scope of its application is often narrowed and reduced to the development of cognitive skills.
So, one of the most authoritative researchers of the project method - E.S. Polat, answering the question “what is the project method?”, writes: “If we are talking about the project method, then we mean exactly the way to achieve the didactic goal through the detailed development of the problem (technology), which should end in a very real, tangible practical result, formalized in one way or another... The project method is based on the idea that is the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children or adult students to think independently, find and solve problems, attracting for this purpose knowledge from different fields, the ability to predict results and possible consequences different solutions, the ability to establish causal relationships ". But, then defining the requirements for using the project method, it reduces the scope of its application to solving research problems and developing students' cognitive skills.
Without denying the importance of developing students' skills to independently acquire knowledge and apply it, I believe that focusing attention only on this significantly narrows the possibilities of the method.
projects. This is connected, in my opinion, with the continuing priority in school education, which is attached to the cognitive sphere.
Until recently, the Russian school was focused on the transfer of ready-made knowledge to students. At best, it formed in them a kind of “picture of the world”, but did not teach them to study and understand this world and, most importantly, did not teach them to act in this world. As a result, school education increasingly came into conflict with the needs of the developing society and the children themselves. Its essence is that the volume of new knowledge obtained by mankind is continuously increasing.
The rate of acquisition of new knowledge is also increasing. The school at this pace cannot update the content of its educational programs and increase its volume. And, if it remains focused on the transfer of ready-made knowledge, then it will inevitably broadcast more and more outdated knowledge about the world. Therefore, it is natural to set the task of teaching schoolchildren to acquire knowledge themselves, to develop their cognitive skills. It is certainly important to develop the ability of students to cognize reality, but it is not enough for their full-fledged education.
The end of school falls on the period of life preceding the entry of a person into early adulthood. Leaving school, a boy or girl will have to start building a new life activity and they need to be able to do this meaningfully. Boys and girls are required to be not just active, but to conduct a search with an understanding of themselves, the world around them, make decisions based not only on intuition, feelings or the famous “maybe”, but, logically weighing the pros and cons, be able to enter in effective communication with others.
The task is further complicated by the fact that in today's rapidly changing conditions it is necessary to make a choice of one's path, focusing not so much on today as on tomorrow, and for this it is necessary to foresee the needs and opportunities in the socio-economic situation of the future. Thus, a school graduate finds himself in a situation of self-determination regarding his future. Adequate self-determination is the most important condition for a normal transition to the next life stage. But it is precisely in solving this problem that graduates of the modern school experience the greatest difficulties.
Choice life path is not the only difficult problem that every person has to solve. Throughout life, people have to make many decisions, how to act in a given situation, what actions should be taken, and so on. In many cases, relying on one's own or someone else's experience cannot be a sufficiently reliable basis for solving vitally important tasks in the new conditions. Therefore, those who do not know how to analyze non-standard situations and plan their actions in them often make erroneous decisions and do not achieve what they are striving for. Chess is a good example here. Each move that the player makes is a decision, i.e. choice from a set of possible alternatives. A person can play chess all his life, but on the basis of only practical experience, he will not reach a high level of skill, i.e. will not learn to make good decisions. At the same time, 1214-year-old students of chess schools who have studied game theory often reach a master's level. Mastering the cultural ways of playing chess leads to the development of the ability to analyze and plan actions in this particular area. However, being able to make good decisions in chess does not mean being able to make good decisions in life. They are different "games".
To be an effective subject of one's life, a person needs not only to have a good picture of reality, but also to have a developed ability to navigate in this reality. This ability is called practical intelligence.
Practical intelligence is a special type of thinking that provides a person with the opportunity to adequately understand the situations that arise in his life, set goals for practical actions, plan their achievement, make decisions in the course of performing actions, predict and evaluate their possible consequences. Practical intelligence develops in a person throughout his life. However, when it develops only on the basis of experience, that is, by trial and error, it does not reach a high level of development. To learn how to set goals, develop plans to achieve them, evaluate and make effective decisions, you need to get involved in solving practical problems and develop the necessary intellectual skills. Best Opportunities
for this provides project activities. It has developed universal means of setting and solving problems. The inclusion and development of these tools will allow students to develop vital skills:
Analyze problem situations and pose actual problems of activity;
Design goals;
Develop alternative solutions to problems and make informed choices;
Plan to achieve goals;
Predict and evaluate the consequences of decisions;
Work effectively in a group.
3. Psychological conditions for the development of practical intelligence of students in project activities
Project activity provides an opportunity for the development of students' thinking, but this opportunity still needs to be used. While today, in most cases, students are involved in "designing", full-fledged conditions for the development of their research and practical thinking are not created. This happens primarily because students are not taught to design. Being involved in design, they do not master the culture of design activity.
In very many cases, it is assumed that if students solve research problems, or practical tasks, for the solution of which they will find and apply new knowledge for themselves, then thanks to this they will learn how to extract it. It's like assuming that if a person swims a lot, he will learn to swim well. Of course, to learn how to swim, you need to swim. But this is not enough. To swim well, you need to master the methods of swimming that have been developed in the culture. In the same way, in order to learn to cognize reality, it is not enough to solve research problems, it is necessary in the process of solving them to master the cultural methods of cognitive activity. And this will only happen under certain conditions. Psychological science seeks to reveal these conditions in various theories of thinking.
If more than a hundred years ago, when the initial idea of the project method was formulated, psychological science was in its infancy, then by now it has come a long way and, although the mechanisms of thinking and their genesis are still poorly understood, we know much more about them. And this knowledge should form the basis of the modern method of projects.
The first and most important condition for the formation of any mental or physical action is its practical implementation. No action can be formed through “eyes and ears”, i.e. by reading or listening to stories about the right thing to do. Action is formed in action. This condition is necessary but not sufficient.
Consider the scheme of learning by experience, i.e. by trial and error (see Fig. 1).
Rice. 1. Scheme of learning through experience.
In order for the accumulation of experience to become possible, in addition to performing the action, it is necessary to have a norm for the result, with which the actual results will be compared. If there is no such norm, then every result is good, and the course of action that gives this result is correct. But even this is not enough. When there is a discrepancy between the norm for the result and the actual result, it is necessary to reflect on the method of performing the action and correct it, i.e. feedback is needed.
When experience is accumulated through trial and error, the success of the formation of an action will depend on what the subject's image of the result is, how capable he is of analyzing errors, and how capable he is of planning actions. But in all cases it will not lead to the formation of a mode of action as effective as that already accumulated in the experience of mankind. No matter how much a person swims, he will not swim like athletes can, and will not play chess like high-level chess players do.
If we want to teach children to think, then we must ensure that they appropriate the methods of mental activity developed in the culture of this activity.
In domestic psychology, the most famous theories of the formation of mental actions are the theories of P.Ya. Galperin and V.V. Davydov. Since both of these authors belong to the same scientific school - cultural-historical psychology, these theories are based on a number of general provisions. But at the same time, they are qualitatively different in their understanding of mental action and the mechanisms of its genesis3.
The development of individual thinking and P.Ya. Galperin and V.V. Davydov was associated with the appropriation by a person of his socially developed methods - internalization.
P.Ya. Galperin, based on the hypothesis of L.S. Vygotsky that higher mental functions are first formed as external forms of activity and only then become mental processes of the individual, concluded that any new mental action must first be formed not as such, but as external - material or materialized. In an article devoted to the doctrine of internalization, he presented a detailed scheme for the formation of a mental action as a transfer of an external objective action into an “internal plan”. According to P.Ya. Galperin, in order for an action to be formed, its markup must first be performed. “Such markup constitutes what we call the orienting basis of action. Its formation is the main task and the main content of the first stage of the formation of the action (“drawing up a preliminary idea of the task”). It is important here that the markup is carried out by the teacher. At the next stages, the performance of the objective action should be, as it were, carried out first in loud speech, and then in “external speech to oneself”. The transition from loud speech to “external speech to oneself”, according to P.Ya. Galperin, and constitutes the process of internalization.
Thus, internalization in the theory of P.Ya. Galperin acts as a part, a phase of the process of formation of mental action. But the transition of action into a mental plane, according to P.Ya. Halperin, does not yet make it a psychological phenomenon. It becomes psychological when the action passes from the form of “external speech to oneself” into “inner speech”. As a result of automation and reduction of “external speech to oneself”, the objective action in the mind turns into a thought about this action, a “pure thought” about the solution of the problem that this action constitutes.
Such an understanding of internalization was subjected to reasonable criticism by a number of reputable scientists (S.L. Rubinshtein, A.V. Brushlinsky, V.V. Davydov, V.P. Zinchenko, E.V. Ilyenkov). Based on the theory of P.Ya. Galperin can form mental actions by setting them indicative, but he cannot be taught to build such a basis on his own.
In the theory of V.V. Davydov's internalization is not a phase in the formation of a mental action that precedes the formation of its psychological form. In his interpretation, appropriation and development are not two independent processes, they are related as form and content. single process mental development of a person. The formation of mental action occurs in the process
3 See more about this.
appropriation by a person of the corresponding concept. “The concept acts ... as such a form of mental activity, through which an idealized object and a system of its connections are reproduced, reflecting in their unity the universality, the essence of the movement of a material object. The concept simultaneously acts both as a form of reflection of a material object and as a means of its mental reproduction, construction, i.e. as a special mental action.
The concept that exists in the public consciousness becomes a means of individual thinking when its meaning enters the individual consciousness. But it cannot simply move from the external, objective form of existence to the internal, subjective. The meaning of a concept can become a fact of individual consciousness if it is somehow revealed by the individual. Since it is believed that a particular action (or system of actions) is hidden behind each concept, it is necessary to understand how these actions are formed and function.
On the basis of studies of the genesis of various mental (ideal) actions, V.V. Davydov made three important generalizing conclusions.
The first is that a necessary condition for the formation of ideal actions is the constantly repeating movement “thing - deed - word - deed - thing”, in which only the ideal exists. Analyzing these transitions, it is necessary to distinguish between the "logic" of material actions and the "logic" of ideal actions.
The second conclusion is that the genesis of a mental action has as its starting point the identification of a contradiction in the method of performing an objective action. This presupposes the presence of reflection in its subject.
The third conclusion is that the formation of mental actions presupposes the creative activity of the subject. The transition from material to ideal actions is closely connected with the attraction and production by the subject himself of the means of symbolization.
In his theory of developmental education, V.V. Davydov proposed a model for the formation of research skills in schoolchildren and the development of their cognitive abilities. The problem of the development of practical thinking was not worked out in detail by him. At the same time, he believed that if the study is built as a genetic modeling, then it is inextricably linked with the design. And vice versa, any transformation of reality on the basis of the method of projects is at the same time its cognition. “An activity approach to improving all areas of social practice,” wrote V.V. Davydov, - is internally related to the design method. In order to correctly assess the modern significance of this method, one must bear in mind that in recent centuries the role of scientific research in the study of reality has been absolutized, and design (as well as design, programming, planning close to it) has been pushed aside in this function. characteristic feature design is not the study of what already exists, but the creation of new products and at the same time the knowledge of what can only arise.
Let me summarize. The development of pedagogy, psychology and design allow us to understand the method of design in education in a new way and build it on a modern theoretical basis.
Design activity in education, depending on how it is built, can be developing and non-developing. The inclusion of students in the development of projects does not guarantee that a developmental effect will be achieved. This can only happen under certain conditions. These conditions are now revealed in psychological research, and their results should form the basis of the modern version of the design method.
If we want the involvement of students in the design to lead to the development of their thinking, then it is necessary to ensure that, while developing a project, students simultaneously solve learning problems associated with mastering the methods of this activity. Neither the cognitive nor the practical abilities of a person will develop if he does not master the culture of the corresponding activity.
value. No matter how many projects students develop, if they cannot distinguish a good project from a bad one, i.e. they will not know how to assess the quality of projects, if they cannot reflect on their way of designing, they will not develop research and practical intelligence.
For the development of practical thinking of students and the formation of appropriate mental actions in them, it is necessary to ensure that they master the complex of meta-subject concepts. Without pretending to be complete, I will name those that I consider the main ones:
Problem, problem situation;
Problem solving;
Finding a solution to a problem;
Measurement, measuring scale;
Criterion,
Decision-making;
Purpose and goal setting;
Plan and planning;
Efficiency and efficiency of problem solving;
conditions for effective teamwork.
The formation of each concept is a special educational task that must be solved in the process of solving practical problems of design activity. In the course of design activities, at each stage of the project life cycle, there should be transitions from solving practical problems to solving educational problems.
A necessary condition for students to master the cultural methods of design activity is their reflection of their actions, discussion of what, how and why we did it, analysis of mistakes and correction of the way of actions.
The initial form of developing design activity of students should be a collective form4. It is in this form that the necessary conditions are created for the full development of individual thinking.
Bibliography:
1. Galperin P.Ya. To the doctrine of internalization // Questions of psychology. - 1966. - No. 6.
2. Galperin P.Ya. Development of research on the formation of mental actions // Psychological science in the USSR. T 1. - M.: Enlightenment, 1959. - S. 441-469.
3. Davydov V.V. The theory of developmental learning. - M.: INTOR, 1996.
4. Davydov V.V., Andronov V.P. Psychological conditions for the origin of ideal actions // Questions of Psychology.- 1979.- No. 5.
5. Kilpatrick V. H. Method of projects. - L., 1925.
6. Lazarev V.S. The concepts of mental action and its formation in the theories of P.Ya. Galperin and V.V. Davydova // Issues of Psychology.- 2010.- No. 4.
7. Polat E.S. http://www.ioso.ru/distant/project/meth%20project/method%20pro.htm
Internet journal "PROBLEMS OF MODERN EDUCATION"
4 According to L.S. Vygotsky's law of the genesis of mental functions, any such function initially has an external form of existence in the form of a relationship between people, and only then acquires an internal form. In particular, in order to learn how to evaluate your own way of acting, you must first evaluate the way others act and receive from others an assessment of your own way.
Chapter 1. "Method of projects": theoretical exposition of the problem.
1.1. Retrospective analysis of the "project method" phenomenon in domestic and foreign pedagogy.
1.2. Psychological and pedagogical foundations and prerequisites for the "project method" in the modern school.
1.3. Technology "Method of projects".
Chapter 2. Experimental study of the "method of projects" as a phenomenon of the educational process in the modern school.
2.1. Simulation of an experimental study.
2.2. Experience in applying the "method of projects" by example educational field"Biology").
2.3. Results and criteria for the effectiveness of experimental research.
Recommended list of dissertations
Pedagogical conditions for the development of the project culture of high school students in the educational process 2011, candidate of pedagogical sciences Kirkina, Elena Emilyevna
Pedagogical foundations for using the project method in a secondary school in the context of informatization of society 2001, candidate of pedagogical sciences Tsybikova, Tuyana Sandalikovna
Project-based learning technology as a means of forming educational and cognitive independence of junior students of pedagogical universities: Subject "Foreign language" 2002, candidate of pedagogical sciences Stepanova, Irina Mikhailovna
Integrated creative projects as a means of forming the educational activity of older adolescents 2006, candidate of pedagogical sciences Malysheva, Nadezhda Aleksandrovna
Formation of readiness of younger schoolchildren for project activities using computer information technologies 2007, candidate of pedagogical sciences Pavlova, Irina Mikhailovna
Introduction to the thesis (part of the abstract) on the topic "Project Method" as a Phenomenon of the Educational Process in a Modern School"
The relevance of research. The modernization of the domestic education system that has begun is not least associated with the cardinal changes that have taken place in recent years in the socio-economic way of our life. The social order of society to the school at present is that it is designed to prepare young people who are able to adapt to changing life situations, to benefit themselves and those around them. Thus, in the "Concept for the modernization of Russian education for the period up to 2010" it is stated that "School - in the broad sense of the word - should become the most important factor in the humanization of socio-economic relations, the formation of new life attitudes of the individual. A developing society needs modernly educated, moral, entrepreneurial people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country. .
What comes to the fore is not so much the problem of the strength of the knowledge acquired by students, which for the most part quickly becomes obsolete, but the ability of students to independently obtain this knowledge and constantly improve it. With a certain degree of confidence, it can be argued that the traditional class-lesson system that still prevails in the school (with all its positive aspects) does not fully contribute to the versatile development of the student's personality. Therefore, the search and development of productive pedagogical technologies is required. Among them, it is advisable to explore the positive potential of the project method. When discussing the standards of general education, co-chairman of the Russian Public Council for the Development of Education Ya.I. Kuzminov emphasized that "the school's adaptation to reality can only take place on the basis of new pedagogical technologies", which include "increasing reliance on an independent search for information." The teacher in such schools, according to the author, should act both as an organizer of projects for children and as a consultant in their implementation.
However, despite the significant interest in the project method in recent years, a certain number of scientific aspects remain relevant due to the ambiguity or inconsistency of this phenomenon.
Among the general contradictions, we highlight the inconsistency:
Between the declared social order for a competent, capable of independent project activity, versatile educated school graduate and the narrow framework of the standard of education, the high normative nature of the educational process;
Between the need to use new effective technologies in the educational process and the unpreparedness for this most of the teachers, as well as the insufficient special psychological and theoretical training of the teacher as a consultant.
Among the contradictions of a particular order, it is logical to include the following:
Between the need of the individual for independent educational and scientific research in the process of project activity and the predominance of directive forms of managing the cognitive activity of students; between school congestion curriculum factual material and the need of students to obtain cognitive, educational, practical skills that contribute to flexible adaptation to constantly changing social conditions.
Based on the identified contradictions, the research problem is defined: what are the possibilities of the “project method” in the educational process of a modern school?
By now, the conceptual foundations and objective prerequisites for studying the feasibility of restoring the “project method” in the conditions of modern pedagogical reality have been formed.
Among modern works in the context of this problem, we will name the publications of such authors as S.I. Gorlitskaya, V.V. Guzeev, I.A. Zimnyaya, A.P. Zolnikov, E.N. Kiseleva, R. Kurbatov, N.N. Kurova, I.Yu. Malkova, N.V. Matyash, N.Yu. Pakhomova, E.S. Polat, I.D. Chechel and others.
The re-adaptation of the "project method" and its popularization, on the one hand, and the lack of theoretical and practical justification, on the other hand, were the grounds for determining the purpose of our study: to scientifically argue the "project method" as a phenomenon of the educational process in modern school.
The object of the research is the educational process in the modern school (grades 8-11).
The subject of the research is the "method of projects" as a phenomenon of the educational process in a modern school.
Research hypothesis.
The project method" as a phenomenon of the educational process will contribute to the development of students' project activities if:
On the basis of a retrospective analysis, the possibilities of its readaptation in the modern school are identified and argued;
The definition of the concept of "project method" is concretized and its place in the conceptual and categorical apparatus of pedagogy is established;
The phenomenon under study is identified as the technology "Method of projects" (re-adapted - restored - innovation) and introduced into the pedagogical reality;
A model of project activity has been developed, criteria and levels of students' project activity have been determined, a special course and a program containing various educational and extracurricular forms of educational organization that predetermine positive changes in the development of student project activity have been proposed.
To realize the intended goal and test the hypothesis, the following research tasks were set.
1. Conduct a retrospective analysis of the phenomenon of the "project method" in domestic and foreign pedagogy in order to identify the possibilities of its readaptation in the educational process of a modern school. ;
2. Through a theoretical analysis of the concept of "project method" to establish its place in the conceptual and categorical apparatus of pedagogy; to clarify the specifics of this concept in relation to different contexts (“pedagogical activity of a teacher” and “educational and cognitive activity of a student”), to propose, respectively, working definitions and a model of project activity of students.
3. To argue the "project method" in the educational process of a modern school from the standpoint of pedagogical innovation as a readapted (restored) innovation as a pedagogical technology with the appropriate name "Project method".
4. On the basis of an experimental study, substantiate the model of project activity, determine the criteria and levels of its development among students. Develop a special course "Introduction to the technology" Method of projects "and a program that includes a variety of educational and extracurricular forms of educational organization, predetermining positive changes in the development of project activities of students.
Theoretical and methodological foundations of the study.
The central foundations were the philosophy of humanism and pragmatism, as well as the progressive concepts of adjacent areas: free education, natural conformity; spirituality of creativity (MM Bakhtin).
Psychological foundations: the ideology of development (E.N. Kiseleva), “the type of mental activity, in which ideal structures and idealizations are redefined each time” (E.B. Kurkin), the psychology of project activity (N.V. Matyash), the age aspect ( L. I. Bozhovich, J. I. C. Vygotsky, I. S. Kon, V. A. Krutetsky, A. V. Mudrik).
Of fundamental importance for the theory and practice of the development of project activity is the activity approach (the theory of activity by A.N. Leontiev, the general methodological development of the category of activity: the context of subjectivity by S.L. Rubinshtein), the ideas of value-semantic exchange in interpersonal communication (V.V. Serikov, N.E. Shchurkova), ideas about pedagogical innovations, pedagogical creativity (V.I. Zagvyazinsky, L.D. Lebedeva, S.D. Polyakov, V.A. Slastenin and others), personality-oriented approach (E. V. Bondarevskaya, V.V. Serikov), teaching based on interdisciplinary connections (V.N. Maksimova).
The substantiation of the technology "Method of projects" is based on the concepts, theories, scientific ideas of V.V. Guzeeva, M.A. Petukhova, G.K. Selevko, I.S. Yakimanskaya and others. The approach of L.D. Lebedeva used to identify the "method of projects" in the hierarchy of levels of the category "pedagogical technologies".
Research methods.
Theoretical methods: the study of scientific literature, school documentation, including documents on the innovative experience of Ulyanovsk schools. Theoretical analysis(retrospective, comparative), modeling; logical methods of analysis of the categorical-conceptual apparatus.
Empirical and experimental methods: conversation, questioning, testing, method expert assessments, pedagogical experiment, including simulation of experimental work. Standardized methods and techniques were used: a modification of the test-questionnaire by A. Mekhrabian, proposed by M.Sh. Magomed-Eminov; creative tests by F. Williams modified by E.E. Tunic; the method of polar points in the interpretation of A.I. Savenkov; identification of the sociometric status of the individual and the structure of interpersonal relationships in the group (according to N.I. Shevandrin).
Statistical methods: mathematical processing of experimental data, including methods of multivariate statistical analysis: rank correlation method (Spearman coefficient), differentiation index (E. Ingram), graphical interpretation of data.
Empirical base and main stages of the study.
The first stage (stating; 1999 - 2000) involved studying the state of the problem in theory and teaching practice based on the analysis of domestic and foreign publications on the issues under study, pedagogical and methodological literature. The innovative experience in the practice of schools in Ulyanovsk was studied, experimental and control groups were selected. The experimental sample consisted of 4 educational classes (8 C, 8 D, 9 D and 10 A classes of the Municipal Educational Institution "Secondary School No. 78", Ulyanovsk). The initial parameters of the work (subject, hypothesis, methodology and methods of scientific research) were determined, a stating experiment was carried out. A plan-prospect of the study was drawn up, the main conceptual provisions for modeling the next stage were selected.
The second stage (exploratory, 2000 - 2002) involved identifying the effectiveness of the individual projects we proposed; the logic, structure, content, ways of applying the method of projects in the educational process were determined. Various types of projects have been developed on the material training course biology, which made up the first version of the experimental technique. Attempts were made to test and popularize positive results (seminars for teachers in schools, speeches at methodological associations, open lessons, speeches at pedagogical councils, annual teacher conferences, scientific and methodological publications).
The third stage (formative; 2002 - 2004). The main directions of the formative experiment are determined, the criteria for its effectiveness are theoretically substantiated. A comparative analysis of the experimental data was carried out among themselves (by years of study) in order to assess the effectiveness of each of the developed experimental methods for applying the project method in school and extracurricular time. A total of 451 people took part in the study.
At the final stage (2004-2005 academic year), the results were comprehended, argued and tested, conclusions were drawn, methods of presentation of scientific materials adequate to the objectives of the study were selected.
Scientific novelty of the research.
The phrase "project method" is analyzed taking into account the hierarchical structure of its derivatives ("method" and "project"), phenomenological characteristics are highlighted, new aspects are proposed in the formulation of the concept of "project method" in relation to two contexts: "teacher's pedagogical activity" and "educational cognitive activity of the student.
The place of the "method of projects" in the conceptual and categorical apparatus of pedagogy is determined and substantiated. The phenomenon under study is identified in the classification system of pedagogical technologies as a technology with the name "Method of projects" and argued in the educational process of a modern school as a readapted (restored) innovation, the introduction of which positively affects the development of students' project activities, is accompanied by an increase in their overall academic performance and educational effects.
A model of the structure of project activity has been developed, its components have been identified: focus on project activity as a dominant; productive thinking, a complex of interrelated skills: cognitive, educational and practical. A new approach to determining the effectiveness of the "Method of Projects" technology in the educational process is proposed based on a comprehensive assessment of the qualitative originality of project activities, expressed in the levels of its development among students in grades 8-11. The main (reproductive-performing, variative-reconstructive, productive) and two intermediate - transitional levels are singled out, the criteria and indicators of the formation of the studied quality are theoretically substantiated and tested.
Theoretical significance of the study.
The historical context is revealed - the "pedagogical biography" of the project method, which made it possible to theoretically argue the effectiveness of the readaptation and integration of this phenomenon into the educational process of the modern school (on the material of the educational field "Biology").
A conceptual analysis of the term-phrase "method of projects" was carried out in the context of various definitions presented in the scientific literature, which can be considered as a certain contribution to the ordering of the conceptual and categorical apparatus of pedagogy.
In accordance with the criteria of manufacturability of pedagogical processes and phenomena, the "method of projects" is identified as a technology. A fundamental difference in approaches is shown: the technology "Method of projects" in training and "teaching technologies based on the method of projects".
Such a distinction makes it possible to build the theoretical and practical parts of the study in a single logic and avoid methodological errors that caused the leveling of the significance of this phenomenon in the experience of the past.
Theoretical criteria for the expediency of using the technology "Method of projects" in the 8th - 11th grades of a modern school are proposed. Among them is a shift in emphasis from reproductive cognitive activity to project research, which determines the productive (creative) level of student project activity.
A special course for schoolchildren "Introduction to the technology" Method of projects "(substantive and technological components)" was developed. The model of the structure of project activity is theoretically substantiated, the components available for observation, measurement and evaluation are identified.
The practical significance of the study is confirmed by the guaranteed results of students' project activities.
Of practical importance working programm special course, various forms of educational and extracurricular project activities, as well as developed topics for projects of varying complexity (reproductive, heuristic, creative). Technological support of project activities of students (instructions, memos, test tasks etc.).
The criteria and indicators proposed by us for determining the level of project activity of students are applicable in practice.
Our study recorded the fact of the transfer of cognitive, educational and practical skills formed during the implementation of projects on the material of the educational field "Biology" to other academic disciplines, which, of course, is of practical importance for the participants in the experimental study themselves.
The reliability and validity of the results obtained is achieved by consistency with the recognized provisions of domestic and foreign science in the context of the problem under study, the choice of a set of scientific theoretical and empirical methods that are adequate to the tasks dissertation work. Proper representativeness of the experimental sample (p=0.003), evaluative judgments of competent experts, the use of standardized tests and methods, the longitudinal nature of the included pedagogical observation, the correctness of the study, confirmed by statistical indicators, allows us to consider the results obtained as reliable, reliable, justified.
Testing and implementation of research results.
Separate results of the study were reported at meetings of the Department of Pedagogy and Psychology of the Junior School Student of the Ulyanovsk State Pedagogical University, tested at the All-Russian Scientific and Practical Conference "Personality: Education, Upbringing, Development" (Ulyanovsk, 2002); All-Russian Scientific and Practical Conference (Ulyanovsk^ 2003); V All-Russian Scientific and Methodological Conference (Tolyatti, 2003); All-Russian Conference of Young Scientists (St. Petersburg, 2004); All-Russian Scientific and Practical Conference (Cheboksary, 2004); International Scientific and Practical Conference (Ulyanovsk, 2004); Second International scientific and practical conference "Self-improvement, self-realization of personality: psychological and pedagogical aspects" (Naberezhnye Chelny, 2004). In addition, the testing of the results of the study was held at the meetings: departments of the Institute for Advanced Studies and Retraining of Education Workers; methodological associations of teachers of biology in the Zasviyazhsky district of Ulyanovsk; pedagogical councils of the municipal educational institution "Secondary school No. 78" in Ulyanovsk.
Basic provisions for defense.
1. Basic definitions: 1). The “project method” as a phenomenon of the educational process in a modern school is, in a broad context, a pedagogical phenomenon that has its own “pedagogical biography”, features of formation and functioning, scope, certain boundaries, etc. In terms of pedagogical innovation, the “project method” is a readapted (restored) innovation.
2). The pedagogical category "project method" in the teacher's activity is considered by us as a way to initiate the cognitive activity of schoolchildren by presenting educational (educational) problems, tasks, assignments for organizing theoretical and practical project activities of various levels of independence (from reproductive to productive) in accordance with the individuality of each student .
Method of projects" in the activities of schoolchildren - a set of techniques and operations for the theoretical development of reality and the practical implementation of ideas, plans, independent study of educational problems, followed by the design of a theoretical and practical result in the form of a project work (project).
2. Technology "Method of projects", its identification characteristics in the classification system of pedagogical technologies, criteria for manufacturability.
3. The model of project activity of students, in the structure of which the following components are: motivation (the dominant orientation of the individual to project activity), productive thinking, a complex of interrelated skills (cognitive, educational, practical).
4. An approach to determining the effectiveness of the "Method of projects" technology based on a comprehensive assessment of the qualitative originality of project activities in accordance with the identified criteria (motivation, productive thinking, a set of skills), expressed in three main (reproductive-performing, variative-reconstructive, productive) and two intermediate - transitional levels.
The structure of the dissertation work.
The dissertation of 231 pages consists of an introduction, two chapters (six paragraphs), a conclusion, a bibliographic list (292 titles in total), 4 appendices. The main content of the work is set out on 175 pages, total number illustrations 27 (figures 16, tables 11).
Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
Pedagogical competence as a factor in preventing the alienation of younger students from the educational process 2001, candidate of pedagogical sciences Podbutskaya, Claudia Ivanovna
Didactic conditions for the development of personality in the system of school science education. 2009, Doctor of Pedagogical Sciences Anokhina, Galina Maksimovna
Theory and practice of the "project method" in pedagogy of the 20th century 2003, candidate of pedagogical sciences Sternberg, Vera Nikolaevna
Psychological and pedagogical conditions for managing educational design in elementary school 2006, candidate of pedagogical sciences Merkulova, Lyubov Zakharovna
Interaction of subjects of the educational process to overcome psychological and pedagogical barriers in teaching project activities to schoolchildren 2007, candidate of pedagogical sciences Feshchenko, Valentina Vladimirovna
Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Morozova, Marina Mikhailovna
Chapter 2 Conclusions
1. An experimental study of the "project method" as a phenomenon of the educational process in a modern school is modeled. The general purpose of the study was to theoretically substantiate and experimentally test the feasibility of re-adaptation of the project method in teaching (based on the subject area "Biology").
2. A distinctive feature of the structure of project activities lies in the specifics and content of the needs and motives that cause and direct this activity, which contributes to the formation of a creative style of thinking, the development of a common need for independence that goes beyond educational activities and a change in the social position of students in grades 8-11.
3. In theoretical modeling, we relied on the concept of enriching schooling by J. Renzulli. As the main components of the model of project activity as a triad, we have identified: the creative orientation of the individual (motivation of project activity), productive (creative) thinking and a set of skills.
4. The pedagogical experiment was carried out in several stages: ascertaining, searching and forming. Objectivity, reliability and reliability of the conclusions were achieved through a comprehensive diagnosis of the results obtained according to the criteria: motivation, productivity of thinking, a set of cognitive, educational, practical skills) as the basis for a qualitative assessment of the levels of project activity of schoolchildren. The role of the teacher as a qualified consultant who shares responsibility for the results obtained with students is considered.
5. Along with the expected and predictable results, unplanned educational, developmental, emotional-psychological, social effects were obtained (success situations, the effect of increased creative interest in project activities, the effect of awareness of personal experience, the “team” effect and others, which resulted in improved communication of educational group, emotional background).
6. To assess the level of project activity of students, a set of diagnostic methods and procedures was used, including qualitative (longitudinal observation, conversations, questioning of students and their parents, the method of expert assessments) and standardized methods. A statistically significant correlation was found between the agreement between the opinions of the teacher and participants in project studies.
7. The levels have been identified, the corresponding indicators and criteria for project activities have been determined, through which it is possible to reflect a generalized picture of the positive changes that have occurred.
8. It has been established that the upward trend in the level of project activity (in terms of motivation, productivity of thinking and a complex of cognitive, educational and practical skills) is more pronounced in the experimental sample, which is the basis for the conclusion about the advisability of introducing the "Method of projects" technology into the educational system modern school.
Conclusion
The study of the “project method” as a pedagogical phenomenon reflects current situation reforming education. In a document from the Ministry of Education Russian Federation“On ensuring the successful adaptation of a child during the transition from the stage of primary general education to the main one” No. 14-51-140 / 13 dated May 21, 2004, it is emphasized that “the presence of a team of teachers should make it possible to go beyond the actual educational activity, creating a common field for the emergence of elements of project activities and social practice, using non-subject and over-subject approaches. This. help you adapt to the environment."
The project method” allows you to harmoniously combine educational, cognitive and research activities as components of project activities. Such an educational process takes into account the individual characteristics of schoolchildren and creates conditions for the successful learning of almost each of them. These fundamentally important grounds made it possible to consider the phenomenon under study in the educational process of the modern school.
It is obvious that the satisfaction of the social demand for a person who is able to adapt flexibly in the social environment emphasizes both the theoretical and applied aspects of the research problem, the results of which are the following conclusions.
1. A systematic analysis of the evolution of the concept of "method of projects" was carried out. The psychological-pedagogical and methodological prerequisites are determined, a working definition of the concept of "project method" is proposed, which most adequately reflects the essence of the phenomenon under study; the pedagogical model of the experimental study of this phenomenon is conceptually substantiated. The priority of the ideology of development is noted, when the teacher recognizes for his pupil his originality, individuality, self-esteem; creates conditions that allow the student to realize their abilities.
2. With all the variety of definitions, the "method of projects" in the summary description is considered as a specially organized educational activity to update the self-development of the student community. The scientific idea of the plurality of meanings of the "project method" allows us to consider it in a broad sense as a phenomenon, and in a narrow context as a pedagogical category, for the definition of which the criteria of manufacturability are valid. The “project method” is considered by us both as a relatively independent phenomenon and as a technology that has the ability to integrate into the educational process, improving its results. Therefore, it seems logical to single out new aspects in the formulation of the concept of "project method" in relation to two contexts: "pedagogical activity of the teacher" and "educational and cognitive activity of the student".
With regard to the problem of our study, the “method of projects” is considered in three planes of pedagogical technologies: content, technological and personal. The concept of "technology" in the strict sense is true for the procedural side of the method of projects; the nature of interpersonal interaction, of course, depends on the subjects - teachers and project participants.
3. To describe the phenomenon under study, we chose the name: Technology "Method of projects". The concept of "technology" in the context of the dissertation work is a certain sequence of organizing activities to achieve the planned positive ideas. The technological (procedural) side of the organization is taken into account, and not the process of project activity itself.
4. The result of the application of the "project method" technology in the educational process is the formed cognitive independence as an integrative quality of the individual, as well as the recorded fact of the transfer of cognitive independence in teaching biology to other academic disciplines. As the main components of the model of project activity as a triad, we have identified: the creative orientation of the individual (motivation of project activity as a dominant), productive (creative) thinking and a set of skills.
5. A level assessment of the cognitive independence of high school students in project activities was carried out, which is a novelty in the experimental study. The criteria and indicators of the levels of formation of cognitive independence of students in project activities are substantiated: the reproductive-performing level, the variative-reconstructive level and the productive (creative) level. Objectivity, reliability and reliability of the conclusions were achieved through a comprehensive diagnosis of the results obtained according to the criteria: motivation, productivity of thinking, a set of skills (cognitive, educational, practical) as the basis for a qualitative assessment of the level of formation of cognitive independence in project activities. The role of the teacher as a qualified consultant who shares responsibility for the results obtained with children is considered.
A statistically significant correlation was determined between the agreement between the opinions of the teacher and participants in project studies. The levels have been identified, the corresponding indicators and criteria for project activities have been determined, through which it is possible to reflect a generalized picture of the positive changes that have occurred. It has been established that the trend towards an increase in the level of project activity (in terms of motivation, productivity of thinking and a complex of cognitive, educational and practical skills) is more pronounced in the experimental sample, which is the basis for the conclusion about the advisability of introducing the "Method of Projects" technology into the educational system of a modern school .
Of course, the study does not claim to provide a comprehensive coverage of the identified problem.
The direction of development of further research is seen in the following:
Search for mechanisms and technological procedures in mastering the project activities of students of different age groups;
Studying the influence of participation in project research on the development of the personality of schoolchildren, as well as on the continuity of various aspects of the learning process;
Adaptation of the technology "Method of projects" to the organization of extracurricular work on the subject, as well as educational work.
At the same time, the results obtained by us are the basis for a general conclusion about the effectiveness of the “Method of projects” technology substantiated in this study.
List of references for dissertation research Candidate of Pedagogical Sciences Morozova, Marina Mikhailovna, 2005
1. Aleksashina I.Yu. Teacher and new guidelines for education: Humanization of education as a subject of theoretical reflection and practical development by the teacher / Introduction. Art. Yu.N. Kulyutkin. / I.Yu. Aleksashina. St. Petersburg: B.I., 1997. - 153 p.
2. Amonashvili Sh.A., Zagvyazinsky V.I. Parities, priorities and accents in the theory and practice of education / Sh.A. Amonashvili, V.I. Zagvyazinsky // Pedagogy. 2000. - No. 2. - S. 57 - 63.
3. Angelovski K. Teachers and innovations: Book. for the teacher / Per. with mocked. / K. Angelovski. M.: Enlightenment, 1991. - 158 p.
4. Andreev V.I. Pedagogy of creative self-development: Innovative course: In 2 books: Book. 1./ V.I. Andreev. Kazan, 1996. - 568 e.; Book. 2. -Kazan, 1998.-320 p.
5. Andreeva N.D., Malinovskaya N.V. Professional orientation of students / N.D. Andreeva, N.V. Malinovskaya // Biology at school. -2003.-No. 1.-S. 37-43.
6. Anisimov N.M. Modern ideas about inventive and innovative activities / N.M. Anisimov // School technologies. 1998. - No. 5. - S. 49 - 75.
7. Afanasiev V. Designing pedagogical technologies / V. Afanasiev // Higher education in Russia. 2001. - No. 4. - S. 147 - 150.
8. Badmaev B.Ts. Psychology in the work of a teacher: In 2 books / B.Ts. Badmaev. -M.: VLADOS, 2000. 380 p.
9. Baikova JI.A., Grebyonkina JI.K. Pedagogical skill and pedagogical technologies: Textbook. / JI.A. Baykova, JI.K. Grebenkin. M.: Pedagogical Society of Russia, 2000. - 256 p.
10. Bayard R., Bayard D. Your restless teenager: Pract. hands for desperate parents / Per. from English. A.B. Orlov. / R. Bayard, D. Bayard. M.: Family and school, 1995. - 224 p.
11. Balayan G.V. Method of projects at the lesson of history / G.V. Balayan // School technologies. 1997. - No. 1. - S. 14 - 18
12. Barykova N.A. Method of projects in teaching computer science in the system of general secondary education / N.A. Barykova / X International Conference "Information Technologies in Education". Part II. -M.: MEPhI, 2000. S. 60-61.
13. Bakhtin M.M. Man in the world of the word / Comp., foreword, note. O.E. Osovsky / M.M. Bakhtin M.: Publishing house Ros. Open University, 1995. - S. 140.
14. Bershadsky M.E. Understanding as a pedagogical category. (Monitoring of the cognitive sphere: does the student understand what he is studying?) / M.E. Bershadsky. M .: Center "Pedagogical Search", 2004. - 176 p.
15. Belkin A.S. Pedagogy of childhood (Fundamentals of age-related pedagogy) / A.S. Belkin. - Ekaterinburg: "Socrates", 1995. 152 p.
16. Belkin A.S. situation of success. How to create it: Book. for the teacher / A.S. Belkin. -M.: Enlightenment, 1991. 176 p.
17. Bespalko V.P. Components of pedagogical technology / V.P. Bespalko. M .: Pedagogy, 1989. - 192 e .: ill.
18. Bespalko V.P. Pedagogy and progressive learning technologies / V.P. Bespalko. M.: Institute of PO of the Ministry of Education of Russia, 1995.- 128 p.
19. Blinov V., Sergeev I. Four years of discoveries. Project activity through the eyes of a practitioner / V. Blinov, I. Sergeev // Lyceum and gymnasium education. 2002. - No. 3. - S. 20-28.
20. Blonsky P.P. Selected pedagogical and psychological works / P.P. Blonsky. M.: Pedagogy, 1979. - T. 1. - S. 39 - 85.
21. Bogdanova D. Thinking over your project / D. Bogdanova // INFO. 1996. -№ 3.-S.10-18.
22. Bogdanova R.U. How to create together: a book for a teacher about the organization of the creative life of schoolchildren / R.U. Bogdanov. St. Petersburg: RGPU, 2001.- 160 p.
23. Bogoyavlenskaya D.B. Psychology creativity: studies. allowance for universities / D.B. Epiphany. M.: Academy, 2002. - 337 p.
24. Bozhovich L.I. Selected psychological works: Problems of personality formation / L.I. Bozovic. M.: Intern. ped. academy, 1995.-209 p.
25. Bondarevskaya E.V. Pedagogical culture as a social and personal value / E.V. Bondarevskaya // Pedagogy. 1999. - No. 3. - S. 37 - 43.
26. Bondarevskaya E.V., Kulnevich S.V. Pedagogy: personality in humanistic theories and education systems: Proc. allowance / E.V. Bondarevskaya, S.V. Kulnevich. M. - Rostov- n / D .: TC "Teacher", 1999. - 560 p.
27. Bondarevskaya E.V. Theory and practice of personality-oriented education / E.V. Bondarevskaya. Rostov-on-Don, 2000. - 352 p.
28. Bordzun V.N., Bordzun L.A. Research activity at school: assessment criteria / V.N. Bordzun, L.A. Bordzun // Methodist. 2003. - No. 6.-S. 50-51.
29. Borytko N.M. In the space of educational activity: Monograph / N.M. Borytko. Volgograd, 2001.-181 p.
30. Borytko N.M. Teacher in the spaces of modern education: Monograph / N.M. Borytko. Volgograd, 2001. - 214 p.
31. Bratchenko S.L. Humanitarian expertise in education: criteria personal growth/ S.L. Bratchenko // School technologies. 2001. - No. 2. - S. 179 -195; No. 3. - S. 204 - 226; No. 4. - S. 137 - 148.
32. Burkov V.N., Novikov D.A. How to manage projects / V.N. Burkov, D.A. Novikov. M., 1997. - 128 p.
33. Bychkov A.V. Method of projects in modern school / A.V. Bychkov. M., 2000.- 132 p.
34. Vasiliev V. Design and research technology: the development of motivation / V. Vasiliev // Public education. 2000. - No. 9 - S. 177-180.
35. Wentzel K.N. Free education: Sat. fav. works / K.N. Wentzel. -M., 1993.-248 p.
36. Bulletin of practical psychology of education. 2004. - No. 1. - S. 128
37. Bulletin of the Russian Public Council for the Development of Education. Issue 7, part I. Moscow, State University Higher School of Economics, 2003. - S. 9-10.
38. Voroshilov V.V. Organizational and pedagogical conditions for the development of methods of project work by teachers. Abstract dis. candidate ped. Sciences. / V.V. Voroshilov. M., 2000. - 23 p.
39. Vulfov B.Z., Kharkin V.N. Pedagogy of reflection / B.Z. Vulfov, V.N. Kharkin. M.: IChP Publishing House "Magister", 1995. - 112 p.
40. Choice in the modern school / Ed. A.P. Tryapitsyna. St. Petersburg: "Aquarius", 2002.- 108 p.
41. Vygotsky JI.C. The history of the development of higher mental functions. Sobr. op. in 6 vols. /J.I.C. Vygosky. M., 1983. T.Z. - 326 p.
42. Vygotsky JI.C. Thinking and speech. Sobr. op. in 6 vols. /J.I.C. Vygotsky. M., 1982. - V.2. - 286 p.
43. Gazman O.S. Education: goals, means, prospects / O.S. Gazman // New pedagogical thinking. M.: Pedagogy, 1989. - S. 221 - 237.
44. Gershunsky B.S. Philosophy of education for the XXI century (In search of practice-oriented educational concepts) / B.S. Gershunsky. -M.: Publishing House "Perfection", 1998.- 182 p.
45. Gessen S.I. Fundamentals of Pedagogy. Introduction to applied philosophy / S.I. Hesse. M., 1995. - 448 p.
46. Getmantseva S.M. Method of projects: history and practice of use in school education / S.M. Getmantsev. Veliky Novgorod: NRTsRO, 2000.-35 p.
47. Ginetsinsky V.I. Fundamentals of theoretical pedagogy / V.I. Ginetsinsky. St. Petersburg: Publishing House of St. Petersburg. un-ta, 1992. - 154 p.
48. Glukhanyuk N.S. Workshop on psychodiagnostics: Proc. allowance / N.S. Glukhanyuk. Moscow: Publishing House of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2003. - 192 p.
49. Golub G.B., Churakova O.V. Method of projects in technology lessons (Methodological guide for teachers) / G.B. Golub, O.V. Churakov. - Samara, 2000. 42 p.
50. Gorlitskaya S.I. Method of projects in developing education in informatics: Abstract of the thesis. dis. . scientist. step. cand. ped. Sciences: Ros. state ped.un-t im. A.I. Herzen / S.I. Gorlitskaya. St. Petersburg, 1995. - 18 p.
51. Grabar M.I., Krasnyanskaya K.A. Some provisions of the sampling method in connection with the organization of the study of students' knowledge: Methodological recommendations / M.I. Grabar, K.A. Krasnyanskaya. M.: Pedagogy, 1973.-43 p.
52. Gromyko Yu.V. Designing and programming the development of education / Yu.V. Gromyko. M., 1996. - S. 11.
53. Gubanova N.A. Didactic conditions for teaching students of vocational schools to carry out creative projects. Abstract dis. cand. ped. Sciences / N.A. Gubanov. Bryansk, 2000. - 18 p.
54. Guzeev V.V. "Method of projects" as a special case of integral technology / V.V. Guzeev // Director of the school. 1996. - No. 6. - S. 24 - 32.
55. Guzeev V.V. From methods to educational technology / V.V. Guzeev // Primary education.-1998- No. 7. - P.84-107.f 58. Guzeev V.V. Evaluation, rating, test / V.V. Guzeev // School technologies.- 1998.-№3 Ch.Z.-S. 18-26.
56. Guzeev V.V. Group activity of students in the educational process / V.V. Guzeev // Chemistry at school. 2003. - No. 2. - S. 15-25.
57. Guzeev V.V. Cognitive independence of students and the possibility of its manifestation in educational technology / V.V. Guzeev // Chemistry at school. 2004. - No. 3. - S. 16-22.
58. Guzeev V.V. Evaluation scales in educational technology / V.V. # Guzeev // Public education. 2002. - No. 5. - S. 115 - 120.
59. Guzeev V.V. Cognitive independence of students and the development of educational technology / V.V. Guzeev. M.: Research Institute of School Technologies, 2004. - 128 p.
60. Davydov V.V. Theory of developing education / V.V. Davydov. M.: INTOR, 1996.-554 p.
61. Demidova M.Yu. Natural science projects. Grades 10-11 (Physics. Geography. Ecology. Ecology) / M.Yu. Demidov. M.: "School press", 2005. 79 p.
62. Derekleeva N.I. Research work at school / N.I. Derekleev. M.: Verbum-M, 2001. - 48 p.
63. Deryabo S.D., Yasvin V.A. Ecological pedagogy and psychology / S.D. Deryabo, V.A. Yasvin. Rostov-on-Don: Phoenix Publishing House, 1996. - 242 p.
64. Dorogan JI.B., Negrobov O.P. School project as a result of environmental education / L.V. Dorogan, O.P. Negrobov // Ecological education. 2003. - No. 1. - S. 10-18.
65. Druzhinin V.N. Psychology of general abilities / V.N. Druzhinin. - St. Petersburg: Publishing House "Peter", 2000. 368 p.
66. Druzhinin V.N. Experimental psychology: Proc. allowance / V.N. Druzhinin. M.: INFRA, 1997. - 296 p.
67. Dewey John. School and society / John Dew. - M., 1922. 90 p.
68. Dewey John. Democracy and education: Per. from English. / John Dewey. -M.: Pedagogy-Press, 2000. 384 p.
69. Dewey J. and E. Schools of the Future / J. and E. Dewey. M., 1922. - 98 p.
70. If I were the head of the council (collection of school projects) M .: RIA "IM-Inform", 2000. - 252 p.
71. Zheleznyakova Yu.V. Teaching and research environmental projects in teaching chemistry: Abstract of the thesis. dis. scientist. step. cand. ped. Sciences / Yu.V. Zheleznyakov. M., 2001. - 26 p.
72. Zhuravlev V.I. Pedagogy in the system of human sciences / V.I. Zhuravlev. -M.: Pedagogy, 1990. 166 p.
73. Zagvyazinsky V.I. Designing regional educational systems / V.I. Zagvyazinsky // Pedagogy. 1999. - N 5. - S. 8 - 13.
74. Zagvyazinsky V.I. Learning Theory: Modern Interpretation / V.I. Zagvyazinsky. M.: "Academy", 2001. - 318 p.
75. Zaguzov N.I. Preparation and defense of a dissertation in pedagogy / N.I. Zaguzov. M.: Ed. Orerl Line House, 1998. - 192 p.
76. Zaretskaya I. Designing in education: a myth or a path of development? / I. Zaretskaya // Teacher. 2001. - No. 3. - S. 22 - 30.
77. Zakharova N.A., Korneva L.N., Petryakov P.A., Shirin N.I. Project-based learning for high school students at technology lessons:
78. Methodological guide / N.A. Zakharova, JI.H. Korneva, P.A. Petryakov, N.I. Width. Veliky Novgorod: NovGU im. Y. Wise, 2003. - 160 e., ill.
79. Zvereva G. Group educational work / G. Zvereva // Teacher. 2000. - JM° 5.-p. 17-19.
80. Health of schoolchildren // Biology at school. 1997. - No. 2. - S. 11.
81. Winter I.A. Pedagogical psychology / I.A. Winter. Rostov-on-Don, 1997.-S. 41.
82. Zinchenko V.P. Affect and intelligence in education / V.P. Zinchenko. M.: Trivola, 1995.-64 p.
83. History of pedagogical technology: Sat. scientific Proceedings / Ed. M.G. Plokhova, F.A. Fradkina. M., 1992. - S. 20.
84. Innovative technologies in educational pedagogical process schools and universities: Sat. scientific articles. Issue. 1. Volgograd: Change, 1993. - 194 p.
85. Kagarov E.G. Method of projects in labor school/ E.G. Kagarov. JL, 1926.-102 p.
86. How a project is born: From the experience of introducing methodological and organizational and pedagogical innovations / Ed. E. Nyastrebtsova. M., 1995. - 47 p.
87. Kan-Kalik V.A., Kovalev G.A. Pedagogical communication as a subject of theoretical and applied research / V.A. Kan-Kalik, G.A. Kovalev // Vopr. psychol. 1985. - No. 4. - S. 9 - 16.
88. Kapterev P.F. Didactic essays. Theory of education / P.F. Kapterev // Kapterev P.F. Selected pedagogical works. M .: Pedagogy, 1982. - S. 270 - 652.
89. Kacharova E.G. Method of projects in the labor school / E.G. Kacharova. L., 1926.-64 p.
90. Kikot E.N. Fundamentals of research activity: Textbook for lyceum students / E.N. Kikot. Kaliningrad, 2002. - 420 p.
91. Kilpatrick W.H. project method. The use of target setting in the pedagogical process / U.Kh. Kilpatrick. L., 1925. - 52 p.
92. Kilpatrick W.H. Fundamentals of the method / U.Kh. Kilpatrick. M.-L., 1928. - 68 p.
93. Klarin M.V. Innovative models of education in modern foreign pedagogy / M.V. Clarin // Pedagogy. 1994. - No. 5. - S. 104-109.
94. Klarin M.V. Innovations in world pedagogy: learning based on research, games and discussions: (Analysis of foreign experience) / M.V. Clarin. Riga: SPC "Experiment", 1995. - 176 p.
95. Klyachkova Yu.V. Diary for the implementation of a creative project on technology with methodological recommendations. Textbook / Yu.V. Klyachkov. Veliky Novgorod: RCRO, 2003. - 30 p.
96. Kolesnikova I.A. Pedagogical reality in the mirror of inter-paradigm reflection / I.A. Kolesnikov. St. Petersburg: Publishing House of St. Petersburg. state un-ta ped. mastery, 1999. - 242 p.
97. Kolechenko A.K. Encyclopedia of pedagogical technologies: A guide for teachers / A.K. Kolechenko. SPb., 2002. - 210 p.
98. Collings E. The experience of the American school on the project method / E. Collings. M.: New Moscow, 1926. - 96 p.
99. Kolomok O.I. Theory of designing a system for the formation of students' readiness for the development of educational activities (On the example of studying mathematics in an agricultural university). Abstract. dis. Dr. ped. Sciences / O.I. Kolomok. - Tolyatti, 2001. 39 p.
100. Comenius Ya.A. Great didactics // Ya.A. Comenius. Selected pedagogical works / Ya.A. Comenius. M.: Uchpedgiz, 1955. -256 p.
101. Comenius Ya.A., Locke D., Rousseau J.-J., Pestalozzi I.G. Pedagogical heritage / Ya.A. Comenius, D. Locke, J.-J. Russo, I.G. Pestalozzi. M., 1989. - S. 261, 332.
102. Kon I.S. In search of oneself: personality and its self-consciousness / I.S. Con. M., 1984.-335 p.
103. Ascertaining experiment in pedagogy: Sat. articles of graduate students and doctoral students of the Russian State Pedagogical University. A.I. Herzen. SPb., 2000. - 110 p.
104. The concept of scientific, scientific, technical and innovation policy in the education system of the Russian Federation for 2001-2005: Appendix 1 to the order of the Ministry of Education of Russia of June 6, 2000 No. 1705 // Bulletin of the Ministry of Education of the Russian Federation. - 2000. - No. 11. - S. 40 - 55.
105. Kopytov JI. School project "Creation of a new enterprise" / JI. Kopytov // Director of the school. 1999. - No. 3. - S. 63 - 78.
106. Kraevsky V.V. Methodology of Pedagogical Research: A Handbook for a Teacher-Researcher / V.V. Kraevsky. - Samara: SamGPI Publishing House, 1994.-165 p.
107. Kraevsky V.V. Pedagogical theory / V.V. Kraevsky. Volgograd: Change, 1996. - 85 p.
108. Brief guide to pedagogical technology / Ed. N.E. Shchurkova. M.: New school, 1997. - 64 p.
109. Kruglova O.S. Project-based learning technology / O.S. Kruglova // Head teacher. 1999. - No. 6. - S. 20 - 28.
110. Krupskaya N.K. Pedagogical essays. In 11 vols. T. 10. / N.K. Krupskaya. M., 1962. - S. 379.
111. Krutetsky V.A. Psychology of mathematical abilities of schoolchildren / V.A. Krutetsky. M., 1998. - 411 p.
112. Kryukova E.A. Theoretical basis design and application of personality-developing pedagogical means. Abstract dis. Dr. ped. Sciences / E.A. Kryukov. Volgograd, 2000. - 52 p.
113. Ksenzova G.Yu. Perspective school technologies: Teaching aid / G.Yu. Ksenzov. M.: Pedagogical Society of Russia, 2000. - 224 p.
114. Kuznetsov V.I. Philosophy and methodology of science / V.I. Kuznetsov. M.: Aspect Press, 1995. - 366 p.
115. Kulikov A.G. Formation of design skills of high school students in the system of continuous design education. Dis. . cand. ped. Sciences / A.G. Kulikov. Magnitogorsk, 2000. - 165 p.
116. Kulnevich S.V. Pedagogy of personality from concepts to technologies / S.V. Kulnevich. Rostov-on-Don: "Teacher", 2001. - 126 p.
117. Kulnevich S.V. Pedagogy: personality in humanistic theories and education systems: Proc. allowance / S.V. Kulnevich. M. - Rostov-n / D .: TC "Teacher", 1999. - 560 p.
118. Kurbatov R. Method of projects / R. Kurbatov // Private school. 1995. - No. 4.-S.8-18.
119. Kurkin E.B. Management of innovative projects in education / E.B. Kurkin. M .: "Pedagogy-Press", 2001. - S. 49.
120. Kurova N.N. Project activity in the developed information environment of a general educational institution / N.N. Kurova. Samara, 2001. - 145 p.
121. Kushnir A. New Russia is growing up./ A. Kushnir // Public education. 1997. - No. 5. - S. 20 - 27.
122. Ladenko N.S., Semenov I.N., Sovetov A.F. Reflexive organization of design thinking / N.S. Ladenko, I.N. Semenov, A.F. Soviets. Novosibirsk, 1990. - 102 p.
123. Lebedeva L.D. Formation and development of cognitive independence of fourth grade students in teaching natural history. Dissertation for the degree of candidate of pedagogical sciences / L.D. Lebedev. Leningrad, 1984. - 212p.
124. Lebedeva L.D. Art therapy classes in elementary school / L.D. Lebedeva // School technologies. 2000. - No. 6. - S. 200 - 205.
125. Lebedeva L.D. Art therapy as a pedagogical innovation in education / L.D. Lebedeva // Pedagogy. 2001. - No. 9. - S. 32 - 40.
126. Lebedeva L.D. Pedagogical Foundations of Art Therapy in Education: Monograph./ L.D. Lebedev. St. Petersburg: LOIRO, 2001. - 318 p.
127. Levin L.S. New ways of school work (Method of projects) / L.S. Levin. M .: Worker of education, 1925. - 89 p.
128. Levites D.G. Teaching practice: modern educational technologies / D.G. Levites M.: Institute of pract. psychology; Voronezh: Publishing House of NPO "MODEK", 1998. - 128 p.
129. Levchenko T.V. Project activities of students in the field of ecology / T.V. Levchenko // Ecological education. 2003. - No. 3. - S. 40 - 44.
130. Leites N.S. Age giftedness of schoolchildren: Proc. manual for students of pedagogical universities / N.S. Leites. - M.: Academy, 2001. 320 p.
131. Leontiev A.N. Problems of the development of the psyche / A.N. Leontiev. 3rd ed. -M.: MSU, 1972.-262 p.
132. Leontiev A.N. Activity. Consciousness. Personality / A.N. Leontiev. M., 1975.-S.221.
133. Likhachev B.T. The main categories of pedagogy / B.T. Likhachev // Pedagogy. 1999. - No. 1. - S. 10 - 19.
134. Lyaudis V.Ya. Innovative teaching and science. INION / V.Ya. Laudis. -M., 1992.- 154 p.
135. Lyaudis V.Ya. New paradigm of pedagogical psychology and practice of innovative education / V.Ya. Laudis // West. Moscow university Ser. 14. Psychology. 1998. - N 2. - S. 88 - 97.
136. Maksimova V.N. Integration in the education system / V.N. Maksimov. -SPb., LOIRO, 2000. 83 p.
137. Malkova I.Yu. Pedagogical functions of the project method and the conditions for their implementation in rural schools. Dis. cand. ped. Sciences / I.Yu. Malkov. -M., 1995.- 165 p.
138. Mamontov S.G. Biology. General patterns. Grade 9: Proc. for general education institutions / S.G. Mamontov, V.B. Zakharov, N.I. Sonin. 3rd ed. - M.: Bustard, 2002. - 288 p.
139. Maslow A. Motivation and personality / Per. from English / A. Maslow. St. Petersburg: Eurasia, 1999. - 478 p.
140. Matyushkin A.M. and others. Development of creative activity of schoolchildren / A.M. Matyushkin. M., 1991. - 210 p.
141. Matyash N.V. Psychology of project activity of schoolchildren. Abstract dis. . Dr. ped. Sciences / N.V. Matyash. M., 2000. - 52 p.
142. Matyash N.V. Project method of teaching in the system of technological education / N.V. Matyash // Pedagogy. 2000. - No. 4. - S. 38 - 41.
143. Matyash N.V., Simonenko V.D. Project activity of younger schoolchildren: A book for primary school teachers. M.: Venta-Graf, 2004.- 106 p.
144. Melnikov V.E., Migunov V.A., Petryakov P.A. Method of projects in teaching the educational field "Technology": Textbook / V.E. Melnikov, V.A. Migunov, P.A. Petryakov. Veliky Novgorod: NRCRO, 2000. - 88 p.
145. Method of projects in the technological education of schoolchildren: materials of the International Seminar. St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2001.-178 p.
146. Method of projects: Scientific and methodical collection / Belarusian State University. Center for Problems of Education Development. Republican Institute for the Development of Higher School of BSU. Minsk: RIVSH BGU, 2003.-240 p.
147. Methodology of the educational project. Collection of articles / Ed.-sost. N.Yu. Pakhomov. M.: MIOO Publishing House, 2001.- 132 p.
148. Methods of systematic pedagogical research: Textbook. -M.: People's education, 2002. 208 p.
149. Minaeva O. Study of the native land by the method of projects / O. Minaeva // Rural school. 2000. - No. 4. - S. 16 - 22; - No. 5. S. 10 - 16.
150. Mishchenko V. The main thing is independence and freedom of thinking / V. Mishchenko // Teacher. - 2002. - No. 2. - S. 24-26.
151. Modeling the educational process. Educational activity: methodology, content, technologies: Monograph / N.M. Borytko, T.V. Vorontsova., P.P. Gerasev and others. Ed. V.A. Pyatina. Astrakhan, 2001. - 532 p.
152. Morozova M.M. The role of the class teacher in career guidance in a city school / M.M. Morozova // Personality: education, upbringing, development: Collection of articles and scientific materials. Ulyanovsk: UlGPU, 2002. - S. 49-50.
153. Morozova M.M. "Method of projects" history and modernity / M.M. Morozova // Junior schoolchild: education, development: Materials
154. All-Russian scientific and practical conference. Ulyanovsk: UlGGTU, 2003.-p. 93-97.
155. Morozova M.M. Model of the triad of project activities of high school students / M.M. Morozova // Fundamental and applied problems of pedagogy and psychology: Proceedings of the All-Russian Scientific and Practical Conference. - Ulyanovsk: UlGGTU, 2005. - S. 112 - 122.
156. Mudrik A.V. Communication in the process of education: Proc. allowance for university students / A.V. Mudrik. M.: Pedagogical Society of Russia, 2001.-320 p.
157. Myasishchev V.N. Psychology of relations / V.N. Myasishchev. M. - Voronezh: NPO "MODEK", 1995. - 356 p.
158. Nazarova T.S. Pedagogical technologies: a new stage of evolution / T.S. Nazarova // Pedagogy. 1997. - No. 3. - S. 20 - 27.
159. On the way to the method of projects. Sat. 1-2. M., 1930. - 96 p.
160. Naumov JI. What saves the school from routine? / JI. Naumov // Lyceum and gymnasium education. 2002. - No. 3. - S. 14-18.
161. Nikitina N.N., Zheleznyakova O.M., Petukhov M.A. Fundamentals of professional and pedagogical activity: Proc. allowance for students. institutions sred.prof. education / N.N. Nikitina, O.M. Zheleznyakova, M.A. Petukhov. M.: Mastery, 2002. - 288 p.
162. New paradigm of Russia's development in the 21st century. Comprehensive studies of the problems of sustainable development. M.: Academia, 2000. -142 p.
163. Novikov A.M. Doctoral dissertation: Manual for doctoral students and applicants for the degree of Doctor of Science / A.N. Novikov. M.: Egves, 1999.- 120 p.
164. Novikova T. Project technologies in the classroom and in extracurricular activities / T. Novikova // Public education. 2000. - No. 7. - S. 151-157.
165. New pedagogical and information technologies in the education system: Textbook for students. ped. universities and systems of higher education. qualified ped. personnel / E.S. Polat, M.Yu. Bukharkina, M.V. Moiseeva, A.E.
166. Petrov. Ed. E.S. Polat. M.: Publishing house. center "Academy", 2003. -272 p.
167. Updating school technology education / Ed. E.S. Zaire Bek. St. Petersburg: RGPU, 2000. - 146 p.
168. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language: 72500 and 7500 phrases. expressions / Russian AN. Russian Language Institute. Russian Cultural Foundation / S.I. Ozhegov, N.Yu. Shvedova. M.: Az Lta, 1992.-S. 362.
169. Orlov A.B. Psychology of personality and human essence: paradigms, projections, practices: A manual for students of psychology. fak. / A.B. Orlov. -M.: Ed. corporation "Logos", 1995. S. 50. - 215 p.: ill.
170. Fundamentals of the development of pedagogical technologies and innovations: Monograph / L.N. Davydova, V.A. Pyatin, A.M. Treshchev, I.L. Yatsukova and others. V.A. Pyatina Astrakhan, 1998. - 380 p.
171. Palaeva L.I. Project method in teaching English language middle school students. Abstract dis. . cand. ped. Sciences / L.I. Palaeva. - M., 2004. - 18 p.
172. Parkhurst E. Education and training according to the Dalton plan. Per. from English / E. Parkhurst. -M., 1924. 112 p.
173. Pakhomova N.Yu. Method of projects: functions and structure of the educational project / N.Yu. Pakhomova // Technological education. 1997. - No. 1. - S. 92 -96.
174. Pakhomova N.Yu. Method of projects in teaching informatics / N.Yu. Pakhomova//Computer science and education. 1996. - No. 1.-S. 12 - 16.
175. Pakhomova N.Yu. Method of projects / N.Yu. Pakhomova // Informatics and education. Int. specialist. journal issue: Technological education. 1996. - S. 32 - 46.
176. Pakhomova N.Yu. Educational projects: search methodology / N.Yu. Pakhomova // Teacher. 2000. - No. 1. - S. 41 - 45.
177. Pakhomova N.Yu. Educational project: its capabilities / N.Yu. Pakhomova // Teacher. 2000. - No. 4. - S. 52-55.
178. Pakhomova N.Yu. Teaching project method in an educational institution. A manual for teachers and students of pedagogical universities / N.Yu. Pakhomov. M.: ARKTI, 2003. - 112 p.
179. Pakhomova N.Yu. Project method in the arsenal of a mass teacher / N.Yu. Pakhomova // Methodology of the educational project. Collection of articles / Ed.-sost. N.Yu. Pakhomov. M.: MIOO Publishing House, 2001. - P.47.
180. Pedagogy: Proc. manual for students of pedagogical universities and pedagogical colleges / Ed. P.I. piddly. M.: RPA, 1995.-637 p.
181. Pedagogy: Textbook for students of pedagogical educational institutions / V.A. Slastyonin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. -M.: School-Press, 1998. S.ZZ 1.
182. Pedagogy: pedagogical theories, systems, technologies / Ed. S.A. Smirnova. -M.: "Academy", 2000.- 292 p.
183. Pedagogical information technologies and the picture of the world in lifelong education (Informological aspect): Textbook / Ed. V.A. Izvozchikov. St. Petersburg: Education, 1997. - 198 p.
184. Pedagogical skill and pedagogical technologies. / Ed. J1.K. Grebenkina and JI.A. Baikova. M.: "Russia", 2001.- 200 p.
185. Pereverznev L. Project approach and requirements for the teacher / L. Pereverznev // School and production. 2002. - No. 1. - S. 6 - 12.
186. Petrova V. Method of projects / V. Petrov. M., 1929. - 100 p.
187. Petrovsky V.A. Personality in psychology / V.A. Petrovsky. Rostov-on-D.: Phoenix, 1996. - 512 p.
188. Pedagogical foundations for designing educational systems of a new type. St. Petersburg, 1995. - 134 p.
189. Pityukov V.Yu. Fundamentals of pedagogical technology: educational and practical guide / V.Yu. Pityukov. M., 1997.- 122 p.
190. Podobed V.I., Kolesnikova I.A. Vocational and pedagogical training of scientists-researchers: outlines of the project / V.I. Podobed, I.A. Kolesnikova // Pedagogy. 2000. - No. 10. - S. 54 - 57.
191. Polat E.S. Method of projects: typology and structure / E.S. Polat // Lyceum and gymnasium education. 2002. - No. 9. - S. 26 - 36.
192. Polat E.S. Method of projects in foreign language lessons / E.S. Polat // Foreign languages at school. 2000. - No. 2. - S. 3.
193. Polyakov S.D. Fundamentals of the theory of innovative processes in the field of education: Dis. Dr. ped. Sciences / S.D. Polyakov. M., 1993. - 398 p.
194. Polyakov S.D. Technologies of education: textbook.-method. allowance (library of the head of an educational institution) / S.D. Polyakov. M.: Humanit. ed. center VLADOS, 2002. - 144 p.
195. Polyakov S.D., Yasnitskaya V.R., Zimin E.S. The goals of modern education: Personally-oriented collective creative work / S.D. Polyakov, V.R. Yasnitskaya, E.S. Zimin. Ulyanovsk: Publishing House of IPK PRO, 1996.-90 p.
196. Polyakova S. Creativity is a study / S. Polyakova // Teacher. -2002.-№2.-S. 32-36.
197. Popova N.I. Method of projects and school of life / N.I. Popov. M., 1926. -136 p.
198. Project and research activities of students in the educational environment of a non-state educational institution. M., 2001. - 68 p.
199. Project fan // Lyceum and gymnasium education. 2002. - No. 3.-C.3-46.
200. Projects as a way of organizing children's lives. Khanty-Mansiysk, 2002. - 202 p.
201. Prutchenkov A.S. Capabilities of gaming technology: concepts and terms / A.S. Prutchenkov // Pedagogy. 1999. - No. 3. - S. 121 - 126.
202. Radionov V.E. Non-traditional pedagogical design / V.E. Radionov. SPb., 1996. - 102 p.
203. Rappoport A.G. Design boundaries / A.G. Rappoport // Questions of methodology. 1991. - No. 1. - S. 26 - 30.
204. Rats M. et al. Russian Idea: Democratic Development of Russia / Reports / M. Rats, M. Oizerman, B. Sleptsov, S. Tarutin. M., 1996. - 48 p.
205. Remeeva A.F. Individual typological features of the cognitive activity of adolescents, due to the functional asymmetry of the brain, and the learning process. Abstract dis. cand. psychol. Sciences / A.F. Remeev. - M., 1998.- 23 p.
206. Russian Pedagogical Encyclopedia: in 2 volumes / Ch. ed. A. P. Gorkin; Ed. V.V. Davydov. M.: BRE, 1993. - T. 1: A - M. - S.567. - 608 e.: illustration; M.: BRE, 1999. - T. 2: M-Ya. - 672 e.: ill.
207. Rubinstein S.L. Problems of general psychology / S.L. Rubinstein. -M., 1976.-S.365.
208. Rudakova A.S. Project-based learning as a means of organizing students' independent activities at the search level / A.S. Rudakova // Humanization of education is the way of personality formation. - Barnaul, 2000. - S. 46 -52.
209. Rubtsov V.V. Fundamentals of socio-genetic psychology / V.V. Rubtsov. - M. Voronezh, 1996. - 110 p.
210. Russkikh G.A. Development of educational and research activities of students / G.A. Russian // Additional education. 2001. - No. 7-8.-S. 13-14.
211. Russkikh G.A. Project-based learning technology / G.A. Russian // Biology at school. 2003. - No. 3. - S. 21 - 31.
212. Russkikh G.A. Adaptive learning technologies / G.A. Russian // Biology at school. - 2003. No. 2. - S. 20 - 28.
213. Savenkov A.I. Your child is talented: Children's giftedness and home schooling / A.I. Savenkov. Yaroslavl: Academy of Development, 2002.-352 p.
214. Samkova V.A. Projects as a form of organization of environmentally oriented activities of schoolchildren / V.A. Samkova // Biology at school. 2002. - No. 7. - S. 9 - 16.
215. Saranov A.M. Innovative search in a modern developing school: Proc. manual for the special course / A.M. Saranov. Volgograd: Change, 1999.- 123 p.
216. Sarantsev G.I. Theory, methodology and technology of education / G.I. Sarantsev // Pedagogy. 1999. - No. 1. - S. 19-24.
217. Sasova I. Through the problem to the practical result / I. Sasova // Teacher. - 2001. - No. 5. - S. 28 - 34.
218. Collection of scientific projects of students and teachers of the school. Yakutsk, 2001.- 158 p.
219. Selevko G.K. Modern educational technologies: Proc. allowance for ped. universities and IPK / G.K. Selevko. M.: Public education, 1998.- 255 p.
220. Semenova N.V. Preparing future teachers of technology and entrepreneurship to teach students about creative project activities. Abstract dis. candidate ped. Sciences / N.V. Semyonov. -Bryansk, 2000-21 p.
221. Sergeev I.S. How to Organize Student Project Activities: A Practical Guide for Workers educational institutions/ I.S. Sergeev. M.: ARKTI, 2004. - 80 p.
222. Serdyuk M.JI. The project method as a means of developing the creative abilities of students (on the example of the educational field "Technology") Abstract of the thesis. candidate ped. Sciences / M.JI. Serdyuk. - Kirov, 2004. - 21 p.
223. Serikov V.V. personally oriented education. Search for a new paradigm: Monograph / V.V. Serikov. M., 1998. - S.37.
224. Sibirskaya M.P. Theoretical foundations for the design of pedagogical technologies in the process of professional development of vocational education specialists: Dis. . Dr. ped. Sciences / M.P. Siberian-SPb., 1998.- 357p.
225. Sidenko A.S. Pedagogical experiment: from idea to development / A.S. Sidenko. M., 2001.- 186 p.
226. Sidorenko E.V. Methods of mathematical processing in psychology / E.V. Sidorenko. St. Petersburg: Rech LLC, 2001. - 350 e., ill.
227. Sweets V.A. On modeling educational technologies / V.A. Slastyonin // Science and School. 2000. - No. 4. - S. 50 - 56.
228. Slastyonin V.A., Podymova L.S. Pedagogy: innovative activity / V.A. Slastyonin, L.S. Podymov. M.: Master, 1997. -223 p.
229. Modern gymnasium: View of the theorist and practice / Ed. E.S. Polat. M.: Humanit. ed. center VLADOS, 2000. - 168 p.
230. Solovyova I.Yu. Methodological bases for the creation of the course "Country Studies of Britain" using the project method. Abstract dis. . cand. ped. Sciences / I.Yu. Solovyov. M.: RAO Institute of General Secondary Education, 2000. - 21 p.
231. Sternberg V.N. Theory and practice of the “project method” in pedagogy of the 20th century: Abstract of the thesis. dis. cand. ped. Sciences / V.N. Sternberg. Ryazan. state ped. un-t im. S. Yesenina, Ryazan, 2003. - 18 p.
232. Surtaeva N.N. Designing pedagogical technologies in the process of teacher training (on the example of natural science disciplines): Abstract of the thesis. dis. Dr. ped. Sciences / N.N. Surtaev. M., 1995. - 47 p.
233. Tunik E.E. Modified creative tests of Williams / E.E. Tunic. St. Petersburg: Speech, 2003. - 96 p.
234. Tupitsyn A. Designing in education a new myth or a path to development? / A. Tupitsyn // Teacher. - 1998. - No. 1. - P.43.
235. Ushinsky K.D. Collected works. V.8 / K.D. Ushinsky. M., 1950. -S. 23.
236. Frenet S. Selected pedagogical works / S. Frenet. M.: Progress, 1990.-198 p.
237. Philosophy of education for the XXI century: Sat. Art. / Ed. N.N. Pakhomova, Yu.B. Tuptalova. M., 1992. - 207 p.
238. Philosophical encyclopedic dictionary / Ch. edition: L.F. Ilyichev, P.N. Fedoseev, S.M. Kovalev, V.G. Panov. M.: Soviet Encyclopedia, 1983.-S. 364.
239. Kharitonov N.P. Fundamentals of research work by schoolchildren / N.P. Kharitonov // Development of research activities of students: Methodological collection. M.: Public education, 2001. -S. 120.
240. Khromov A.A. When everyone is interested / A.A. Khromov // Teacher. -2002. -No.2.-S.27-29.
241. Khusainova Z.I. Designing the creative activity of students as a technology for humanitarian-oriented teaching of mathematics. Abstract dis. cand. ped. Sciences / Z.I. Khusainov. M., 2001. - 18 p.
242. Kjell L., Ziegler D. Theories of personality / L. Kjell, D. Ziegler. St. Petersburg: Peter Press, 1997. - 608 p.
243. Tsybikova T.S. Pedagogical foundations for using the project method in a secondary school in the context of informatization of society: Abstract of the thesis. dis. . cand. ped. Sciences / BSU / T.S. Tsybikov. Ulan-Ude, 2001.- 18 p.
244. Chanova M.V. Method of projects in the system of problem-based learning / M.V. Chvanova // Siberian teacher. 2003. - No. 1. - S. 10-12.
245. Chernilevsky D.V. Didactic technologies in high school: Textbook for universities / D.V. Chernilevsky. M.: UNITY-DANA, 2002.-S. 49; 53; 391.
246. Chechel I.D. Method of projects or an attempt to save the teacher from the duties of an omniscient oracle / I.D. Chechel // Director of the school. -1998. No. 3.- S. 24-30.
247. Chechel I.D. Research projects in school practice / I.D. Chechel // Management of research activities of a teacher and a student in a modern school. - M.: September, 1998. - S. 83 - 128.
248. Chudnovsky V.E. Development of abilities / V.E. Chudnovsky // Education of schoolchildren. 1990. - No. 4. - S. 10-18.
249. Shadrikov V.D. Introduction to psychology: human abilities / V.D. Shadrikov. M.: Logos, 2002. - 160 p.
250. Shamova T.I. Didactic system of means of activating the teaching of schoolchildren / T.I. Shamova // Soviet Pedagogy. 1979. - No. 3. - S. 1117.
251. Shapiro V.D. etc. Project management / V.D. Shapiro. St. Petersburg: "Two THREE", 1996.-610 p.
252. Shatsky S.T. Selected pedagogical works. In two volumes. T.2 / S.T. Shatsky. M., 1980. - S. 30.
253. Shevandrin N.I. Psychodiagnostics, correction and personality development: Proc. for stud. higher textbook establishments. 2nd ed. / N.I. Shevandrin. -M.: Humanit. ed. center VLADOS, 2001. - 512 p.
254. Sheinblit A.E. Pedagogical conditions for the formation of readiness of students of secondary specialized educational institutions for project activities. Abstract dis. cand. ped. Sciences / A.E. Sheinblit. - Kaliningrad, 2000. 18 p.
255. Shcherbatykh Yu.V. Psychology of success / Yu.V. Shcherbatykh. M.: Eksmo Publishing House, 2004. - 560 p.
256. Shirokova I.B. “Phase Coincidence” or an Attempt of Practical Substantiation of Individual Pedagogical Technology / I.B. Shirokova // Lecturer. 2000. - No. 5-6.
257. Schlesinger B. Evaluation of a project or school of productive learning / B. Schlesinger // School technologies. 2000. No. 4. - S. 96-103.
258. Schneider M. Evaluation of the quality of project activities of students / M. Schneider // Lyceum and gymnasium education. 2002. - No. 3.
259. Shchurkova N.E. Workshop on pedagogical technologies / N.E. Shchurkov. M.: Ped. Society of Russia, 1998. - 250 p.
260. Shchurkova N.E. From pedagogical "mystery" to professionalism, or an ode to technology / N.E. Shchurkova // Primary education. 1997. - No. 9. - P.43-46.
261. Shchurkova N.E. Value relations / N.E. Shchurkova // Education of schoolchildren. 1999. - No. 3. - S. 17 - 22.
262. Epstein M. The idea that arose at the beginning of the last century and almost forgotten by the middle of the century, again becomes relevant for our school / M. Epstein // First of September. Psychology. 2001. - No. 64.
263. Etymological dictionary. M.: Planeta, 1996. - S. 197.
264. Yudin V.V. Pedagogical technology: Textbook. 4.1 / V.V. Yudin. Yaroslavl: YarGPU, 1997. - 48 p.
265. Yusufbekova N.R. General Basics pedagogical innovation: Experience developed. theory of innovative processes in education: (Method, manual) / N.R. Yusufbekov. M.: TsSPO RSFSR, 1991. - 91 p.
266. Yakimanskaya I.S. Development of technology of personality-oriented learning / I.S. Yakimanskaya // Questions of psychology. 1995. - No. 2. - S. 31-38.
267. Yakovleva E.JI. Psychology of the development of the creative potential of the individual / E.JI. Yakovlev. M.: Flinta, 1997. - 224 p.
268. Yakunin V.A. Educational psychology: Proc. allowance. 2nd ed. / V.A. Yakunin. - St. Petersburg: Publishing House of Mikhailov V.A., 2000. - 349 p.
269. Yurkovskiy B.C. On a new method of working with gifted children / B.C. Yurkovsky // Primary school. 2000. - No. 1. - S. 16-22.
270. Yasvin V.A. Educational environment: from modeling to design / V.A. Yasvin. M., 1997. - 132 p.
271. Bausch K.-R., Christ H., Krumm H.-J. Handbuch Fremdsprachenunterricht. 3 Auflage. Tubingen-Basel: Franse, 1995. S. 225-228.
272. Bastian J. Freie Arbeit und Projektunterricht / Eine didaktische "Wiedervereinigung" // Padagogik. Heft 10. 1993. - S. 6-9.
273. Knoll M. 300 Jare lernen am Projekt. Zur Pevision unseres Geschichtsbildes / M. Knoll // Padagogik. Heft 7-8. 1993. - S. 58-63.
274. Mursfein B.I. (Ed.). Handbook of projective technigues. N. Y., 1965. - S. 78-83.
275. Fried-Booth D. L. Project Work. Oxford University Press. 1986. S. 34-49.
Please note that the scientific texts presented above are posted for review and obtained through recognition of the original texts of dissertations (OCR). In this connection, they may contain errors related to the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.
The school is now a priority. This activity is aimed at the formation of a qualitatively different, developed personality of the student. This is also called for by new state standards. The project method is now used in elementary school. Its task is to achieve the set goal through a thorough development of the problem, which should eventually end with a real practical result, designed in a certain way.
The method of projects at school is aimed mainly at ensuring that students can independently acquire certain knowledge by solving a practical problem that may relate to real life or related to the subject being studied. In the latter case, the goal of the teacher, most often, is to teach children to independently seek new information.
It must be said that the method of projects has been used in the West for a long time. For example, in many schools in Germany, this is almost the main method. In Russia, the project method has been known since the beginning of the last century, but was banned in the 30s. This technology was not used for more than 50 years, until the end of the 80s. Currently, it is gaining more and more popularity precisely because of its effectiveness.
The project method contributes to the development of children's cognitive skills, the ability to navigate in and independently formulate and express their knowledge. What specific tasks can children receive to introduce this method of learning into the educational process?
If we talk about geography in high school, then the class can be divided into groups, each of which is given a specific task. For example, to make a trip along any route. The latter children can choose themselves. However, the teacher initially announces the starting point and the end station. In addition to listing cities, as a result, students will have to defend their project: tell why they chose this route, what is its duration, cost, advantages over similar ones, etc.
The method of projects is widely used in computer science lessons. And since this subject has been taught since elementary school, students should be taught to work on the problem on their own from a very early age. The essence of the method lies in its pragmatic application. Learning is motivated primarily by interest in the end result. Such technology is useful because it helps in solving certain problems, sometimes vital, and sometimes just entertaining for students.
This method is used to teach the humanities and natural sciences. You can also use it in. For example, in mathematics lessons, you can invite students to create their own collection of tasks. The task can be given both individually and for a group. In collective work, children can distribute responsibilities, for example, one will deal with the design, the other will come up with tasks, the third will correct them, etc.
1The article deals with the organization of students' project activities, highlights the problems of high-quality training of specialists that meet the modern demands of society, and suggests ways to solve the existing problems. The author analyzes the formation and essence of the method of project activity in education, suggests effective ways of organizing students' independent work through project activity. The project activity of students is considered as one of the main interactive forms of work with students. The analysis of the essence of the project method allows us to conclude that the project work of students contributes to the activation of cognitive activity, the development of creative abilities, the formation of professional competence, the development of independence, the growth of personal qualities, and it is advisable to use it in the educational process of the university.
project method
project activity
professional competence
preparation
quality
1. Btemirova R.I. The project method is the most important component in modern teaching mathematics // Modern technologies in education. - 2012. - V.1, No. 12. - S. 33-38.
2. Guzeev V.V. etc. Consultations: project method / V.V. Guzeev, N.V. Novozhilova, A.V. Rafaeva, G.G. Skorobogatova // Pedagogical technologies. - 2007. - No. 7. - S. 105-114.
3. Zembatova L.T., Btemirova R.I. Organization and planning of independent work of students: a manual for universities. - Vladikavkaz: SOGPI, 2008. - 44 p.
4. Zershchikova T.A. On the ways of implementing the project method in the university // Problems and prospects for the development of education: materials of the Intern. scientific conf. (Perm, April 2011). T. II. - Perm: Mercury, 2011. - S. 79-82.
5. Kirgueva F.Kh. Conceptual approaches to solving issues of higher education development // Professional education in the modern world. - T.11, No. 4. - P.55-59.
6. Kolesnikova I.A., Gorchakova-Sibirskaya M.P. Educational design: tutorial for higher educational institutions. - M.: Publishing Center "Academy", 2005. - 312 p.
7. Novikov A.M., Novikov D.A. Educational project: methodology educational activities. - M., 2004.
8. Sazonov B.V. To the definition of the concept of "design" // Methodology for the study of design activities. - M., 1973.
The new socio-economic conditions for the development of the world community have led to a change in the requirements for the professional training of specialists who must have high professional competence, be able to independently acquire new knowledge, think creatively, be able to find optimal solutions in non-standard situations, and have the ability to innovate. The education system faces the problem of high-quality training of competitive competent specialists of a new level, focused on personal self-improvement and professional growth.
The transition to new educational standards poses new challenges for the university: the search for and implementation in the educational process of pedagogical technologies, mechanisms, teaching methods that ensure the formation of competitive specialists that meet the requirements of the modern labor market. Since the traditional education system is based on the translation of ready-made knowledge, is reduced to solving theoretical and practical problems according to given algorithms and schemes, and is little focused on self-improvement and self-development of students, the problem arises of finding effective ways to solve the problems of high-quality training of highly professional specialists of a new level.
One of these mechanisms is the method of projects, which, as a pedagogical technology, includes a set of research, search, problem methods, creative in its very essence.
The term "project" (translated from the Latin "projectus") means "thrown forward", and in dictionaries it is defined as "a plan, idea, prototype, prototype of an object, type of activity".
In the pedagogical literature, the project method is considered in various meanings: as a teaching method, as a form of learning, as a type of learning activity, as a means of managing cognitive activity, as a means of organizing students' independent work.
In the educational process, the method of projects or the method of problem solving (problem solving) began to be used in the 20s of the XX century in the United States. The founder of "pragmatic pedagogy" J. Dewey and his followers E. Parkhurst and V. Kilpatrick believed that a project can be any activity aimed at solving a problem, performed "with all my heart", independently by a group of students united by a common interest, contributing to the development of intellectual interest.
In Russia, the ideas of project-based learning appeared almost in parallel with the developments of American teachers. So, in 1905, the Russian teacher S.T. Shatsky organized a group of employees who functionally used project methods in pedagogical activity.
Under the Soviet regime, the ideas of project-based learning became widespread, the method of projects was recognized as adequate for the goals of building socialism and was declared "the only means of transforming the school of study into a school of life and work." However, the universalization of this method and the rejection of the systematic study of academic subjects led to a decrease in the level of knowledge among students, the project method was recognized as ineffective and excluded from school practice.
Today there is a new revival of the project method, which is associated with the development of computer telecommunication technologies, project activity begins to occupy an important place not only in the system of general, but also in higher education, allowing the student to acquire skills that are not achieved with traditional teaching methods. Many leading teachers consider the project method one of the most effective methods for developing students' cognitive and creative abilities and developing professional competence. According to E.S. Polat, the project activity of students is "a consideration of the pedagogical, social and cultural achievements of the long-forgotten old pedagogical truths, which were previously used in other conditions and in a different interpretation" on a new round of pedagogical, social and cultural achievements.
V modern system In higher education, the project method is used as a component of the learning system and is such an organization of students' independent activities, which is aimed at solving a problem, at achieving a certain result. The project activity of students is focused on revealing the personality of the student, developing interest in learning activities, developing intellectual, creative abilities in the process of solving a problem.
According to many researchers, including N.Yu. Pakhomova, the project method is a student-centered technology that allows students to organize independent activities aimed at solving the problems of an educational project, integrating a problem-based approach, group methods, reflective, search-research, communicative methods.
Analyzing the pedagogical literature, various approaches to the concept of the project method, we can conclude that the organization of students' project activities is aimed at developing the skills to independently acquire knowledge, the formation of professional competencies and the tasks of students' project activities are:
Systematization, consolidation, deepening of the received theoretical knowledge and skills of students;
Consolidation and development of acquired practical skills;
Development of cognitive, creative abilities of students;
Formation of creative thinking, abilities for self-development, self-improvement.
Based on the tasks set, various types of projects are used in the educational process, the choice of which should be adequate to the content of the studied academic disciplines, the level of students' preparedness. E.S. Polat notes that the organization of project activities directly depends on the type of project and identifies the following typological features of projects:
- Dominant activity in the project; research, search, creative, role-playing, applied (practice-oriented), familiarization and orientation, etc.
- Subject-content area; mono-project (within one area of knowledge; the following types are distinguished: literary and creative, natural sciences, ecological, linguistic (linguistic), cultural studies, sports, geographical, historical, musical); interdisciplinary project (includes several disciplines).
- The nature of project coordination: direct (rigid, flexible), hidden (implicit, simulating a project participant).
- The nature of contacts: internal or regional (among participants of the same educational institution, region, country, different countries of the world) and international (project participants are representatives of different countries).
- Number of project participants: personal (between two partners), paired (between pairs of participants), group (between groups of participants).
- The duration of the project: short-term - involve solving a small problem), medium-term (from a week to a month), long-term (from a month to several months).
Taking into account the selected typological features, E.S. Polat defines the following main types of projects:
Research projects, which are research work, with the definition of the conceptual apparatus
Information projects aimed at collecting, analyzing and summarizing the information necessary to determine any conclusions or results.
Creative projects aimed at developing the creative abilities of students.
Telecommunication (information) projects, which are joint educational, cognitive, creative activities of students based on computer communication.
Applied projects - are characterized by a clearly defined result of the participants' activities from the very beginning, which is focused on their social interests; have a clear structure, script, distributed roles.
An analysis of the literature on the methodology of educational design helps to conclude that the process of creating a project should follow a certain logic and most appropriately include the following steps: a) topic selection; b) development and organization of the project plan; c) implementation of the planned project activities; d) project presentation; e) evaluation and analysis of the results.
Topic selection. The topic should be personality-oriented, close to the student, aimed at developing his professional and personal qualities, general and professional skills. The choice of topics should be subject to specific learning situations, professional interests and abilities of students who require integrated knowledge, the use of projective research skills, and creative thinking.
An important stage of project activity is the development and organization of a project implementation plan. At this stage, with the help of a teacher, students formulate a problem, determine the goal of working on a project, draw up an action plan, determine sources of information, distribute functions, organize working groups, and determine forms for presenting project results.
Implementation of project activities. At this stage, students select the necessary information, analyze it, select and structure the material in accordance with the chosen plan, work on creating a project product, and prepare for the presentation.
Project presentation. Students present their work done within the framework of the project: they analyze their activities, present a way to solve the problem of the project, using the techniques of introspection and reflection. At this stage, students develop the ability to logically build their thoughts, summarize them briefly, and develop public speaking skills.
Evaluation and analysis of results. During the discussion of the results of the work on the project, the advantages and disadvantages of the project are revealed, the assessment of the project activity by students and the teacher is given. The teacher sums up, summarizes the results, gives a final assessment of the project.
During the implementation of the project, constant interaction between the teacher and students should be carried out. The main role of the teacher is to conduct consultations, monitor the quality of the project implementation by students, and control students' independent work. The teacher organizes students' project activities on the basis of dialogue, creative interaction and cooperation. The subject of the project activity is the student, and in the course of the project work he plays an active role.
According to E.S. Polat, the project method is a method of developmental learning, which is based on the development of students' cognitive skills, the ability to independently construct their knowledge and navigate the information space.
Research in the field of psychology D.S. Bruner, JI.C. Vygotsky, C.JI. and others show the effectiveness of the impact of project activities on the activation and formation of cognitive activity. The project method, by virtue of its didactic nature, allows solving the problems of the formation and development of logical, algorithmic, critical and creative thinking of students.
In addition, project activities, according to N.Yu. Pakhomov, forms such important personal qualities as sociability, tolerance, cooperation, necessary in the subsequent professional work.
The pedagogical effectiveness of the educational project method can be represented by the scheme:
|
Project method and its pedagogical possibilities |
||
|
Foundedon principle individually concentrated learning |
Implementsactivity approach in teaching |
builton the principles problem learning |
|
Promotes: - development of internal motivation for learning, - development of constructive critical thinking of students |
Providesformation of the basic competencies of students, i.e. skills: - problematization; - goal setting; - activity planning; - introspection and reflection; - comparison, analysis, synthesis, forecasting; - independent search, storage and practical application necessary information (including using electronic media); - presentation of the course of independent activity and its results; - communication and tolerance. |
|
The method of the educational project contributes to the development of the student's independence, all spheres of his personality, ensures his subjectivity in the educational process, therefore, project-based learning can be considered as a means of enhancing the cognitive activity of students, a means of improving the quality of the educational process. Thus, today the project method is understood not only as one of the ways to organize the interrelated activities of a teacher and students (“teaching method”), but also as a holistic “pedagogical technology”, which:
a) involves the possibility of diagnostic goal-setting, planning and design of the learning process, step-by-step diagnostics, varying means and methods in order to correct the results;
b) includes a substantiated system of methods and forms of activity of the teacher and students at various stages of the implementation of the educational project, formulated criteria for evaluating the results of this activity;
c) is used in the study of various disciplines as in higher educational institutions and other educational institutions.
The analysis of the essence of the project method allowed us to conclude that the project work of students contributes to the activation of cognitive activity, the development of students' creative abilities, the formation of professional competence, the development of independence, the growth of personal qualities, and it is advisable to use it in the educational process of the university as a mechanism for the formation of a highly qualified specialist, meeting the requirements of modern society.
Bibliographic link
Btemirova R.I. PROJECT METHOD IN CONDITIONS OF MODERN HIGHER EDUCATION // Contemporary Issues science and education. - 2016. - No. 3.;URL: http://science-education.ru/ru/article/view?id=24488 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Before talking about project and research activities and trying to figure out what kind of activity it is, let's ask the question, why right now this direction in education has become the most “promoted”? Why was it recognized at the level of the governments of Moscow and the country so significant that it is proposed to introduce project activities as a separate item and even shorten the summer holidays for high school students by a month so that this dedicate a month to project work? There are many reasons, the most important of which are:
- In the field of education quality:
- No matter how we talk about the high level of Soviet education, we must admit that we are losing in the competition with other systems. The main reason is that, despite the huge baggage of knowledge laid in us by school, and then by the institute, we had absolutely no idea what to do with this baggage, where to apply it, and how, when using this baggage, to discover and not lose our “I” later. ", their individuality.
- The class-lesson system, of course, is very convenient for the teacher with its stability, repeatability and reproducibility of results, however, it did not allow an individual student to see himself in the most advantageous areas of work for him personally, to determine his place where he could show himself, apply most effectively for themselves and for society own forces. Schoolchildren formed a stereotype of thinking, a stereotype of making decisions, expecting a senior (teacher) to guide them in their work and making a decision as absolutely necessary. With this approach, the system, at best, is able to reproduce itself, but does not have the ability to develop, and at worst, each new reproduction becomes weaker than the previous one. This absolutely does not allow moving forward and stimulating original thinking, the generation of fresh ideas.
- The gap between the most gifted and average students is widening. Children who have not found their place, who have not determined their path and are simply inactive, fall into the category of the weak and are forced to pull the learning curve without interest, without hope of taking a worthy place among their classmates. This leads to attempts to stand out in other areas, for example, due to aggressive, outrageous behavior, etc. Their slogan is to endure school. The Russian school, just like the Soviet one before, is focused on working with gifted children, and for those who are lagging behind, at best, it provides additional classes in order to complete the program and catch up with the class. This is a very weak incentive for the student.
- In the information space:
- To move forward, the most important thing is to doubt that your knowledge is perfect, therefore, the school should allow the development of critical thinking. This requires a special education based on the ability to analyze the acquired knowledge, doubt it, critically rethink, compare points of view, be able to analyze sources of information from the standpoint of trust in them. It is equally important to doubt the indisputability of the knowledge of textbooks, which, as a rule, are based on the point of view accepted at a given point in time.
- A huge impact on the students of the Internet, where information can be very useful, useless and harmful. It is necessary to teach schoolchildren to work with primary sources, to distinguish scientific approaches from popular presentation, private judgments from generally accepted ones, and this requires students to have their own knowledge that they can rely on.
- The colossal temptation of plagiarism, since it is much easier for a student to download an article or articles than to write and comprehend it himself. A significant part of the creative work that I have come across as an expert in various pedagogical competitions is, at best, a compilation of other people's thoughts, and at worst, simple copying, which for some reason is accepted by teachers as a normal phenomenon. But you understand that no matter how you rearrange the pieces of the puzzle, you will not get a new picture.
- In the strategic direction of the country's development:
- Modernization course. No matter how much we scold him for the vagueness, inconsistency and poor controllability of the investment of resources, this course has been taken and hardly anyone doubts its necessity. And most importantly, what underlies any development is the education system, it should lay the necessary foundation for moving forward. The concept of modernization of Russian education is based on the fact that the main result of the activity of an educational institution should not be a system of knowledge, skills and abilities in itself, but a set of key competencies in the intellectual, civil law, communication, information and other areas. Special attention should be paid to educational, cognitive, informational, social, labor and communicative competencies, which determine the success of a graduate's functioning in future conditions of life.
- Analysis of the results of the PISA study, which showed that, despite the outstanding knowledge in the "intellectual elite of schoolchildren" and high results in measurements for this category of students in our country, for example, TIMS S, the average level is extremely low. Students do not know how to apply knowledge in a complex way, do not understand the meaning of tasks, do not have the skills of analysis when reading a text, etc. Consequently, significant changes are needed in the educational process, new methods are needed, specialists with a different baggage of knowledge are needed, which will allow our average student to nevertheless find an interesting and effective application for himself.
- The need for a sharp increase in the speed of the passage of innovations from concept, idea to the implemented result. These are the requirements of the time, and in the technical field you see this all the time. To get ahead, you need to run faster than others, without violating certain rules. Here we also have many problems, first of all, an extremely inert system for the development and implementation of innovations, analysis of proposals for novelty; discrepancy in terminology, when we are talking about the same thing in different languages or under one term we understand completely different things. In the field of design, we must understand that the formation of terminological unity is not the prerogative of pedagogy. Here, the terms and their interpretation from the field of science, research and engineering will be basic.
Designing will largely allow solving the identified problems, but on the condition that we ourselves understand what this method is, what it requires from the teacher, from the student. Now, more than ever, the word "project" has become fashionable. Projects are everywhere: in schools, at institutes, on radio and television, etc., while everyone under the project understands something of his own, there is a serious terminological confusion.
There are several basic approaches to understanding the term "project". A project can be considered any idea or plan that is supposed to be realized. This is the broadest sense of the term. In this case, a lot falls under the design work: research and development and theatrical productions, preparing a scientific article and publishing a wall newspaper, planning a new educational course and planning a successful marriage, etc. Agree that not all ideas from the above are clearly suitable for modern project activities at school. listed.
Guidelines for the organization of project and research activities of students in educational institutions of Moscow, published and sent to school addresses by the Moscow Department of Education, also contain tips and elements of planning project activities, which allow us to conclude that a different approach to understanding the term is becoming the main one. "project". The main direction of project work is put forward so that the student can independently master the stages of project activity, be able to present the results of his work and defend them in front of the audience, compare different points of view on one problem or task, and be able to clearly indicate his scope of work if the project was carried out by a team. School theatrical performances, a huge number of presentations and reports, as a rule, have a completely different semantic focus and carry a different semantic load. This does not mean at all that such work should be curtailed and replaced with project work, but project activity should take its place in schools, find its own circle of competent performers, who carefully, scrupulously prepare students for very special work - the preparation and implementation of projects. Thus, we can conclude that the relevance of design work in schools is primarily associated with the need to develop students' thinking inherent in technological, technical, research developments, to teach them to track and implement the project path from conception to practical implementation and implementation (if the project has a practical focus), to do it quite effectively. It is in this area that there is a significant lag behind the developed countries of the world, from the most effective internationally recognized educational programs.
The projects were already used in the 20s of the last century, but they were recognized as harmful, lowering the level of education, and in 1931 they were banned by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks.
unsatisfactory result, according to modern researchers, it turned out due to:
- lack of trained teaching staff capable of working with projects
- poor development of the methodology of project activities,
- hypertrophy of the "project method" to the detriment of other teaching methods,
- combination of the "method of projects" with the pedagogically illiterate idea of "complex programs",
- cancellation of grades and certificates, with the replacement of individual credits that existed before, collective credits for each of the completed tasks.
If we do not figure out how to solve these problems today, we again risk “stepping on the same rake”. Some of you can say that you are familiar with a high-quality project methodology that is understandable, gives good stable results (I believe that so far there are only methodological recommendations, outlines, approaches), or that you are satisfied with your own preparation for project work. I also hope that you understand that if we call the work that we successfully performed for students and for ourselves before (newspaper issues, various theatrical performances, preparation of reports and essays, etc.), projects, we will not come to fundamentally new results. All this is quite difficult, it requires special knowledge, often from other fields of activity unfamiliar to teachers. The pedagogical community must realize that the project and research activities of students are not only an integral part of education, but a separate system in education, one of the directions for the modernization of modern education and the development of the concept of a profile school. The process of designing and conducting research with students must be carefully taught to teachers, select those whose work is most successful, generalize their experience, create methods based on it, and only after that, speak about the widespread (but not total) project method in schools.
First of all, let's dwell on the specific requirements for a teacher:
- in order to understand what to teach children through the project method, the teacher must be well versed in this himself;
- no matter how independent the student’s work on the project is, the main burden still lies with the teacher;
- it is the teacher, often in one person, who is:
- the customer of the project product, it is he who must set the task for the students,
- head of work on its creation, coordinator of work,
- inspirer of future achievements, enthusiast,
- assistant in difficult situations, specialist and consultant,
- grateful viewer-listener,
- careful critic, organizer of the discussion, the person who asks questions, often uncomfortable, but requiring an answer,
- an expert evaluating the design result;
- the teacher must, in the course of working on the project, solve the problems of training and education;
- a teacher who does not enjoy the process of working on a project cannot give students an idea of \u200b\u200bthe joy and satisfaction of such work and, therefore, should not act as a leader or consultant;
- if the teacher has chosen a topic that is interesting to him, but is poorly known, then there is a high level of danger of making a mistake due to incompetence in the field of design and getting fatal errors as a result. To avoid them, the teacher must contact specialists in the chosen field (university teachers, researchers, engineering and technological personnel), involve them as consultants, experts, assistants.
A teacher or a team working according to the project method must be competent not only in the subject, but competent in the competent sequence of the design stages, that is, the process becomes the dominant object of study.
Designing, of course, can and should be done not only by schoolchildren, design work is carried out by teachers or teaching teams. But in this article, we will be interested in the project as a result of the activity of a student or a group of students, achieved with more or less assistance from the teacher and aimed at the formation and consolidation of new competencies in students, which are key in today's rapidly developing world.
Project - ( from the Latin "protruding forward") in the 1865 edition of the dictionary of foreign words was defined as an assumption that what needs to be done to achieve some goal.
Project method is a flexible model of the organization of the educational process, focused on the creative self-realization of the developing personality of the student, the development of his intellectual and physical capabilities, volitional qualities and creative abilities in the process of creating new goods and services under the control of the teacher, which have subjective (for students) or objective novelty, having practical or theoretical significance.
The essence of the method in short is that the child is taught the stages of achieving the goal, offering to completespecific task.
Project method is used to form a student's universal ability to set and solve problems to solve problems that arise in life - professional activity, self-determination, everyday life.
The purpose of using the project method- development of project thinking in students.
main meaning research and design in the field of education is that it is educational. This means that his main goal is the development of the personality, and not obtaining an objectively new result, as in "big" science. Novelty in educational project subjective, that is, the student comes to the result (to the goal) through new for yourself knowledge, including new procedural knowledge and skills. In order for the student to perceive knowledge is really necessary, he needs to set himself and solve a problem that is significant for him, taken from life, apply certain knowledge and skills to solve it, including new ones that have yet to be acquired, and eventually get a real, tangible result.
Reports, abstracts and study studies are closest to projects by type of activity. they are often confused not only children, but also teachers. We will give definitions, first, based on the fact that each of the named species is independent finished product of the activity.
- Report- verbal or written communication for the purpose introduce listeners (readers) with a specific topic (problem), give general information , perhaps to present the views of the author of the report, which in this case do not require scientific verification or proof. Since the preparation of a report can take a lot of time, study of various sources, a certain presentation of the results, there is a temptation to talk about it as a project, since the work on the project is related to the presentation of information.
- abstract- collection and presentation comprehensive information on a given topic from various sources , including presentation of different points of view on this issue, providing statistical data, interesting facts. When working on a project, there is a similar stage - abstract.
- Research- work related to the solution of a creative, research problem with unknown result . If Scientific research is aimed at clarifying the truth, at obtaining new knowledge, then educational research aims at acquiring the skill of research activities by students, mastering the research type of thinking, and forming an active position in the learning process. Such work is very similar to the project. However, when designing, research is only a stage of design work.
You can consider, as you already understood, these activities from a different point of view. Since research work is part of the project activity, this stage is most important if the project is classified as a research type. The abstract also represents a certain stage, as a rule, preceding the direct design, it is especially important if the project is of the information type. The report, in turn, is a form in which the result of a design or research can be presented, along with a presentation, exhibits, software products, etc.
Project- work aimed at resolution of a specific problem
, to achieve in the best way pre-planned outcome
. The project may include elements of reports, abstracts, research and any other types of independent creative work, but only as ways achieving a result.
Design is based on certain requirements of a scientific approach, in particular, in modern literature, the following are highlighted:
- do not make decisions without analysis;
- do not consider the trial and error method rational;
- divide each question into parts to facilitate its solution;
- strive to establish patterns even where there is no obvious connection and consistency;
- make mental layouts, models, images, schemes of the future design object, making the most of your knowledge and imagination, and only then proceed to the study of literature and databases;
- approach any issue in a versatile and systematic way;
- consider that all proposed solutions have the right to exist, but among them there are those that best suit specific conditions, goals;
- take into account that fundamentally new solutions are often perceived as unrealistic, fantastic or simply bad.
Let's try to figure out what project activity is at school, what are its key features and differences from other types of activity, what requirements are placed on it, what mistakes are most typical and how to avoid them.
Mandatory features of project activities:
- the presence of pre-developed ideas about the final product of the activity, the result;
- the presence of design stages (development of a concept, determination of the goals and objectives of the project, available and optimal resources for activities, creation of a plan, programs and organization of activities for the implementation of the project), inherent in research and design in "big science";
- implementation of the project, including its comprehension and reflection of the results of activities, which, in turn, are implemented through the defense of the project in front of the customer (if the project involved a practical result) or the scientific community, for example, at a conference.
THE PROJECT IS CHARACTERIZED:
- The presence of the original problem , which should motivate the authors to search for a solution. For students, there are:
- motivation by result(the student is focused on the results of activities);
- motivation by process(the student is interested in the process of activity itself);
- motivation for evaluation(the student is interested in getting a good grade);
- motivation to avoid trouble(the result is absolutely not important for the student, but he wants not to have troubles from parents, teachers, etc.).
Here the object area, object and subject of research are defined; the choice and formulation of the topic, the problem and the justification of their relevance are carried out, the study of scientific literature and the clarification of the topic are carried out, and, finally, a hypothesis is put forward.
- Setting the design goal . This stage is the most difficult, since the result depends on it the most. A mistake in setting a goal will lead to an incorrect result. There are many theories about the correct setting of design goals. One of the most common and effective methods, now used in the educational sphere, is the production of “smart” ( from English. "smart") goals, i.e. goal setting using S.M.A.R.T. criteria . According to these criteria, the goal should be:
- Specific (Specific) or, according to other sources, viable (Sustanible),
- Measurable,
- Achievable or, according to other sources, Accountable,
- Result-oriented
- Corresponding to a specific period (Timed).
concreteness means that all project participants must clearly understand what they have to work on. Your own vision of the result of the task is formed in your head, in the course of the presentation of the goal, other participants form their own idea. As a result, it may turn out that you imagine the same goal in different ways. That is, it is important to achieve an unambiguous understanding of the answer to the question of what needs to be obtained as a result of achieving the goal. In this case, the goal should be viable, which means it is interesting, to create motivation, to be promising for the student in science or practice.
measurability means that some measurable parameters must be defined for the goal, if this is not done, then it will be impossible to determine whether the result has been achieved. If the indicator is quantitative, then it is necessary to identify the units of its measurement, if it is qualitative, then it is necessary to identify the standard of the ratio.
Reachability means that the goal must be realistic; design participants must have the resources necessary to achieve it - time, budget, tools, qualifications, etc.). It explains how the goal will be achieved. Since we are talking about resources, their costs must be accountable and indicated during the design of the project.
Result orientation. Objectives should be characterized in terms of the result, not the work being done. The solution of all the tasks set to achieve the goal should lead exactly to the planned result. When formulating a goal, it is necessary to determine in advance why it is necessary to achieve it. In the simplest case, literary sources recommend asking a chain of questions: “Why?”. At the very end of this chain, there should be something like the following answer: "Because that's what will make me happy." If that works out, then you are on the right track. But otherwise, if at the end of this chain you plunge into uncertainty, then another question arises: do I really need this? With this scenario, it is recommended to urgently change something in the formulation of the goal itself. The test can also be done with the next goal, but that goal must also pass the questions test.
Correlation with a specific period means that any goal must be achievable in a certain time dimension.
3. Development of a plan for future work. The whole path from the initial problem to the implementation of the project goal must be divided into separate stages, each of which has intermediate tasks, determine ways to solve them, find resources for this, develop a detailed work schedule indicating the timing of each stage. The implementation of the project work plan, as a rule, is associated with the study of literature and other sources, with the collection of information, possibly with conducting various studies, analyzing and summarizing the data obtained, formulating conclusions and forming, on this basis, one’s own point of view on the initial problem of the project and methods her decisions. Here it is very important to determine who will perform what work, to establish responsibility. It is necessary to distribute work in such a way that each member of the design team is used with maximum effect and, therefore, received maximum satisfaction from work
you.
The RESULT of the project work MUST contain:
- design product, meeting the given goals.
- Written report on the progress of work for each of the stages, starting from the definition of the project problem, all the decisions made with their justification, all the problems that have arisen and ways to overcome them, the collected information, the experiments and observations carried out, the results of surveys, etc. are analyzed, the results are summed up, conclusions are drawn, the prospects for work are clarified (portfolio ).
- Conducting a public defense of the project. This is an obligatory part of the design, during which the author not only talks about the progress of the work and shows its results, but also demonstrates his own knowledge and experience in solving the project problem, acquired competence. The element of self-presentation is the most important aspect of the work, since it involves a reflective assessment by the author of his work and the experience gained. If the project is collective, then each member of the team should be accountable for their part of the work. There should be no students who were not responsible for anything and did not have their own front of action .
By completing projects, students should gain an understanding of the life cycle of products from their own experience.- from the inception of an idea to material implementation and use in practice. At the same time, an important aspect of design is the optimization of the objective world, the correlation of costs and results achieved. When designing, experience is gained in using knowledge to solve the so-called incorrect tasks, when there is a shortage or excess of data, there is no solution standard.
Wherever we are engaged in project or research activities with students, it must be remembered that the main result of this work is the formation and education of a person who owns design and research technology at the level of competence. Competence -
a new quality of the subject of activity, which is manifested in the ability to systematically apply knowledge, skills, values and allows you to successfully resolve various contradictions, problems, practical tasks in a social, professional and personal context.
Basic competencies modern man are:
- informational(the ability to search, analyze, transform, apply information to solve problems, receive new information);
- communicative(ability to cooperate effectively with other people, including those representing a different position or point of view);
- self-organization(the ability to set goals, plan, treat health responsibly, make full use of personal resources);
- self-education(willingness to design and implement their own educational trajectory throughout life, ensuring success and competitiveness).
What can be taught in the framework of project activities at school now.
In the educational and cognitive field:
- concretize the task and break into subtasks the one that the teacher sets,
- formulate the goals and objectives of their own work, if necessary, building a tree of goals and a tree of subtasks,
- conduct experimental work (experiments) according to the methodology specified or agreed with the teacher,
- to repeat the historical (known to the student) research of scientists, checking and comparing their own results with the known ones, to understand the reasons for the discrepancy with the original source of the study, this is especially important in initial stage participation in project work at school, this is what gives rise to the development of critical thinking,
- process the obtained experimental data, correlate them with the research hypothesis, available data from other sources, use computer technology to process experimental data,
- draw reasoned conclusions
- repeat the same experience many times and interpret the result if it differs from experience to experience,
- to understand that a negative result of the work is possible and this is normal, to understand that a negative result cuts off any branch of the study that turned out to be a dead end,
- understand the specifics of the work of a scientist, technologist, engineer, which will help in the future in the career guidance of a student.
- be able to work with scientific literature, select material and weed out the excess, work with scientific sources and assess the degree of trust in them,
- to observe scientific honesty - to quote correctly, not to pass off someone else's work as one's own, to compare, rethink and process already known facts,
- to develop and optimize information search trajectories on a given topic, including using the funds of foreign libraries,
- understand the difference between an abstract, a report, a poster presentation, a presentation, etc., that is, the forms in which information is displayed,
- present the results at conferences and in publications (for this, the student must master the scientific style of presentation: simple, concise, understandable and conclusive),
- fold information from more complete to concise on the basis of highlighting the most important and discarding the secondary, which is especially important when the time limit for the report,
- interpret the result in different forms of presentation: presentations, reports, poster presentations, exhibits, etc. At the same time, the relationship and interaction of different forms is worked out (for example, what should be included in the presentation and what remains in the report),
- own information technologies (audio and video recording, e-mail, mass media, Internet).
In the field of communication:
- work alone and in a team, distribute work between participants in areas and see it as a whole, understand that the overall result depends on the quality of your work,
- find application for each participant, depending on his specific abilities, craving for certain types of activities - that is, for everyone to find that place in the project work where he will be most in demand, most effective, and, therefore, will be able to bring the greatest benefit and receive maximum satisfaction from work,
- work with research teams outside the school, use the scientific and practical base of institutes,
- know how to interact with surrounding and distant events and people,
- play different social roles
- be able to present oneself (self-presentation), write a letter, questionnaire, statement, ask a question, listen to an opponent, lead a discussion, etc.
In the field of value-semantic:
- develop student values
- develop the ability to see and understand the world around, navigate in it,
- be aware of their role and purpose, be able to choose the target and semantic settings for their actions and deeds, make decisions.
Demanding and expecting really new scientific ideas and, moreover, discoveries from children and their supervisors-teachers is wrong, you can get another profanity and the opposite result. Working on projects in various fields of knowledge is useful, it should instill not only an interest in research and experiments, but also great respect for the work of scientists, technologists and engineers.
Classification of creative design work of students in the field of natural sciences and humanities , according to guidelines Department of Education of the city of Moscow, allows you to distinguish the following types:
- Problem-abstract- creative works written on the basis of several literary sources, involving comparison of data from different sources and based on this own interpretation the problem posed.
- experimental- creative works written based on the execution of the experiment, described in science and having a known result. They are more illustrative imply an independent interpretation of the features of the result depending on changes in the initial conditions.
- naturalistic and descriptive- creative work aimed at to observe and qualitatively describe any phenomenon. May have an element of scientific novelty. A distinctive feature is lack of correct research methodology.
- Research- creative work done with using a scientifically sound methodology, which have obtained with the help of this technique own experimental material, on the basis of which analysis and conclusions about the nature of the phenomenon under study. A feature of such work is the uncertainty of the result, that research can provide.
In a number of sources, projects also included games and creative projects (excursions, newspapers, videos, etc.), however, now, due to the awareness of the scientific orientation of project work, these types of activities should not be attributed to student projects, since they do not have most of the mandatory elements and design stages.
If we single out and compare the stages of work that students must complete in the design process, depending on the practical or theoretical significance of the result, then the project implementation schemes will be approximately as follows (see Fig. 1).
Different ages of students imposes its own restrictions on project activities. For elementary school students and grades 5-7 of the main school, teachers should not plan and carry out projects, but practice certain stages of design (for example, compiling a note or preparing a report on a topic, preparing a series of reports on each point of view on a particular problem, etc.) or implement the forms of information presentation (selection or creation of an illustrative series, poster presentation, etc.).
Analysis of the experience of performing design work allows us to identify a number of common mistakes
that teachers allow when using this method:
- announcing the topic of the project to students or setting the task on their own, instead of creating a situation for identifying a problem that is significant for students or offering a list of projects, with the opportunity for students to make an independent choice;
- offering their ideas instead of creating a situation, asking questions that encourage children to find ways to solve the problem;
- the proposal of a creative task to consolidate the studied educational material, mistakenly calling this work the implementation of the project;
- perception of creative activity of students for educational project work;
- presentation of an abstract (report, systematization of knowledge from various sources) as a project work, which can also be drawn up in writing, but in it, unlike the abstract, the author's independent view of the solution of the problem posed is presented, including on the basis of the study of literary sources . It is unacceptable to create in children the idea of scientific activity as a compilation of other people's thoughts. The designer must develop and present his own point of view on the sources of information, determine the purpose of the study and its methodology;
- there is always a danger of overestimating the result of the project and underestimating the process itself;
- basic moral principles - mutual assistance, fidelity to duty, a sense of responsibility for decisions made- are based on the actions of students, they must be "lived", and not just heard from the teacher.
In the process of presenting the results of the work, and, usually, this component of the project activity has the form of a presentation, the problems are as follows:
- the teacher and the student usually do not see the difference between the text of the abstract or project and the report at the conference, and the report becomes a simple reading of this text,
- reports and presentations are not synchronized in time and not rehearsed, the student often reads in the report what is already shown on the screen, that is, he does not understand why, and does not know how to distribute information between the report and the presentation,
- the student reads the text of the report without looking up from the paper, sometimes he confuses or cannot read a number of terms correctly, it is worth asking a question or tearing it away from the text - it is lost. Let's discard the factor of only the student's excitement, and for this we just need rehearsals and a fairly fluent knowledge of the material his research, which can be quickly corrected with exercise. But, if the student did not do the work himself, he simply "downloaded" someone else's work or works, then this means that he is trying to present other people's thoughts instead of his own, without comprehending what exactly he is presenting. The student, if did the work myself with several literary sources, creatively reworked them and received new intellectual product, quite freely presents the material in his own words (of course, when using complex terms, the accuracy of reproduction of numbers, dates, surnames, looking into the text of the report is quite normal) and can clearly determine his contribution to the work.
- fear of receiving, and, moreover, public coverage, negative or negative results experiment and research, the lack of focus on the difficulties that arise during their implementation. V scientific work hypotheses do not always find experimental confirmation, and often in the literature, especially at an early stage of research, there may be more opponents of your point of view than supporters. This is fine. An unverified hypothesis is rejected, a new one is put forward and everything is repeated from the beginning, science has stood and stands on this. At the same time, the student must learn to explain the causes of failures, argue with opponents in a reasoned manner. But the school teacher is used to that The problem must match the answer. from the textbook, what a negative result. The result of this error- rejection by the student of the very idea that the result may not work out or will differ from the expected one, minimizing the number of checks of the result obtained or the absence of such checks at all, the absence of doubts, and, as an epilogue, falsification of results. Recall that when conducting laboratory work, if the school managed to save them, and not replace them with pseudo laboratory work on a computer, a rare teacher draws the attention of schoolchildren to the reasons for failures in the work or the low quality of the results obtained, if the course of work was generally carried out correctly. Namely, the ability to doubt the result, the need to check and recheck it under various conditions, distinguishes a real scientist and experimenter, moves scientific thought forward.
Thus, project activities at school should form an environment for identifying and developing future scientists and engineers, give an idea of the work of a scientist, engineer, technologist, help students master core competencies for setting goals, planning and promoting work, achieving and publicly presenting results. Ultimately, we will get competent, interested, enthusiastic devotees modern science, engineering and technology.
Literature
1.Methodological recommendations for the organization of project and research activities of students in educational institutions of Moscow Government of Moscow. Department of Education of the city of Moscow. dated November 20, 2003 No. 2-34-20
http://www.c-psy.ru/index.php/teacher/master-class/8919-2011-03-14-15-21-19
2. Vokhmentseva E. A. Project activities of students as a means of forming http://www key competencies [Text] / E. A. Vokhmentseva // Actual tasks of pedagogy: materials of the international. in absentia scientific conf. (Chita, December 2011). - Chita: Publishing house Young scientist, 2011. - S. 58-65..moluch.ru/conf/ped/archive/20/1390/
3. PEDAGOGICAL LOCATION. The method of projects at school.
Loading...