Technology Olympiad evaluation criteria. History of success. The absolute winner of the All-Russian Olympiad in technology - about creating a winning project, perfectionism and the influence of clothing on success. Choosing a theme for a creative project

The Technology Olympiad is aimed at enhancing the prestige and quality of students' technological training, developing their creative abilities, attracting original and practically valuable projects to the implementation, as well as identifying and encouraging the most capable students and creatively working technology teachers.

The role of applied knowledge has increased all over the world, which is reflected in the appearance in the curricula of many countries of the subject "Technology", the main direction of which is project activity. The technology reflects the totality of the concentrated foundations of all areas of knowledge accumulated by mankind on obtaining, transforming and using materials and information. It is precisely the subject that helps schoolchildren to connect disparate knowledge in individual branches of science, shows where and how this knowledge can be used.

With the right approach, a method of projects can become a method capable of linking together the solution of many problems, which allows you to qualitatively verify the content of topics and sections of the program, the level of mastering of educational material by schoolchildren, activates the creative development of the individual and forms the qualities necessary for successful social adaptation.

The project method is an integrated teaching method, a method of developmental teaching that allows you to individualize the educational process, enables the student to show independence in planning, organizing and controlling their activities.

A student project is a creative, completed work that corresponds to the age-related capabilities of a child, performed independently, but under the guidance of a teacher and resulting in a socially significant product or service.

With all the problems in the organization of teaching "Technology" in schools in our region since 2005, Olympiads have been held in this subject. The first stage is school, the second is the district, the third is the regional. The winners of the regional stage participate in the final All-Russian stage of the technology Olympiad. In the first and second stages, almost all districts compete, and in the third stage, many districts do not send their representatives of prize-winners due to the fact that they cannot or do not want to find the means necessary for the children to live in Voronezh. Thus, they do not give children the opportunity to prove themselves in this area, and in the future, perhaps, the opportunity to enter a pedagogical university without exams.

The venue for the third stage of the Technology Olympiad is the workshops and classrooms of the Voronezh State Pedagogical University. Projects for the Olympiad are presented by students in grades 8-11 in the basic sections of the mandatory minimum content for technology (processing technology for construction and ornamental materials; home culture; technology for processing fabric and food; artistic processing of materials; electrical engineering and electronics; agricultural technology).

Creative projects cover one or more sections of technology content and include educational material from both general sections (information technology; drawing and graphics; fundamentals of entrepreneurship; basics of design, professional self-determination), and from various foundations of sciences studied in school, which contributes to understanding students of the value of knowledge in practical activities.

The Olympiads are held in two directions: technical labor (boys) and service labor (girls) in three stages: checking theoretical knowledge (testing), checking practical skills (performing a practical task on instructional and technological maps) and project defense. Moreover, the project assesses: its practical part, an explanatory note and public defense of the project using an electronic presentation.

The experience of participating in the holding of regional and regional Olympiads indicates that in the process of preparing students for the defense of a creative project, often insufficient attention is paid to the content of the presentation and the quality of its design. As a result, the assessment of the protection of the project is reduced due to the impossibility of understanding the motives for choosing a topic, an unclear presentation of the content of the stages of work.

A teacher who helps a student to carry out a creative project should tell him how to prepare a high-quality presentation and conduct a pre-defense, teaching the author of the project to use the material on the slides correctly, skillfully complementing his report, which during the defense is given no more than seven minutes. When creating a multimedia presentation, it is necessary to achieve maximum information saturation of the product while ensuring the simplicity and transparency of the presented material.

Each phrase should be critically thought: will the listeners understand it? Bulky and indistinct phrases should be ruthlessly removed from the presentation. Any phrase should be informative and necessary for commenting on a particular slide;

Congestion and small print are hard to read, underworked leaves the impression that the performance is superficial and poorly prepared;

List items are short phrases; maximum - two lines per phrase, optimally - one line. Reading a long phrase distracts attention from the presentation. A short phrase is easier to remember visually;

Each phrase should logically lead to the next phrases - in the end, the whole performance should be subordinated to the main goal. One and the same thought should not be repeated in the report, even if in other words - time is precious.

Already the first representatives of the Voronezh region at the VI All-Russian Olympiad for schoolchildren in technology showed high results and were awarded certificates and gifts. This is Fartygina Elina, currently a master's student in the 1st year of study in the direction of "Technological education", Kitaev Evgeny - graduated in 2009 from the Voronezh State Pedagogical University, having received a specialist diploma, Dmitry Zavrazhnov. Every year, winners of the regional Olympiad take part in the All-Russian Olympiad in technology and always take prizes or receive awards in various nominations.

But along with the achievements of the Olympiad, they also reveal the problems of technological education in general and the level of training in certain areas and sections of technology in particular. Thus, the results of the practical tours showed a rather low level of students' skills in working with modern sewing machines; insufficiently good use of instruction and technological maps; not always informative presentation. The jury has a lot of complaints about the careless attitude of both students and teachers to the observance of safety rules during the practical tour in the educational workshops of the Voronezh State Pedagogical University and at the stages of the implementation of creative projects (this is revealed during the verification of explanatory notes). I would like to see more social projects, in electrical engineering and electronics, in local history; complex multifunctional projects using little-known or new technologies.

The implementation of projects contributes not only to the formation of knowledge, skills and abilities, but also plays a large role in the development of the creative abilities of students, in identifying their interests and inclinations, which in turn forms a professional orientation and a desire to engage in research work. Students who entered our university based on the results of the Olympiads are characterized, as a rule, only from the positive side: they study well, are active, many of them continue their studies in the magistracy. Possession of project activities allows students to more deeply appreciate the significance of "Technology" in the life of a person and society is determined by requirements.

Justification of the problem I am very fond of making gifts with my own hands, and if it turns out well, I can give them to my family. When I go to the store, I see a lot of things on the counters, but I can't buy. The thing that I liked, or expensive, or something about it does not suit me. Here I begin to think about how to make something original and beautiful, using the techniques of arts and crafts.

Historical information about the material for a leather handbag Leather is an environmentally friendly product. Leather processing is one of the oldest crafts on earth. Almost everything was made from it: they sewed clothes, shoes, wallets, handbags, hats, belts, and even made horse harness.

TOOLS AND MATERIALS REQUIRED IN WORK TOOLS AND MATERIALS REQUIRED IN WORK Ruler, square and pencil Well-sharpened scissors PVA glue or "Moment" Leather Sewing machine for making a lining Fabric for lining a cardboard for a base

SAFETY RULES The knife can only be used in the direction away from you. It is more convenient to cut leather with a knife using a metal ruler, but measurements are best done with a wooden one. The rings should be wrapped with a cloth or a strip of leather. All cutting tools must be well sharpened. Remove hair under a scarf.

Economic assessment of the project Economic assessment of the project The approximate price of genuine leather handbags in the store is 3000 rubles. When making a handbag, I will spend: glue "Moment" - 37 rubles. threads - 12 rubles. fabric "Twill" 50 cm - 40 rubles. braid 1.2 meters - 30 rubles Total: 119 rubles. Having made this project, I saved about 2750 rubles.

What's new I learned while making a project When making a handbag, I learned that after gluing the leather is tapped with a hammer, then it fits snugly. And on a sewing machine, it is better to sew leather through the paper, then the machine foot easily advances the material, or grease the leather with machine oil.

Ways of selling old leather crafts Nowadays, genuine leather products are in great demand, despite the high price; and old boots, jackets, bags are thrown into the trash. One could open a reception point for genuine leather things, paint them and make fashionable things and various stylish things, and thereby organize your business.

Used literature Used literature "Leather goods: panels, souvenirs, ornaments" - by T.A. Selivanova "Leather plastic" - authors N.V. Shakhova, N.А. Dmitrieva "Leather goods" - by S.N. Filippova "Volumetric paintings of leather" - authors T.O. Skrebtsova, L.A. Danilchenko Fashion magazines on the topic "Bag with your own hands" TN Mankova "Stylish leather jewelry with your own hands" "Leather" E, Chekrizova

Introduction

Chapter 1. Ways of implementing the method of creative projects in a comprehensive secondary school

1 Project method

2 Ways to implement the project method

Chapter 2. Features of preparing creative projects for defense at Olympiads on technology

1 Experience of holding Olympiads on the basis of VSPU

2 Proposal for preparation for the defense of creative projects

Chapter 3. Development of proposals for the implementation of creative projects for 7th grade students

1 Choosing a theme for a creative project

2 Construction

3 Manufacturing

4 Preparation for the defense of the creative project "Modernization of the joiner's workbench"

Conclusion

List of references

Introduction

Integration, modern education, represents a new stage in the creative development of a child, which includes modern approaches, requirements, skills and abilities, combined into a single whole. The best reflection of the creative abilities of children is the holding of olympiads and the development of creative projects. Development of creative projects that allow the child to open up and express himself.

The theme of our FQP is: "Preparation of creative projects for participation in the Olympiads."

· To study the features of the implementation of the method of creative projects in a general secondary school

· Explore the peculiarities of preparing creative projects for the defense of their Olympiad in technology

· Develop proposals for the implementation of creative projects for 7th grade students

Chapter 1. Ways of implementing the method of creative projects in a comprehensive secondary school

.1 Project Method

The project method is that didactic tool that promotes the formation of goal-setting skills, and allows students to find the best ways to achieve the formulated goals with appropriate guidance from the teacher.

It applies to both collective and individual student work.

With the didactically correct use of the method, the developing and educating components of the educational process are fully implemented. The formation of a stable interest among students in this form of learning is a mandatory pedagogical task solved by the teacher. The skills of student self-government, formed and improved in collective forms of activity, create the preconditions for the maximum use of the mental abilities of each student, allow him to show his unique individuality at certain stages of activity. At the same time, students self-determine the range of possible problems for individual and collective solutions to emerging problems. It is useful to introduce students to both inductive and deductive ways of solving problems. Problem solving by climbing from the abstract to the concrete may be recommended as preferable. Establishing various analogies is also an effective means of finding fundamentally new solutions determined by requirements.

The main task is to improve the technological literacy of students in every possible way. Design technologies (including their own activities) are at the heart of the project method, so students must first be familiar with the basic design strategies.

It is important to form in them a steady interest in technological creativity, which contributes to the understanding of the structure and composition of the technological process in a generalized form and ensures the transfer of the acquired knowledge to a wide variety of situations.

The level of independence (inventive activity) of students can be taken into account similarly to the coefficient of labor participation.

The ideal pedagogical option can be considered the activity of students according to the project method, when it is consistent with the individual motives and needs of the student, which is difficult to implement in a real pedagogical process. But such an opportunity should be provided to students at least occasionally, for example, using the project method to create the educational equipment, adaptation, etc. necessary for the student.

The didactic teaching system provides for the widespread use of heuristic and research methods in the learning process, which must satisfy the creative needs of students. The research method of teaching, the brigade-laboratory method, the method of experiments, which were widely used in pedagogical practice, along with some negative influence on the personality of students - a decrease in the general educational level, a decrease in the quality of knowledge of the basic sciences - had a pronounced developmental orientation. Negative pedagogical consequences arose, as a rule, due to the violation of the didactic laws of the construction of the learning process. This is also true for the project method, which reveals its pedagogical effectiveness only with its didactically correct application. The teacher develops goals and objectives of learning (teaching) clear and understandable both for himself and for students at each specific stage of the educational process. Control and self-control ensure the efficiency of mastering the necessary knowledge is determined by the requirements.

Educational, upbringing and developmental functions of training in a complex can be realized against the background of high emotional activity of students. In this sense, it is advisable to use all methods to draw attention to the human factors of transformative activity, to its motivation, vital necessity, satisfying needs, aesthetic and ergonomic components, to the constructive rather than destructive aspects of relationships.

The emotional coloring of the learning process contributes to the creation of efficient creative teams of students, united by a single goal, motivated to achieve this goal in a given time frame. A sense of responsibility towards the teacher and classmates is formed, the ability to self-assess their own achievements and to develop individual learning technologies. Schoolchildren act on the basis of positive attitudes, they are capable of experiencing and empathizing with success and failure.

Through the project method, it is possible to establish strong links between the theoretical knowledge of students and their practical transformative activities. The humanistic orientation of students' activities on the basis of taking into account human factors of creation creates the preconditions for the formation of such personality qualities in schoolchildren as determination and will in the process of introducing their own developments into practice.

When using the project method, a clear contradiction arises between the need to improve the general educational level of students and their personal needs and interests. It is permissible to allow students to choose tasks that simulate life situations of interest to them, but with the obligatory condition of coordinating the goals of project activities with the structure of the educational program.

The project method is a learning system in which learning is realized through planning (design) and doing. The pedagogical technology "Project Method" is an open and developmental system that can be improved on the basis of taking into account the advanced pedagogical experience determined by the requirements.

The structure of the mental activity of students in solving problems using the project method is similar to the mental activity of a professional designer with the addition of the stage of implementing the project in practice by doing. It should be noted that the main task of the teacher is to organize the educational activities of schoolchildren in a form that simulates the fundamental stages of design technology. Both material objects and production and service situations can be designed.

It is pertinent to note that the modeling activity of the teacher is the leading one and has a focus on the reconstruction (modeling) in the educational process of the structure and content of the technology being studied (mastered) by students.

At the first stage, all forthcoming actions are designed by students in a theoretical form with the obligatory identification of possible problems and contradictions and the development of options for overcoming them. At the second stage, all ideas are tested (implemented) in practice. All practical actions are carried out on the basis of the developed strategy of activity. As the project progresses, students' theoretical constructions can be refined and concretized, and corrections can be made to them. The general structure of activity remains unchanged, which recreates (simulates) the basic laws of design technology determined by requirements.

The teacher can incorporate sections of design fundamentals into the content of any educational course he teaches. The content of project assignments should be coordinated with the topics of the sections of the course being studied. In accordance with the specifics of the taught course, the teacher can offer students special project assignments related to the subject of OO "Technology" and other types of labor activity.

With all options for building the educational process, it is recommended to draw the attention of students to the following concepts:

· Basic information about the design;

· Design methods;

· Personal (human) design factors;

· Design technology;

· Artistic design;

· Technology for evaluating the proposed projects.

An important problem for a teacher is to show students the creative content of professions of interest to them, since schoolchildren should be aware of the need for social creativity in all spheres of labor activity is determined by requirements.

.2 Ways to implement the project method

Variants of creative projects for participation in the Olympiads, taking into account the age capabilities of students in grades 5-8, are presented in Table 1.

Table 1. Options for creative projects

DirectionCreative project theme age Mugs "Making a box with elements of geometric carving" Grade 6-7 "Making a plate with contour thread" Grade 6-7 "Flat-relief carving" Grade 6-7 "Glider Making" 5-6 class "Making a paper parachute" Grade 5 "Making aircraft model SU-27 "Class 5-6" Making a basket from a vine "Class 5-6" Making a box from a vine "Class 5-6" Making a stand from a vine "Class 6" Making a plate from a vine "Class 5 Improving the material base of the school Improving the material base of the school "Lawn mower" "lathe" 7-8 class "Drilling machine" 7-8 class "cut-off machine" 7-8 class "Boron machine for engraving" 7 class "Drill and hand drill" 7-8 class "Drill" 7- Grade 8 "Cut-off machine" Grade 7-8 "Homemade grinding machine<#"justify">7-8 grade Chapter 2. Features of preparing creative projects for defense at Olympiads on technology

.1 Experience of holding Olympiads on the basis of VSPU

each phrase must be thought critically: will the audience understand it? Bulky and indistinct phrases should be ruthlessly removed from the presentation. Any phrase should be informative and necessary to comment on a specific slide;

congestion and small print are difficult to understand, underworked leaves the impression that the performance is superficial and poorly prepared;

list items - short phrases; maximum - two lines per phrase, optimally - one line. Reading a long phrase distracts attention from the presentation. A short phrase is easier to remember visually;

2.2 Proposal for preparation for the defense of creative projects

The experience of participating in regional Olympiads on technology testifies to the fact that in the process of preparing schoolchildren for the defense of a creative project, often insufficient attention is paid to the content of the presentation and the quality of its design. As a result, the assessment of the protection of the project is reduced due to the impossibility of understanding the motives for choosing a topic, an unclear presentation of the content of the stages of work. Most often, when developing a presentation, the following mistakes are made:

overload of slides with text information - duplication of sections of the explanatory note;

abuse of additional effects (crawling lines, scattering letters, pulsating selected parts of the text)

showing too complex drawings;

poor quality of photos and sloppy design of graphic materials;

re-inclusion of the same or similar slides in content;

the presence of slides that are not related to the project.

A technology teacher who helps a student to carry out a creative project should tell him how to prepare a high-quality presentation, and conduct a pre-defense, teaching the author of the project to use the material on the slides correctly, skillfully complementing his report, which takes no more than 7 minutes to defend. When creating a multimedia presentation, it is necessary to achieve maximum information richness of the product while ensuring simplicity and transparency of the presented material.

each phrase must be thought critically: will the audience understand it? Bulky and indistinct phrases follow ruthlessly

remove from the presentation. Any phrase should be informative and suitable for commenting on a specific slide.

congestion and small print are hard to read, underworked leaves the impression that the performance is superficial and poorly prepared.

list items - short phrases; maximum - two lines of a phrase, optimally - one line. Reading a long phrase distracts attention from the presentation. A short phrase is easier to remember visually.

each phrase should logically lead to the next phrases - in the end, the whole performance should be subordinated to the main goal. One and the same thought cannot be repeated in the report, even if in other words - time is expensive.

Presentations of the type we are considering include the following requirements:

the optimal number of lines on a slide is from 6 to 11.

the entire presentation is done in one color palette, usually based on one template.

it is necessary to maintain a uniform style of presentation of the formation.

it is advisable to place detailed information on the slide, and verbal commentary should be aimed at identifying technical inconsistencies, substantiating design decisions and choosing technological methods.

do not reuse animation effects. This is a rather primitive technique. Members of the jury may feel uncomfortable because they want to be interested in this, additional effects should not turn into an end in itself, should be minimized and used only to draw attention to key points of protection.

sound and visual effects should in no case come to the fore and obscure useful information: the stages of product development and manufacture.

Taking into account the recommendations developed above during the development of the presentation will allow the author of the project to claim a high rating of the report on defense, and this is not unimportant, since winners and prize-winners of olympiads are given the right to enter a university on favorable terms.

The materials are intended for history and technology teachers who implement the project-based teaching method, and are used in VSPU when creating a laboratory-practical work "Presentation for the defense of a creative project" performed by students of the specialty "Technology and Entrepreneurship" in the study of the discipline "Technical creativity" is determined by the requirements.

Chapter 3. Development of proposals for the implementation of creative projects for 7th grade students

.1 Choosing a theme for a creative project

The pedagogical practice that took place in February-March 2012 prompted me to choose a topic for a creative project. Arriving with his fellow trainees at the IOC No. 2 in Voronezh. After the first few classes held with the teacher, we were faced with the problem of equipping the training workshops, since the workbenches installed there had long worked out their resources, and it was simply impossible to engage in them with the children because of the unsatisfactory condition. Not only was it impossible to perform any work (product) on them, but it was not safe to work on them.

It was decided to modernize the workbenches by making new bench vice.

When performing repair work, and attracting students to it, I thought about a creative project, which, with proper preparation, could well participate in the Olympiad.

.2 Design

After the decision was made to modernize the workbenches, in particular, the manufacture of new bench vice To select a locksmith vice, certain requirements were imposed on them:

· Increase downforce;

At the present time, there are a lot of such mechanisms that meet our requirements, but all of them are quite expensive, and it is simply not possible to find funds in the middle of the school year. And even with the current attitude to the subject of technology, in comparison with other subjects such as computer science, it is considered more priority. Therefore, it was decided to make a locksmith vice on our own, from the available means that we had in the locksmith's workshop.

We have installed school workbenches similar to the workbench shown in Figure 1. (Figure 1)

Fig. 1 Joiner workbench

The big minus of such workbenches is that they are made of a wooden vise, on the same guide, the guides become deformed over time, and the vice itself is drying up and deforming. They begin to jam, warp, can not provide a good clamping of the workpiece, this makes it not safe for children to work behind such workbenches, which is so important in technology lessons. The vise arrangement is better seen in Fig. 2.

Fig. 2 Locksmith device

Screw; 2 - working board; 3 - clamping box; 4 - through nests; 5 - folding stop; 6 - stop for facing; 7 - emphasis for thin parts; 3 - rear vise; 9 - a front vice; 10 - lining board; 11 - bench; 12 - bench board with end eccentric; 13 - base; 14 - tray

The design of the workbenches installed in the IOC # 2 is slightly different from the construction of the workbench shown in Fig. 1. In the IOC # 2, the base of the workbenches is made of a metal profile. This allowed us to design the vise using steel parts to provide hanging strength, reliability and durability.

We didn’t see the point of repairing this vice or making the same new ones, since we understood that this would not last long, after a while, due to deformation of the guides, jamming, warping, and unreliable clamping of the workpiece would occur.

Therefore, a vise with two metal guides and a screw between them was taken as a sample (Fig. 3, Fig. 4).

Figure 3 Vice M - 132

Rice 4 Vise G - 178

It was decided to make the guides from a half-inch pipe and a rod of the appropriate size, the screws were taken from an old vice mounted on workbenches. The screw and guide rods were fixed on the movable part of the vise by welding them to the corner, which is the base for the movable part of the vise, a wooden plate was already attached to it with screws, providing a safe and reliable clamping of the workpiece and preventing deformation of the workpiece during fixation in the vice. Two pipes and a nut for a screw were welded to the metal base of the workbench.

3.3 Manufacturing

creative project olympiad workbench

Work on the modernization of the carpentry workbench is carried out in the following sequence:

manufacturing a movable sponge;

trimming the edges of the nut flange;

production of rods;

making a corner for a movable sponge;

welding parts of the movable jaw (corner, guide rods, plate for the screw);

production of guide bushings;

welding of fixed jaw parts (guide bushings, nut);

file handling

Fig. 5 Cutting the workpiece for the movable jaw

A pine bar with a section of 100x50 mm was used for the movable sponge.

It is advisable to instruct the student to perform the operation to cut the workpiece with a hacksaw for transverse sawing.

Fig. 6 Marking holes in the movable jaw for screw and rods

The holes are marked by the student.

Marking is carried out using a tool ruler and a pencil in accordance with the drawing.

Fig. 7 Drilling holes in the movable jaw for screw and rods

Drilling with feather drills is performed by a student on a 2M112 drilling machine.

Fig. 8 Trimming the flange of the nut

The circumcision operation was performed by the teacher using an electric angle cutting machine (grinder).

Fig. 9 Production of guide bushings

For the guide bushings, a half-inch pipe from the old water supply was used.

Fig. 10. manufacture of rods

A rod with a diameter of 15 mm was used for the rods.

This operation is performed by a schoolboy with a hacksaw.

Fig. 11 Welding of movable jaw parts (corner, guide rods, screw plate)

This work is performed by the teacher. The picture shows the operation of "grabbing" the rod to the corner of the movable jaw assembly to ensure that the axes of the guide bushings and rods coincide. Final welding is carried out after dismantling the movable jaw (removal from the workbench).

Fig. 12 Welding of fixed jaw parts

Guide sleeves and nut are welded to the workbench frame.

Welding is done by the teacher.

Fig. 13 Welding of fixed jaw parts (guide sleeves).

This work is done by the teacher

Fig. 14 File connections

This work is performed by the student after the completion of welding work.

Fig. 15 Finished vise after all operations

3.4 Preparation for the defense of the creative project “Modernization of the carpentry workbench”

Explanatory Note Structure:

·Title page

·Main part

· Economic component

· Conclusion

It is advisable during the modernization that all operations (steps) are sequentially fixed (photographed) to be placed in the sections for design selection and manufacturing.

Preparation for defense and presentation development is important.

Proceeding from this, it was possible to modernize the workbenches by sequentially completing all the operations for the manufacture of parts, assembly and adjustment, it is necessary to show the main stages in the presentation.

It is advisable to build a presentation as follows:

Slide No. 1 Title page of the project (name of the project, author, name of the educational institution).

Slide 2 Name of the device being developed.

Slide 3 Requirements for the modernized workbench.

Slide 4 Variants of different clamping devices (photo).

Slide №5 Prototype. Criticism, positive and negative aspects of the mechanism.

Slide 6 A drawing of the proposed mechanism.

Slide №7 Marking holes for moving and non-moving parts of the device (photo, description)

Slide №8 Drilling holes (photo, description).

Slide No. 9 Production of guide bushings and rods (photo, description).

Slide No. 10-11 welding of movable and non-movable jaws of the vice (photo, description).

Slide 13 Finished product (photo, description).

Conclusion

The implementation of the project method in the teaching process of the OO "Technology" allows to form the following qualities in schoolchildren:

sustained interest in technological creativity;

student's creative abilities;

creativity

The choice of themes for creative projects related to the improvement of the material and technical equipment of school workshops and the modernization of equipment is fruitful.

As an example of the implementation of creative projects, a set of works for the modernization of a carpentry workbench was chosen, which makes it possible to achieve a significant improvement in the following characteristics:

· Ensure smooth running of the clamping mechanism;

· Increase downforce;

· Provide safety requirements;

In the course of pedagogical practice in the IOC No. 2, the modernization of joiner's workbenches was carried out, the result of which was an increase in the reliability of fixing the workpiece, ensuring the absence of deformation of the workpiece.

The amount of work carried out in the process of modernizing four workbenches indicates that most of the operations can be assigned to students in grades 6-7, and the modernization of a full set of joinery workbenches can be done within one quarter.

List of references

1. Beshenkov A.K. technology. Teaching methodology 5-9 grades: Methodological guide. [text] / A.K. Beshenkov, A.V. Bychkov, V.M. Kazakevich, S.E. Markutskaya. - M .: Bustard, 2003 .-- 224s.

News of Voronezh State Pedagogical University 80 years. Collection of scientific papers. Technology Olympiads [Text] / N.F. Babin, V. S. Batrachenko: Voronezh State University, Publishing Processing 2011.

Information technology in the educational process of a pedagogical university and school. Recommendations on preparing a presentation to protect a creative project. [Text] / V. S. Batrachenko, A. I. Tatarintsev .: Voronezh State Pedagogical University 2011.

4. Creative projects of high school students on wood processing technology: a teaching tool for teachers. [Text] / Bryansk: Publishing house of the Bryansk State Pedagogical University. - 1998. - 232s.

Technology. Lesson plans for the textbook edited. [Text] / V. D. Simonenko. Grade 8 / auth.-comp. O. V. Pavlov. - Volgograd: Uchitel, 2007 .-- 281 p.

.Matyash N.V. Preparing a technology teacher for teaching students project activities. [Text] / N.V. Matyash, N.V. Semyonov. - Bryansk: Publishing House of the Bryansk State Pedagogical University named after Academician I. Petrovsky, 2000 - 120 p.

Beshenkov A.K. Technology. Technology teaching method. 5 - 9 grades: Methodological manual. [Text] / A.K. Beshenkov, A.V. Bychkov, V.M. Kazakevich, S.E. Markutskaya. - M .: Bustard, 2003 .-- 224 p.

Technology. 8th grade

Methods of teaching technology 8th grade. [Text] / A. K. Beshenkov, A. V. Bychkov, V. M. Kazakevich, S.E. Markutskaya. - M .: Bustard, 2003 .-- 224 p.: Ill.

Simonenko V.D. Creative projects of students in grades 5 - 9 of secondary schools: A book for a teacher. [Text] / V.D. Simonenko. - Bryansk: Scientific and Methodological Center Technology, 1996 .-- 238 p.

Simonenko, V.D. Grade 8 technology (boys). Lesson plans for the textbook Technology. 8th grade . [Text] / V.D. Simonenko, N.B. Golondareva. - Volgograd: Teacher - AST, 2003. - part 2. - 112 p.

Creative projects of senior pupils on the technology of wood processing: Teaching aid for the teacher. [Text] / Bryansk: Publishing house of the Bryansk State Pedagogical University. - 1998 .-- 232 p.

Collection of normative - methodological materials on technology. [Text] / A. V. Marchenko, M. I. Gurevich. - M .: Ventana - Graff, 2002 .-- 224 p.

Technology. Lesson plans for the textbook edited. [Text] / V. D. Simonenko. Grade 8 / auth.-comp. O.V. Pavlova. - Volgograd: Teacher, 2007. - 281 p.

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