Design activities for. How to create a school project. Design work plan

"The only way that leads to knowledge is activity. "
Bernard Show

Project activities at school

Success in the modern world is largely determined by a person's ability to organize his life as a project: to determine the long-term and short-term prospects, find and attract the necessary resources, outline an action plan and, having implemented it, assess whether it has been possible to achieve the set goals. Numerous studies carried out both in our country and abroad have shown that most modern leaders in politics, business, art, sports are people with a project-based mindset. Today, the school has all the opportunities for the development of project thinking with the help of a special type of student activity - project activity.

And although project activity is increasingly being used in general education schools, there is still no idea of ​​what it should be like. A project can be a work of a very different genre: from an ordinary essay and non-standard performance of a standard task (an answer in geography or history with the performance of songs and dances of the country or era under study) to a really serious research with subsequent defense on the basis of a term paper or thesis.

The project as a type of independent creative work of students

The project method, developed in the first half of the 20th century, is again becoming relevant in modern information society... However, the implementation of project activities in school practice at times encounters certain difficulties.

Often, a project is called any independent work of a student, say, an essay or report. In general, the confusion with the terms is quite large, and our media actively contribute to this, in which projects are called and sporting events, and show programs, and charity events. It is not surprising that sometimes teachers do not have a clear idea of ​​the project as a method of teaching, and students - about the project as a completely definite form of independent work.

To avoid all these problems, it is necessary to clearly define what a project is, what are its features, what is its difference from other types of independent work of a student, what is the degree of teacher participation at various stages of the project, how it depends on the age of the student and on his other individual features.

Among the various types of independent work of students, the closest in genre to projects are reports, abstracts and educational research. Perhaps that is why they are often confused not only by children, but also by adults. Before talking about a project as a teaching method, you need to understand what a project is and how it differs from other types of work.

Report - oral or written communication for the purpose acquaint listeners (readers) with a specific topic (problem), give general information, it is possible to present the views of the author of the report, which in this case do not require scientific verification or evidence. Since the preparation of a report can take a lot of time, study of various sources, a certain formulation of the results, there is a temptation to talk about the project. The point is that work on a project is also related to the presentation of information. However, the report and the draft are not the same thing.

Abstract - collection and presentation comprehensive information on a given topic from various sources, including the presentation of different points of view on this issue, the presentation of static data, interesting facts. When working on a project, there is a similar abstract stage, which, however, is only a part of the entire project.

Research work - work related to the solution of a creative, research problem with a previously unknown result. If scientific research is aimed at finding out the truth, at acquiring new knowledge, then educational research is aimed at acquiring the skill of students research activities, mastering the research type of thinking. This kind of work bears great resemblance to a project. However, in this case, research is only a stage in the design work.

Project - work aimed at solving a specific problem, to achieve in the best way pre-planned result. The project can include elements of reports, abstracts, research and any other types of independent creative work of students, but only as ways to achieve the result of the project.

Project as a teaching method

The project method is currently very widespread in teaching. It can be used in any school discipline where large-scale problems are solved, preferably for middle and senior students.

Although informatics began to be studied relatively recently, the project-based teaching method was immediately used in the study of this discipline. At first, projects were drawn up at school using programming languages ​​(Basis, Pascal), but now they are little studied, and now project activities in informatics are based on applied programs (presentations, spreadsheets, databases, hypertext markup language НТМI).

An important role in the formation of professional self-education of schoolchildren is played by such teaching methods as the project method.

Project activities are aimed at cooperation between a teacher and a student, the development of creative abilities, is a form of assessment in the process of lifelong education, and provides an opportunity for the early formation of professionally significant skills of students. The design technology is aimed at the development of the personality of schoolchildren, their independence, creativity. It allows you to combine all modes of work: individual, pair, group, collective.

The implementation of the project method in practice leads to a change in the role and function of the teacher. With this approach, the teacher acts as a consultant, partner, organizer of the cognitive activity of his students. In the process of working on a project, students have a need to acquire new knowledge and skills. There is a process of consolidating the skills of working on a separate topic or a large block of the course. The teaching method is a complex, multidimensional, multi-quality education. “If it were possible to construct its spatial model, then we would see a bizarre crystal, sparkling with many faces and constantly changing its color” - this is how many authors define the concept of “teaching method”.

Project method in teaching

The main goal of the project is to form the creative thinking of students. There are many classifications of teaching methods, but in almost each of them there is a research method, when students are given a cognitive task that they solve on their own, selected the necessary methods for this and with the help of a teacher. The project method can be attributed to the research type, in which students individually deal with any posed problem.

At the heart of the educational process is cooperation and productive communication of students, aimed at jointly resolving problems, developing the ability to highlight what is important, set goals, plan activities, distribute functions and responsibilities, think critically, and achieve meaningful results. In Russian pedagogy, this approach is associated with the use of such teaching methods as problem-based and project-based. In this case, educational activities are focused on successful activities in a real society. The result of training is no longer the assimilation of knowledge, abilities and skills, but the formation of key competencies that ensure the success of practical activities.
An important feature of the project approach is humanism, attention and respect for the student's personality, a positive charge, aimed not only at teaching, but also at developing the personality of the students.

The word "project" in European languages ​​is borrowed from Latin and means "thrown forward", "protruding", "striking". Now this word is beginning to be understood as an idea that the subject can and has the right to dispose of as his own thought. Currently, this term is often used in management, meant in a broad sense any activity, presented as a set of separate steps. This understanding is close, but somewhat different from that which has developed in Russian technical jargon. Here a project is the concept of a new object (building, machine, mechanism or unit), materialized in drawings, diagrams and other documentation.

In the pedagogical literature, you can find various definitions of an educational project. In any case, the training project is based on the following points:
the development of cognitive, creative skills of students, the ability to independently seek information, the development of critical thinking;
independent activity of students: individual, pair, group, which students perform for a certain period of time;
solving a problem that is significant for students, simulating the activities of specialists in any subject area;
presentation of the results of completed projects in a "tangible" form (in the form of a report, report, wall newspaper or magazine, etc.), and in the form of concrete results, ready for implementation;
cooperation of students between themselves and the teacher ("pedagogy of cooperation").

For a student, a project is an opportunity to maximize his creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, be useful, show publicly the achieved result. This is an activity aimed at solving an interesting problem formulated by the students themselves. The result of this activity - the found way to solve the problem - is of a practical nature and is significant for the discoverers themselves. And for a teacher, a curriculum project is an integrative didactic means of development, teaching and upbringing that allows you to develop and develop specific skills and design skills: problematization, goal-setting, activity planning, reflection and introspection, presentation and self-presentation, as well as information search, practical application of academic knowledge, self-study, research and creative activity.

When working with a project, it is necessary to highlight a number of characteristic features of this teaching method. First of all, it is the presence Problems to be solved during the work on the project. Moreover, the problem should have a personally significant character for the author of the project, motivate him to search for a solution.

The project must necessarily have a clear, realistically achievable goal... In the most general sense, the goal of a project is always to solve the original problem, but in each specific case, this solution has its own unique solution has its own unique embodiment. This incarnation is project product, which is created by the author in the course of his work and also becomes a means of solving the project problem.

There is one more difference in working with a project - preliminary planning work. The entire path from the initial problem to the implementation of the project goal must be divided into separate stages with their own intermediate goals for each of them; identify ways to meet these challenges and find resources.

Implementation of the work plan on the project is usually associated with the study of literature and other sources of information, the selection of information; possibly with the conduct of various experiments, experiments, observations, research, surveys; with the analysis and generalization of the data obtained; with the formulation of conclusions and the formation on this basis of their own point of view on the original problem of the project and ways to solve it.

The project must have written part - report on the progress of work, which describes all stages of work (starting with the definition of the project problem), all decisions made with their justification; all the problems that have arisen and ways to overcome them; the information collected, the experiments and observations carried out are analyzed, the results of the surveys are given, etc .; the results are summed up, conclusions are drawn, the prospects of the project are clarified.

An indispensable condition of the project is its public protection, presentation results of work. During the presentation, the author not only talks about the progress of the work and shows its results, but also demonstrates his own knowledge and experience of the project problem, the acquired competence. The element of self-presentation is the most important aspect of work on a project, which involves a reflexive assessment by the author of all the work he has done and the work acquired in the course of the experience.

At its core, the project-based teaching method is close to problem-based teaching, which involves consistent and purposeful advancement of cognitive problems to students, solving which, under the guidance of a teacher, they actively assimilate new knowledge. Problem-based learning ensures the strength of knowledge and their creative application in practice. In addition, the project method has similarities with developmental learning. Developmental learning is an active-activity way of learning, in which a purposeful learning activities... At the same time, the student, being a full-fledged subject of this activity, consciously sets goals and objectives of self-change and creatively achieves them.

The terms and meanings of words used for the project activities proposed by M.Yu. Bukhara.

Term	Dictionary meaning	Pedagogical significance
Method	A way of theoretical research or practical implementation of something	A set of techniques, operations of mastering a certain area of ​​practical or theoretical knowledge, a particular activity, a method of organizing the cognitive process
Project	Plan, concept, preliminary text of the document	-
Project method	-	The method based on the development of students' cognitive skills, critical and creative thinking, the ability to independently construct their knowledge, navigate in the information space, see and formulate problem... A way to achieve a didactic goal through detailed development Problems, which should end with a very real tangible practical result, shaped in a certain way. A way suggesting a solution to some Problems, involving the use of a variety of teaching methods and integrated knowledge from various fields of science, technology, creative fields.
Problem	Problem to be solved, research. Awareness by the subject of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation with the help of his knowledge and experience. The problem originates in a problem situation.	The problem containing contradiction, not having an unambiguous answer and requiring a search for solutions. It originates in a problem situation.
Problem situation	Circumstances and operating conditions containing contradictions and not having an unambiguous solution in which the activity of an individual or a group unfolds.	Circumstances and conditions of student activity containing contradictions that do not have an unambiguous solution
Study project		Modern educational and cognitive, creative or play activity student partners, having a common goal agreed ways activities aimed at achievement general result on the decision of any Problems significant for the project participants.

Stages of work on the project. Motivating students.

When organizing the project activities of students, there are a number of circumstances that must be taken into account when working. The student cannot be offered as a project, for the implementation of which he does not have any knowledge of skills, despite the fact that this knowledge and skills he has nowhere to find and acquire. In other words, to work on a project, the author must have a certain initial (albeit minimal) level of readiness. And, of course, a very familiar work that has been performed many times before, does not require the search for new solutions and, accordingly, does not give an opportunity to acquire new knowledge and skills, cannot be a project. The first stage of work on the project is problematization- it is necessary to assess the existing circumstances and formulate the problem. At this stage, a primary motive for activity arises, since the presence of a problem generates a feeling of disharmony and causes the desire to overcome it. The second stage of work - goal setting... At this stage, the problem is transformed into a personally significant goal and acquires the image of the expected result, which will later be embodied in the project product. The most important stage of work on a project is planning, as a result of which not only the distant goal, but also the nearest steps, acquires clear outlines. When you have a work plan, resources (materials, hands, time) and a clear goal, you can start working. The next stage of the project cycle is the implementation of the plan.

Upon completion of the work, the author must compare the result with his intention, if possible, make corrections. This is the stage of comprehending, analyzing the mistakes made, trying to see the perspective of the work, assessing one's achievements, feelings and emotions that arose during and after the work. The final stage of work - self-esteem and reflection.

The main stages of work on a project are problematization, goal-setting, planning, implementation, reflection. However, within each stage there are smaller, but very important steps that must be followed in the course of the work.

Formulating the purpose of the work, the author of the project creates a mental image of the desired result of the work - project product, which is a prerequisite for work. During planning need to define tasks to be solved at separate stages of work and ways by which these tasks will be solved. Determine the order and terms of the work - develop schedule. At the stage implementation plan, it may be necessary to make certain changes tasks of individual stages and ways of working, and sometimes the author's idea of ​​the final result may change. Design product. The project usually ends presentations the method found by the author to solve the original problem, the created project product and self-presentation competence of the author of the project. A presentation is a showcase for a project. Everything should be subordinated to one goal - in the best way to show the results of the work and the competence of its author, which he acquired in the process of this work. Self-presentation, the ability to show oneself in a favorable light, without losing a sense of proportion, is the most important social skill.

The time limit for the presentation, as a rule, provides no more than 7-10 minutes for a speech. During this short time, it is necessary to talk about the work that was carried out over several months, was associated with the processing of a large amount of information, communication with various people, the discoveries made by the author.

So, the two main problems of presentation are speech and rules. It is very important to teach children to choose the most important thing, to express their thoughts briefly and clearly. It is better if the presentation text is written in the form of abstracts.

During the presentation, the author of the project may have to answer questions from the public. You need to be prepared for this. It is better to start the answer by thanking the person who asks it (any question on the topic of the project indicates the public's interest in the speech and gives the author another chance to show his competence).

It is advisable to rehearse the presentation.

The essence of the project activities of students.

The program of the new educational area "Technology" provides for the performance of students in grades II - XI annually at least one creative project... It is the creative project activities of schoolchildren that will contribute to technological education, the formation of the technological culture of each growing person, which will help him to look at the living environment in a different way, more rationally use the available resources of the Fatherland, and increase natural wealth and human potential. The reviving project-based teaching method, with its skillful application, really allows you to identify and develop the inclinations of a personality, its abilities.

The project teaching method "Technologies" assumes that the design is carried out not under the tutelage of the teacher, but together with him, is based not on pedagogical dictate, but on the pedagogy of cooperation.

Design also involves the study of not only technologies, but also the actual activities of people in the production and non-production spheres of the economy. Thus, we can talk about the ergonomic content of the new educational field "Technology", which is a natural development of polytechnics in modern conditions.

Design as a method of cognition should provide students with practical assistance in realizing the role of knowledge in life and learning, when it ceases to be a goal, but becomes a means in true education, helping to master the culture of thinking. It is also aimed at the psychophysical, moral and intellectual development of schoolchildren, the activation of their inclinations and abilities, essential forces and vocation, inclusion in successful labor activity and the system of universal human values, the formation and satisfaction of their activity and cognitive needs and needs, the creation of conditions for self-determination, creative self-expression and continuing education.

A creative project is an educational and labor task that activates the activities of students, as a result of which they create a product that has subjective and sometimes objective novelty.

Organization and methodology for the implementation of creative projects

By the method of projects in the educational field of "Technologist" we mean the way of organizing the cognitive and labor activity of students. It provides for the implementation of certain needs of people, the development of ideas for the manufacture of products or services to meet these needs, the design and creation of products or the provision of services, assessment of their quality, determination of the real demand in the market for goods.

The project method is a flexible model of the organization of the educational process, focused

He promotes the development of observation and the desire to find answers to them, and then check the correctness of their answers by analyzing information, conducting experiments and research.

The results of projects can be products, services, systems. Students acquire a technologist, environmental improvement developments and other skills in working with materials, tools and information as needed to complete a project.The system of projects is built on the principle of complication, therefore, a number of provisions are laid in the basis of the curriculum:

a gradual increase in the volume of knowledge and skills;

implementation of projects in various fields, ranging from more familiar (home, school, vacation spots) to more complex (society, business, industry);

the constant complication of the requirements for solving problems (using an integrated approach, taking into account a large number of influencing factors);

gradually students realize their own abilities and capabilities to meet the needs of the individual and society;

the ability to focus on local conditions, since problems for projects are selected mainly from the surrounding life.

Helping the student, tireless active leadership in the choice of projects that are feasible for the student, actually carried out taking into account really existing Material and other resources and at the same time the most promising in terms of expanding the experience, horizons, titles and skills of students, the entire burden falls on the shoulders of the technologist teacher,

These first functions of helping children in the free choice of a project are followed by a whole series of others: assistance in project planning, its practical implementation, in the analysis of the final results.

The teacher should help students:

get various materials, reference books, information, tools, etc .;

discuss ways to cope with difficulties through indirect, leading questions;

approve or disapprove of various phases of the work procedure;

teach to briefly write down the results of their activities;

give a brief analysis of the completed project.

When developing a project plan, students turn to reference books, use the Internet, other sources of information, consult with family members, knowledgeable people, study the tools, materials necessary for the project to fail.The initial project implementation plan is constantly sugared, possible omissions are corrected,

The technique of drawing up a plan, of course, can be very diverse, as varied as the projects themselves. The most important thing is that the plan should correspond to the project and, and not vice versa,

Of particular importance is the project method, which allows schoolchildren in the system to master organizational and practical activities along the entire project and technological chain - from idea to its implementation in a model, products, service, to integrate knowledge from different areas, to apply them in practice, while creating new ones. knowledge, ideas, material aim. The use of the project method as the leading one in the technological education of schoolchildren contributes to the implementation of didactic functions.

The educational function of the new approach to technology education involves acquainting students with basic technological knowledge, skills and terminology.

The educational function of the new approach to technological education of schoolchildren consists in the development of personal qualities: efficiency, enterprise, responsibility, in developing the skills of reasonable risk, etc. success in business depends on the personal contribution of each.

The developmental function of using the project method in technology education is that students are aware of the possibilities of using abstract technological knowledge and

Students develop skills in choosing one solution from many alternatives and awareness of all the short and long term problems of this choice

1. Introduction.

The concept of a project, project activity, project culture, project structure. Typology of projects.

Students should know:

• the concept of a project, project activity,
• typology of projects.
• Students must be able to;
• distinguish between project types;
• determine the structure of the project.

1. Practice-oriented project.

Aimed at the social and interests of the project participants themselves.

The product is predefined and can be used in the life of the classroom, school, city, etc. etc.

The palette is varied - from study guide for the physics room to a package of recommendations for the restoration of Russia.

2. Research project.

Research project concept. Features of the research project Basic concepts necessary for the implementation of the research project; object of research, problem It includes substantiation of the relevance of the chosen topic, designation of research tasks, discussion of the results obtained,

3. Information project. It is aimed at collecting information about an object, phenomenon with the aim of analyzing it, generalizing the presentation for a wide audience.

4. Role project.

The development and implementation of such a project is the most difficult. By participating in it, projects take on the roles of literary or historical characters.

5. Creative project.

It assumes the most free and unconventional approach to the presentation of results.

Creative project concept. Features of a creative project. The main stages of the implementation of creative projects.

Elaboration of the structure of the activities of the participants in the creative project.

Presentation of results in the form of videos, articles, albums Students should know:

• the concept of a creative project;
• the main stages of a creative project

Students must be able to;

• choose and justify the theme of the project;
• to select the necessary information for the implementation of the project;
• work out the structure of joint activities of the participants; creative project;
• formalize the results of project activities,

6. Design and evaluation of the project.

Registration of the results of project activities. Registration of the list of references and applications.

Criteria for evaluating the implementation of projects. Protection of the project, Criteria for assessing the protection of the completed project

Students need to know;

• criteria for evaluating completed projects;
• criteria for evaluating the protection of the completed project.

Students should be able to:

• evaluate the completed project;
• protect the project.

Selection and justification of projects.

The choice of projects is determined by the needs of various spheres of life of the individual and society (school, industry, leisure, home), the need to satisfy them, improve and modernize existing consumer goods and services.

1) The main problems arising in the selection, analysis, implementation of the project:

1. How to define a field of activity.

2. How to choose a project theme.

3. How to choose a model, product design.

4. How to develop a technology for manufacturing a product.

5. How to carry out the economic calculation of the product.

6. How to draw up a project report.

2) The main criteria for the selection of projects:

1. Originality.

2. Availability.

3. Reliability.

4. Technical excellence.

5. Aesthetic dignity.

6. Security.

7. Compliance with public needs.

8. Ease of use (ergonomics).

9. Manufacturability.

10. Magerial intensity.

11. Cost, etc.

For greater clarity, you can use the "justification star" (reflection), where in the center is the object of research, and on the periphery are the factors that determine its consumer properties that need to be improved.

"Thinking asterisk"

Further, the feasibility of manufacturing is determined, the outcome of the knowledge, skills and abilities acquired in technology lessons, the possibilities of material and technical support, economic and environmental feasibility, etc.

Basic requirements for product design

Manufacturability - the ability to make a product as simply as possible, in particular on existing equipment, from available materials, with least cost labor.

Creative focus and fun. It is supposed to be creative and take into account the interests of children.

Consistency. The content of work on the implementation of projects should reflect the material studied during the academic year, be polytechnic oriented,

Potency. It assumes that the level of training of students corresponds to their individual, age and physical abilities.

Profitability. Requires the manufacture of a product at the lowest cost, with the highest profit in the sale and operation of the product.

Environmental friendliness. The manufacture and operation of the manufactured product should not entail significant imputation in the environment, disruption of human, animal and plant life.

Security. Provided both at the stage of project implementation and at the operational stage. Safety is associated with a system of measures for labor protection, industrial sanitation, hygiene. The project must exclude the possibility of injury and occupational diseases.

Ergonomic Associated with the scientific organization of labor. Provides for the organization of the workplace with the lowest human energy consumption during maintenance.

Compliance with design requirements. The designed product should be outwardly aesthetically beautiful, fashionable, harmoniously combined colors and all the details, and the tank should be functional and practical.

Significance. The manufactured product must have a certain value and usefulness in the interests of society or a particular person.

Area of ​​expertise used in the execution of technology projects

Anthropometry - measuring the human body and its parts when taking measurements, identifying the conformity of the product to the size and shape of a person.

Life safety - a system of measures for labor protection, industrial sanitation, hygiene, etc.

Biology - the structure of the human body, features of his body movements.

Geography - climatic conditions different regions, temperature limits in a given climatic region.

Costume history - information about the history of development, modification of certain types of clothing.

Mathematics - calculating formulas for constructing patterns, calculating the cost of materials, money, mathematical dependencies.

Materials science - the study of the means of materials for the correct selection of products appropriate for a given model.

Mechanics, elements of engineering science - the simplest adjustment (repair) of the equipment on which the work is carried out.

Modeling (technical modeling) - changing the pattern drawing in order to obtain the desired product model.

Career guidance - information about professions, acquisition of professional knowledge and skills.

Psychology - features of human perception, for example, the laws of visual illusion in color, in artistic modeling.

Drawing - development of sketches of alternative models (elements of artistic modeling), the laws of composition, drawing.

Technology - cutting, working with fabric, technological processes in the manufacture of a product.

Chemistry, physics - physical and chemical properties of materials, dyes, various additives in the fabric, information on the production of fabrics.

Color science - the choice of color as an important informational quality of a suit: the influence of various colors on the features of a given figure and appearance in general (the ability to emphasize advantages and hide flaws), harmonious combination of colors, patterns of color combinations, color symbolism and the purpose of the suit.

Drafting - building a pattern drawing.

Ecology - environmental friendliness of materials, influence, harmful dyes and other components that make up fabrics.

Economics, the basics of entrepreneurship - calculating the cost of the product, family economics, mini - marketing research, conformity of product quality, conformity of product quality and prices for them, that is, supply and demand), planning possible ways sales of their products.

Aesthetics is the embodiment of the desired aesthetic idea in a suit (taste, aesthetic flair, intuition, a sense of color and shape, a sense of proportion, understanding of the rhythm and composition in a suit).

General view and structure of the explanatory note.

A project is a student's self-directed creative work completed under the guidance of a teacher. It usually consists of two parts: theoretical and practical. The latter is a specific product, layout, model, video film, computer development, etc., and an explanatory note is theoretical. Below are recommendations for its preparation. Of course, when using them, it is necessary to take into account the age capabilities of students, and the explanatory note to the fifth grader's project in content will differ significantly from the one performed by the high school student.

The structure of the explanatory note depends on the type of work, and in general should contain:

• Title page.
• Table of contents (content).
• Introduction.
• Chapters of the main part.
• Conclusion.
• Bibliography.
• Application.

Structural elements of an explanatory note.

Title page

The title page is the first page of the explanatory note and is filled in according to certain rules.

The upper field contains the full name of the educational institution. On average, the name of the project is given without the word "subject" and quotes. It should be as short and precise as possible - consistent with the main content of the project. If it is necessary to concretize the title of the work, then you can give a subtitle, which should be as short as possible and not turn into a new title. Next, the surname, name, school number and class of the designer (in the nominative case) are indicated. Then the surname and initials of the project manager.

The lower field indicates the place and year of the work (without the word "year").

The title page is followed by a table of contents, which contains all the headings of the explanatory note and indicates the pages on which they are located. It is impossible to shorten them or give them in a different formulation, sequence and subordination. All blanks are written with a capital letter and without a dot at the end. The last word of each heading is connected by a dot with the corresponding page number in the right column of the table of contents.

Introduction to work

It substantiates the relevance of the chosen topic, the purpose and content of the tasks, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs whom the project is intended for and what is its novelty. The introduction also describes the main sources of information (official, scientific, literary, bibliographic). It is advisable to list the equipment and materials used in the course of the project.

Chapters of the main part

The next is the formulation of the goal, and the specific tasks to be solved in accordance with it.

The first chapter of the project examines the proposed methodology and technique for its implementation, provides short review literature and other materials on the topic.

In the next chapter (search), it is necessary to develop a bank of ideas and proposals for solving the problem considered in the project.

In the technological part of the project, it is necessary to develop a sequence for the implementation of the object. It can include a list of steps, technological map, which describes the algorithm of operations indicating the tools, materials and processing methods.

Next, you need to consider the economic and environmental assessment of the project. In the economic part, a complete calculation of the costs of manufacturing the designed product is presented. Further advertising of the project and marketing research. Particular attention should be paid to the environmental assessment of the project: substantiation of the fact that the manufacture and operation of the designed product will not entail changes in the environment, disruptions in human life.

Conclusion

At the end of the project, the results obtained are presented, their relationship with the general goal and specific tasks formulated in the Introduction is determined, students' self-assessment of the work done by them is given.

Bibliography

A list of used literature is placed after the Conclusion. All borrowings must necessarily have subscripts where the materials are taken from.

Applications

Auxiliary or additional materials that clutter up the main part of the work are placed in the annexes. The application contains tables, text, graphs, maps, pictures. Each appendix must begin with a new sheet (page) with the word "Attachment" indicated in the upper right corner and have a thematic heading. If there is more than one application in the work, they are numbered with Arabic numerals (without the number sign), for example: "Appendix 1", "Appendix 2", etc. The numbering of the pages on which the appendices are given should be continuous and continue the general numbering of the main text. Through it with applications it is carried out through links that are used with the word "look" (see), enclosed together with the cipher in parentheses.

Literature

1. Kruglikov G.I. Technique of teaching technology with a workshop. Moscow: 2003.
2. Morozova N.G., Kravchenko N.G., Pavlova O.V. Technology 5-11 grades: project activities of students. Volgograd: Teacher, 2007.
3. Stupnitskaya M.A. What is a training project? Moscow: September 1, 2010.
4. Stupnitskaya M.A. The creative potential of the project activities of schoolchildren. The development of the creative abilities of schoolchildren and the formation of various models of accounting for individual achievements. M .: Center "School Book", 2006.

Plan

1. Project activities.

1.1. Activity. Project activities.

1.2. Project. Typology of projects.

2. Theoretical aspects of design.

2.1. Principles of designing and designing individual educational programs (projects).

2.2. Modeling. Design.

3. Organization of project activities.

3.1. Difficulties in design.

3.2. Stages of work on the project.

3.3. Activities at various stages of design.

4. Themes of the projects.

5. Thesaurus.

6. Workshop.

Project activities

One of the fundamental characteristics modern man acting in the space of culture is its ability to projective activity.

Projective (or project) activity belongs to the category of innovative, since it involves the transformation of reality, is built on the basis of the appropriate technology, which can be unified, mastered and improved. The relevance of mastering the basics of design is due, firstly, to the fact that this technology has a wide range of applications at all levels of the organization of the education system. Secondly, possession of the logic and technology of sociocultural design will make it possible to more effectively carry out analytical, organizational and managerial functions. Thirdly, design technologies ensure the competitiveness of a specialist.

Activity. Project activities

Activity- a specific human form of attitude to the surrounding world, the content of which is an expedient change and transformation in the interests of people; condition for the existence of society. Activity includes an end, means, result and the process itself.

The project activity contains:

analysis of the problem;

goal setting;

choice of means to achieve it;

search and processing of information, its analysis and synthesis;

evaluation of the results and conclusions.

Subject activity consists of three blocks: objective, activity and communicative.

Project activities students is one of the methods of developmental teaching, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained), promotes the development of creativity and logical thinking, combines the knowledge gained during the educational process and introduces specific vital issues.

The purpose of the project activity is an understanding and application by students of knowledge, skills and abilities acquired in the study of various subjects (on an integration basis).

Tasks of project activities:

Teaching planning (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the work);

Formation of skills in collecting and processing information, materials (the student must be able to choose the appropriate information and use it correctly);

Ability to analyze (creativity and critical thinking);

Ability to draw up a written report (the student must be able to draw up a work plan, present information clearly, draw up footnotes, have an understanding of bibliography);

Form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).

Principles of organizing project activities:

• The project must be feasible to carry out;

  Create the necessary conditions for the successful implementation of projects (form the appropriate library, media library, etc.);

  Prepare students for the implementation of projects (conducting a special orientation so that students have time to choose a project topic, at this stage students with experience in project activities can be involved);

  Provide project guidance from teachers - discussion of the selected topic, work plan (including execution time) and keeping a diary in which the student makes appropriate notes of his thoughts, ideas, feelings - reflection. The diary should help the student in drawing up the report if the project is not a written work. The student uses the diary during interviews with the project leader.

  In the event that the project is a group, each student must clearly show their contribution to the implementation of the project. Each project participant receives an individual assessment.

  Mandatory presentation of the results of the project in one form or another.

TO important factors project activities include:

increasing the motivation of students in solving problems;

development of creative abilities;

a shift in emphasis from an instrumental approach to solving problems to a technological one;

the formation of a sense of responsibility;

creating conditions for a cooperative relationship between teacher and student.

An increase in motivation and the development of creative abilities occurs due to the presence of a key feature in the project activity - an independent choice.

The development of creativity and a shift in emphasis from an instrumental approach to a technological one is due to the need for a meaningful choice of tools and planning activities to achieve the best result. The formation of a sense of responsibility occurs subconsciously: the student seeks to prove, first of all, to himself that he made the right choice. It should be noted that the desire to assert itself is the main factor in the effectiveness of project activities. When solving practical problems, relations of cooperation with the teacher naturally arise, since for both the problem is of substantial interest and stimulates the desire for an effective solution. This is especially clearly manifested in those tasks that the student himself was able to formulate.

Project. Typology of projects

Project(from lat.projectus, letters - thrown forward):

1) a set of documents (calculations, drawings, etc.) for the creation of any structure or product.

2) Preliminary text of any document.

3) Concept, plan.

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the United States. He was also called the method of problems and he associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educator J. Dewey, as well as his student V.H. Kilpatrick. J. Dewey proposed to build learning on an active basis, through the purposeful activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life.

This requires a problem taken from real life, familiar and meaningful to the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired. The teacher can suggest sources of information, or he can simply direct the students' thought in the right direction for an independent search. But as a result, students must independently and in a joint effort solve the problem by applying necessary knowledge sometimes from different areas, to get a real and tangible result. All work on a problem thus acquires the outline of a project activity. Of course, over time, the idea of ​​the project method has undergone some evolution. Born from the idea of ​​free parenting, it is now becoming an integrated component of a fully developed and structured education system. But its essence remains the same - to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities that provide for the solution of these problems, the ability to practically apply the knowledge gained, the development of reflexive thinking (in the terminology of John Dewey or critical thinking).

The essence of reflex thinking is the eternal search for facts, their analysis, reflections on their reliability, logical alignment of facts to learn new things, to find a way out of doubt, to form confidence based on reasoned reasoning. The project method attracted the attention of Russian educators at the beginning of the 20th century. The ideas of project-based teaching arose in Russia practically in parallel with the developments of American teachers. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized, trying to actively use project methods in teaching practice. At the same time, in a foreign school, he actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, where the ideas of the humanistic approach to education by J. Dewey, his project method has become widespread and gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of schoolchildren. “Everything that I learn, I know what I need it for and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills. The project method is based on the development of students' cognitive skills, the ability to independently design their knowledge, the ability to navigate in the information space, the development of critical and creative thinking.

Project method - it is from the field of didactics, private methods, if it is used within the framework of a certain subject.

Method is a didactic category. This is a set of techniques, operations of mastering a certain area of ​​practical or theoretical knowledge, one or another activity. This is the path of cognition, the way of organizing the cognition process. Therefore, if we are talking about method of projects, then we mean exactly way achieving a didactic goal through a detailed development of the problem (technology), which should end with a very real, tangible practical result, decorated in one way or another. Didactists and teachers turned to this method in order to solve their didactic tasks. The project method is based on the idea that constitutes the essence of the concept of "project", its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice.

To achieve this result, it is necessary to teach children or adult students independently think, find and solve problems, attracting knowledge from different areas for this purpose, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships.

The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time.

This method is organically combined with group (collaborative or cooperative learning) methods. The project method always involves solving a problem. The solution to the problem involves, on the one hand, the use of a set, various methods, teaching aids, and on the other hand, it implies the need to integrate knowledge, the ability to apply knowledge from various fields of science, technology, technology, and creative fields. The project method as a pedagogical technology presupposes a combination of research, search, problematic methods that are creative in their very essence.

Basic requirements for using the project method:

1.The presence of a problem / task that is significant in the research, creative plan, requiring integrated knowledge, research search for its solution (for example, researching a demographic problem in different regions of the world; creating a series of reports from different parts of the world on one problem; the problem of the influence of acid rain on environment, etc.).

The practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends in the development of this problem; joint publication of a newspaper, almanac with reports from the scene; forest protection in different localities, action plan, etc.);

Independent (individual, pair, group) activity of students.

Structuring the content of the project (indicating the phased results).

The use of research methods that provide for a specific sequence of actions:

definition of the problem and the research tasks arising from it (use of the "brainstorming" method, "round table" in the course of joint research);

putting forward hypotheses for their solution;

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

discussion of ways to design the final results (presentations, defense, creative reports, views, etc.).

collection, systematization and analysis of the data obtained;

summing up, presentation of results, their presentation;

conclusions, the advancement of new research problems.

For the typology of projects, the following are proposed typological signs:

Project dominant activity: research, search, creative, role, applied (practice-oriented), orientation and orientation, etc. (research project, play, practice-oriented, creative);

Subject-content area: mono project (within one field of knowledge); interdisciplinary project.

Nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant, typical for telecommunication projects).

NS type of contacts(among the participants of one school, class, city, region, country, different countries the world).

The number of project participants.

Duration of the project.

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

Separately, it should be said about the need to organize an external evaluation of projects, since only in this way it is possible to track their effectiveness, failures, the need for timely correction. The nature of this assessment largely depends on both the type of project and the topic of the project (its content), and the conditions of its implementation. If this is a research project, then it inevitably includes a phased implementation, and the success of the entire project largely depends on properly organized work at individual stages.

It should also dwell on general approaches to project structuring:

You should always start by choosing the topic of the project, its type, and the number of participants.

Further, the teacher needs to think over the possible variants of the problems, which are important to investigate within the framework of the outlined topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that contribute to identification of problems, video sequence for the same purpose, etc.). A brainstorming session followed by a brainstorming session is appropriate here.

Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.

Independent work of the project participants on their individual or group research, creative tasks.

Intermediate discussions of the data obtained in groups (in the classroom or in the classroom in a scientific community, in group work in a library, media library, etc.).

Protection of projects, opposition.

Collective discussion, expertise, external evaluation results, conclusions.

REMINDER

on the creation of educational projects and presentations

Project method Is a learning system, a flexible model of the organization of the educational process, focused on the self-realization of the student's personality, the development of his intellectual qualities and creative abilities.

the goal of the forthcoming actions has been formulated;

the main stages are outlined;

the results of each stage are defined in the form of tasks;

deadlines for the project have been set;

the performers are determined, the functions of each are distributed;

the sources of funds for achieving the goal are outlined;

the form of reporting on the results of the project has been determined;

Project activities Is an educational, cognitive, creative or game activity that has common goal, agreed methods, methods of activity, aimed at achieving the overall result of the activity.

Types of training projects

1. Research. A research project means the activities of the author aimed at solving a creative, research problem (task) with a previously unknown solution and assuming the presence of the main stages characteristic of scientific research.

2.Creative. This type of projects involves a clear planning of the final results and the form of their presentation. The structure of the project is only outlined and develops further in the course of work, subject to the genre of the final result and the interests of the participants, but at the very beginning it is stipulated what the project will be. It can be a joint newspaper, essay, video, etc.

3. Introductory-indicative (informational). This type of projects is aimed at working with information about some object or phenomenon. It is supposed to familiarize the project participants with specific information, analyze and generalize it for a wide audience. Such projects, like research projects, require a well-thought-out structure and the possibility of correcting it along the way.

4. Practice-oriented (applied). These projects are distinguished by a clearly defined future result of the activities of its participants from the very beginning. For example, a document created on the basis of the obtained research results; action program, recommendations.

The project should contain the following parts:

title page

brief annotation

• main part

  conclusion (summary)

  bibliography

Stage 1

Choosing the wording of the topic- this is the initial and very serious stage of any research. The topic should be relevant, i.e. practically useful and of scientific interest. When choosing a research topic, the author must be guided by several rules:

the topic should be interesting, captivating, in line with the author's inclinations,

the topic must be doable, its solution must bring real benefits,

the theme must be original,

the topic must be feasible, attainable and comprehensible literary sources.

1. The initial stage any project is a justification of the relevance of the selected topic. Explanation of relevance should be laconic. The main thing is to show the essence of the problem situation, to explain why the research is being carried out.

2. Goal statement, i.e. posing a question to which you need to get an answer. At the same time, the stated goal should be specific and accessible. The work must be needed. Its results should be of interest not only to the author himself, but also to some other circle of people.

3. After highlighting the target, it is necessary to indicate specific tasks to be solved (study, describe, establish, find out, derive a formula, etc.).

4. A prerequisite for the design work is the definition of its object and subject... The part that serves as the subject of research is highlighted in the object.

Object of study- a process or phenomenon that gives rise to a problem situation and is selected for study.

Subject of study- everything that is within the boundaries of the research object in a certain aspect of consideration.

5. Putting a hypothesis- a necessary attribute of any research.

Hypothesis- This is a scientific assumption put forward to explain any phenomena. The hypothesis arises as a possible solution to the problem.

2 - stage

Design work:

Collecting experimental data, comparing them with literature data and theoretical predictions.

After the topic has been chosen, questions are formulated to which you need to get an answer - you need to try to collect as much information as possible about the subject of study.

Work planning implies the need to choose a research methodology, calculate what the required amount of observations or the number of experiments should be, estimate what part of the work, how long it will take you.

Choice of working method depends on the purpose and subject of research: observation, comparison, experiment, analysis, synthesis, etc.

Stage 3

Registration of the obtained results of work

After a detailed study of all scientific literature on the topic of research and a final discussion of the results of one's own research, the stage of literary design of the work begins - its writing.

Work structure:

Title page,

Introduction,

Main part,

Conclusion,

Bibliography,

Applications.

Title page- the first page of the work (not numbered). The table of contents lists the work items with the indication of pages. The introduction is a brief justification of the relevance of the selected topic, goals and objectives. The purpose, objectives and methods of research are indicated. A literature review on this topic is being conducted. The main part presents and analyzes the results obtained. The reference number in the text of the work must correspond to the ordinal number in the list of references. The appendix contains diagrams, graphs, tables, figures.

Design work plan:

Introduction (substantiation of relevance, definition of the goal, task, object, subject, research hypothesis).

The main part (literature review, research methodology, research description).

Conclusion (conclusions and results).

Bibliography.

1. The introduction should include the formulation of the problem statement, reflect the relevance of the topic, the definition of goals and objectives set for the performer of the work, the characteristics of the object, subject, research hypothesis, the characterization of the author's personal contribution to the solution of the selected problem.

Introduction Is a very important part of the job. The introduction should provide clear answers to the following questions:

What is interesting given task from the point of view of science or its practical application? What place do the results of this work take in the general solution of the problem? Why was the work done, what was its purpose, and to what extent was it achieved?

2. Main part should contain a brief overview of the literature and sources used with the author's conclusions, the degree of study of this issue, a description of the main facts under consideration, a description of the methods for solving the problem, a comparison of the old and proposed solution methods known to the author, the rationale for the chosen solution (efficiency, accuracy, simplicity, clarity, practical significance, etc.). The main part is divided into chapters (paragraphs). There should be conclusions at the end of each chapter (paragraph). The conclusions essentially repeat what has already been said in the previous chapter, but is formulated succinctly, already without detailed proofs.

3. Conclusion should contain in a concise form the conclusions and results obtained by the author (indicating, if possible, directions for further research and proposals for the possible practical use of the research results).

4. Bibliography contains in alphabetical order a list of publications, editions and sources used by the author, indicating the publisher, city, total number of pages.

Generally accepted design standards

Font: TimesNewRoman, 14, not bold (except for highlighting the titles of sections, subsections, etc.).

Line spacing: one and a half.

Fields: top - 2 cm, bottom - 2 cm, left - 3 cm, right - 1.5 cm.

Pagination- from the second (page with a plan or content).

Paragraphs- indent from the left border of the main text by 1.5 cm.

Text alignment in width.

The page contains at least 40% coverage.

Each section starts on a new page (but not a subsection). Do not put a full stop after the name of the section.

The scope of work does not include applications.

Basic principles for developing educational presentations

1. Optimal volume. The most effective visual range is no more than 8 - 20 slides. A presentation with a larger number of slides causes fatigue, distracts from the essence of the studied phenomena.

2. Availability.It is obligatory to take into account the age characteristics and the level of training of students. It is necessary to provide an understanding of the meaning of each word, sentence, concept, to reveal them, relying on the knowledge and experience of students, to use figurative comparisons.

3. Variety of shapes. Implementation of an individual approach to the student, taking into account his / her perceptions of the proposed educational material in terms of complexity, volume, content.

4. Taking into account the peculiarities of perception of information from the screen. Concepts and abstract propositions reach students' consciousness more easily when they are supported by concrete facts, examples and images; therefore it is necessary to use different kinds clarity.

It is necessary to alternate between still images, animation and video fragments.

5. Amusement. The inclusion (without prejudice to the scientific content) in the presentation of funny stories, cartoon characters enlivens the lesson, creates a positive attitude, which contributes to the assimilation of the material and a more solid memorization.

6. Beauty and aesthetics. An important role is played by color combinations and consistency of style in the design of the slides, musical accompaniment. Visual teaching is based not on abstract concepts and words, but on specific images directly perceived by the audience.

7. Dynamism. It is necessary to choose the optimal tempo of changing slides, animation effects for perception.

Presentation creation consists of three stages:

I. Planning a presentation - This is a multi-step procedure, including the definition of goals, the study of the audience, the formation of the structure and logic of the presentation of the material.

II. Presentation development - methodological features of preparing presentation slides, including vertical and horizontal logic, content and ratio of text and graphic information.

III. Rehearsing the presentation Is checking and debugging the created presentation.

Requirements for presentation design

Slide design

Observe a consistent design style.

Avoid styles that will distract from the presentation itself.

Auxiliary information (control buttons) should not prevail over basic information (text, illustrations).

Cool tones are preferred for the background.

Use of color

Animation effects

Use the power of computer animation to present information on a slide. Do not overuse various animation effects; they should not distract attention from the content of the information on the slide.

Use short words and sentences.

Headlines should grab the audience's attention.

Location of information on the page

Horizontal arrangement of information is preferable.

The most important information should be centered on the screen.

If there is a picture on the slide, the caption should be located below it.

Avoid solid text. Better to use bulleted and numbered lists.

Fonts

For headings - not less than 24. For information not less than 18.

You cannot mix different types of fonts in the same presentation.

Use bold, italic, or underlining to highlight information.

Do not abuse uppercase letters (they read worse than lowercase).

Methods for highlighting information

Frames should be used; borders, fill, shading, arrows; pictures, diagrams, diagrams to illustrate the most important facts.

Amount of information

You should not fill one slide with too much information: people can remember no more than three facts, conclusions, definitions at a time. An incomplete slide is better than a crowded slide.

It is most effective when the key points are displayed one at a time on each separate slide.

Make your slide easier. The audience only has about a minute to perceive it.

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PROJECTACTIVITY

Introduction

Conclusion

Application

Introduction

The most important tasks of upbringing are the formation of civic responsibility and legal identity, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market in preschoolers. "

The role of the kindergarten in solving these problems is defined in modern educational standards. Today, the teacher is called upon not only to form systemic knowledge in children, but also to teach how to apply the acquired knowledge and skills in practical activities and Everyday life, create conditions for the all-round development of the personality.

The draft state standard of preschool education, differentiating the content of programs implemented in preschool educational institutions, identifies several areas, among which an important place is given to innovative activities, which include the tasks of developing a positive attitude of the child towards himself, other people, the world around him, communicative and social competence of children.

To successfully solve the problems of modernizing education, it is necessary to improve technologies and teaching methods. Therefore, at the present stage of development of preschool education, the problem of updating the methods of teaching, upbringing and development of the child is again actualized.

Planning and work in a preschool educational institution according to the administrative-command system, the implementation by teachers of already developed and normatively approved projects that require only the distribution of the teaching content in time are becoming a thing of the past. Modern education has come to the conclusion about the need for an individualized pedagogical process, the content and organization of which is adapted to the particular developmental features of a particular child and the real subject environment through which the upbringing and educational process is carried out. The teachers are faced with the task, already at preschool age, to form in children the skills of independence, activity, initiative in finding answers to questions, collecting information, experimenting and applying the knowledge gained, skills and abilities in games and practical activities. This approach makes it possible to implement the project method (project method) discovered in the arsenal of world and domestic practice.

In modern preschool pedagogy, the level of a child's development becomes a measure of the quality of the teacher's work and the entire educational system as a whole. The teacher focuses not only on preparing the child for school, but also on maintaining a full-fledged childhood in accordance with the psychophysical characteristics of the developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for implementation are prerequisites for development. The teacher should not only pay attention to the formation of knowledge, skills and abilities of the preschooler and adapt him to social life, but also teach through a joint search for solutions, provide the child with the opportunity to independently master the norms of culture and behavior.

The project method is actively used in the school education system and in extracurricular activities. Over the past ten years, the project method as a general educational technology has become the subject of much research. Information on this method available in pedagogical and methodological literature.

In relation to kindergarten, project activities are actively used in environmental and patriotic education, in the classroom for cognitive development

An analysis of the state of preschool practice in the formation of project activities of children allows us to conclude that a modern kindergarten does not fully realize the pedagogical potential of project activities as a personality-oriented learning technology.

1. The concept of project activities

preschooler project activity teacher

One of the fundamental characteristics of a modern person, acting in the space of culture, is his ability to projective activity. Projective (or project) activity belongs to the category of innovation, since it involves the transformation of reality, is built on the basis of an appropriate technology that can be unified, mastered and improved. The relevance of mastering the basics of design is due, firstly, to the fact that this technology has a wide range of applications at all levels of the organization of the education system. Secondly, possession of the logic and technology of sociocultural design will make it possible to more effectively carry out analytical, organizational and managerial functions. Thirdly, design technologies ensure the competitiveness of a specialist.

There are two points of view on the relationship between project activity and the project method, so G.V. Terekhova says in her report that the project method and project activity are two concepts that cannot be confused, they exist independently of each other. Most of the authors are of the opinion that the project method and project activity exist in close connection with each other.

The concept of the project. The word "project" (literally translated from Latin - "thrown forward") is interpreted in dictionaries as "a plan, concept, text or drawing of something, prior to its creation."

In recent years, the project method has become widespread in the domestic education system, but it is not often used in work with preschoolers. Currently, there is no unambiguous interpretation of the essential characteristics of the project. The project is understood as:

The final product, a solution to a problem of a material, social, moral, historical, research and other nature

The form of organizing classes, providing for the complex nature of the activities of all its participants to obtain specific products for a given period of time

A didactic means of enhancing cognitive activity, developing creativity and the formation of certain personal qualities

In other words, a project is an integrated activity of children, as a result of which it is supposed to receive a certain product and its further use.

Project activities. Activity is a specific human form of relationship to the surrounding world, the content of which is purposeful change and transformation in the interests of people; condition for the existence of society. Activity includes an end, means, result and the process itself. The project activity contains:

Analysis of the problem;

Goal setting;

The choice of means of achieving it;

Search and processing of information, its analysis and synthesis;

Evaluation of the results and conclusions.

Subject activity consists of three blocks: objective, activity and communicative. The project activity of children is one of the methods of developmental education, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained), contributes to the development of creativity and logical thinking, combines the knowledge gained during the educational process and introduces to specific vital problems.

The purpose of the project activity is the understanding and application by children of the knowledge, skills and abilities acquired in the study of various subjects (on an integration basis).

Tasks of project activities:

Teaching planning (the child must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the work);

Formation of skills in collecting and processing information, materials (the student must be able to choose the appropriate information and use it correctly);

Ability to analyze (creativity and critical thinking);

Ability to draw up a written report (the student must be able to draw up a work plan, present information clearly, draw up footnotes, have an understanding of bibliography);

Form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).

Project activity requires a lot of independence from children, which is still beyond the power of preschoolers due to their age, therefore we will consider in an inseparable connection the project activities of preschoolers and the project method as a form of organizing project activities of preschoolers.

Most popular in kindergarten received interdisciplinary, practice-oriented projects. It is they that allow you to rely on the personal experience of children, to maintain an interest in activities for a long time.

When creating educational projects with open, explicit coordination, the project coordinator performs his own function, unobtrusively guiding the work of children, organizing, if necessary, individual stages of their activities. In the process of working on a project with hidden coordination, the coordinator acts as a participant in the project activity. Both of these types of projects have become widespread in working with preschoolers.

When working with preschoolers, group projects are more often used, during the preparation of which communicative skills, the ability to cooperate and interact, which are perceived in modern society as integral positive characteristics of a person in any spheres of life, develop.

In the practice of preschool pedagogy, L. Morozova conditionally distinguishes four groups of problems: family, nature, man-made world, society and its cultural values.

In the practice of teaching children in a preschool institution, the project method is traditionally used within the framework of classes on:

acquaintance with social reality is used information-practice-oriented and creative projects;

environmental education and education of children; most often the projects that are carried out in these classes are of a research nature;

the development of visual creativity (in particular, in the process of working on the production of collective collages): these projects are mainly of a research and creative nature;

museum pedagogy (for example, during the implementation of the projects "History of things, etc."): most of the projects used are complex

the development of theatrical activities of children and in the process of preparing for the holidays: projects of this kind are related to role-playing

2. Mastering project activities by preschoolers

The child's need for research is biologically determined, the child is born as a researcher. It is this inner desire for research that generates appropriate behavior and creates the conditions for the child's mental development to unfold initially as a process of self-development. Even a preschooler can carry out independent project activities in the form of certain types of games (role-playing, directorial, etc.). The question is to select for each age period of primary school such types of project activities, the content and form of which would be adequate for the age. The child does not fit into the pedagogical myth that one should begin one's own research only when a person enriches his memory with all the knowledge that humanity has accumulated. A creator and a researcher is not formed during admission to graduate school, but much earlier than he entered kindergarten. Research leads the child to observations, to experiments on the properties of individual objects. Both, when coincided and generalized, provide a solid foundation of facts (and not words) for the gradual orientation of children in the environment, for building solid knowledge and creating a scientific picture of the world in their own minds. It is also important that this whole process is colored with positive emotions, since it fully meets the needs of an active child's nature.

How does a preschooler master project activities?

Until the age of five, a child develops at an imitative-executive level. Lack of the necessary life experience does not allow him to fully exercise independence in choosing a problem and ways to solve it. Therefore, the main role in organizing work on a project belongs to an adult. An attentive attitude to the needs of each child, the study of his interests allows you to easily identify the problem "ordered" by children. Thus, as Evdokimova emphasizes, a child of middle preschool age acts as a customer of the project (explicitly or implicitly for himself), and its implementation occurs at the imitative-executive level. As practice shows, preschoolers of this age are happy to perform tasks offered to adults if these tasks satisfy their need for vigorous activity. In addition, the child is carried away by the very process of joint activities with an adult.

Participation in the project “on the sidelines”, acting on the direct proposal of an adult or by imitating him do not contradict the nature of a small child: at this age, both the need to establish and maintain a positive attitude towards an adult and imitation are still strong.

By the end of the fifth year of life, children accumulate some social experience that allows them to move to a new, developing level of design. Relations with adults are being rebuilt: preschoolers are less likely to turn to them with requests, more actively organize independent activities, and they develop self-control. Children are able to adequately assess their own actions and decisions, patiently listen to the opinions of an adult and other participants in joint activities.

The following stages of mastering project actions by preschoolers are distinguished.

Children 4-5 years old

1. Identification by adults of the problem (an intriguing beginning, taking into account the interests of children).

2. Determination by adults of the goal of the project, its motivation.

3. Involvement of children in planning activities.

4. Joint activities of adults and children to obtain a result ("sharing together"), the implementation of certain simple tasks by children.

5. Joint analysis of the project implementation, general assessment of the result.

Children 5-6 years old

1. Designation (by adults or children) of a problem that is in the interests of both parties.

2. Joint determination of the goal of the project, the nature of the upcoming activities, forecasting the result.

3. Planning activities by children with little help from adults; determination of means and methods of project implementation.

4. Implementation of project actions by children, differentiated help from adults.

6. Together with children, the definition of the prospects for the development of design.

Children 6-7 years old

1. Identification (by children or adults) of a problem that meets the needs of children or the interests of both parties.

2. Independent determination by children of the goal of the project, the motive of the upcoming activity, forecasting the result.

3. Planning activities by children (with the possible participation of an adult as a partner); determination of means of project implementation.

4. Implementation of project actions by children: creative disputes, reaching an agreement, mutual education, mutual assistance.

5. Discussion of the results of work, actions of each, finding out the reasons for success and failure.

6. Determination of development perspectives by children.

At the first stage of mastering project actions, the author recommends to mark and encourage the child's attempts to solve the problem on his own: “You quickly came up with it!”, “It's good that you came to my aid in time!” This helps children to understand their behavior, what they are doing right, and where they make mistakes.

At the second stage of mastering project actions, the activity of an adult is somewhat reduced. He not only generates his ideas, but also involves children in the implementation of their ideas. This approach helps to interest preschoolers and, as a consequence, to expand the design problem.

The third and subsequent stages of mastering project actions are creative. They are characterized by an increased interest of children in new knowledge, the desire to gain their independence.

In design, it is very important to maintain the necessary balance between the development of a preschooler, stimulated by the actions of an adult, and self-development, due to the activity of the child himself. This balance is based on the optimal ratio of "child - adult", i.e. on their complicity in activities on a partnership basis.

In accordance with the principles of domestic pedagogy, children's design can be successful if the following conditions are met:

o consideration of the interests of each child;

o activities of children without coercion;

o giving children independence and supporting their initiative;

o joint step-by-step achievement of the goal with an adult;

o subject (problem) from the immediate environment of the preschooler, adequate to his age.

3. Organization of project activities

Do preschoolers need informational computer technologies? This question has long lost its relevance. Today kindergarten should become the first experience of a person in the educational system - a place to test their educational strength. At this stage of training, it is important to develop initiative and independence, to maintain cognitive activity. It is these qualities of pupils that develop with the introduction of information computer technologies into the educational process.

The system of work in a preschool institution for working with projects includes the following blocks:

The first block presupposes the educational support of the child in the activity of mastering the surrounding world.

The second block contributes to the actualization of the knowledge, skills, and abilities of the child, their practical application.

The third block stimulates the child's need for self-realization, self-expression, and creative activity.

In setting a task, preparing a project, planning its main role belongs to the educator and children. Children, parents, as well as all employees of the kindergarten take part in the practical implementation of the project.

The dominant methods used in the work on the project can be playful, creative, cognitive, etc. Also, teachers develop various topics of projects.

Game project topics can be as follows:

- "A game-journey into the underwater kingdom";

- "Theater" (role-playing game);

- "Building the city of the future" (game);

- "Journey to the Ancient World";

- "We are building a fabulous snow town."

Themes of creative projects:

Autumn, spring, winter ver ??? as much (that is, from the season);

Musical fairy tale (at the choice of children);

Table theater (inventing a fairy tale, making characters, decorations and showing them to kids and parents);

- "Merry Fair" (production of manuals, postcards, attributes, etc.);

Creation of a film library of drawn film strips.

Cognitive projects topics:

Festival of arts "Spring kal";

Pochemuchka magazine (questions about nature, life safety, etc.);

- "Journey to the Kingdom of Mathematics";

Competition "My Pedigree";

Museum of Folk Culture; (history of tea drinking, history of lullabies ?? sen, history of clothing, etc.);

- "Red Book" (creation of a book from drawings of rare and endangered species of plants, animals, birds).

In terms of duration, projects in kindergarten can be short-term (from 1 lesson to 1 day) and long-term (from 1 week to 3 months), but more often the teachers use long-term ones.

The work of a teacher on a project includes drawing up a well-grounded action plan, which is formed and refined throughout the entire period and takes place in several stages:

1) goal setting;

2) search for a form of project implementation;

3) development of the content of the entire educational process based on the subject of the project;

4) the organization of a developing, cognitive, objective environment;

5) determination of the directions of search and practical activities;

6) organization of joint creative, search and practical activities with teachers, parents and children;

7) work on parts of the project, its correction;

8) collective implementation of the project, its demonstration.

Preschool teachers mainly use the project method with children of middle and senior preschool age. The project is a product of cooperation and co-creation of educators, children, parents, sometimes all of the kindergarten staff. In this regard, the theme of the project, its form and detailed plan actions are developed collectively. On this ?? developing the content of classes, games, walks, observations, excursions and other activities related to the theme of the project, the teachers pay attention and think over the organization of the environment in the preschool educational institution, so that it is a background to heuristic and search activities, develops curiosity in the preschooler .. For example, while working on a project to organize an ecological museum, in the book corner you can put bright books, encyclopedias for children, albums with images of plants, animals, birds, the "Red Book" of nature. In the play corner, you can organize and put games on an empirical theme. In the group room, you can organize a "phytobar", and stick an image of this plant on the boxes with phytotea. When serving tea, “waiters” can talk about its healing properties, encouraging children to learn new recipes. On the wall in the group room and in the reception room, you can hang posters of environmental content, made by the children of T.I. Erofeev. Modern educational programs for preschool institutions. - M., 2000. - S. 30 ..

Parents and relatives should be involved in organizing the search and creative activities of children, since one child cannot cope with this activity. On the topic of the project, the teacher offers the children tasks (to prepare a model of a forest glade, an album with drawings of wild plants, a poster for the protection of animals, a herbarium of wildflowers, photographs of local wintering birds, etc.). The children, together with their parents, at their discretion, choose the task, and before giving out the tasks, the teacher carefully thinks over, since it is important that they are not too time-consuming and carried out with desire and joy, and if necessary, the teacher provides reference, practical material or recommends. where you can find it.

The last stage of the project is protection. This is always the most spectacular moment. Guests, parents, kids are invited to the defense. It is at this very moment that the highest point of emotional intensity falls and it must be strengthened by the social significance of the project. It should be explained for whom and for what it was created and why it is needed. The form of the project's defense is bright, interesting and thought out in such a way as to highlight and demonstrate the contribution of each child, parent, and teacher.

The didactic meaning of project activity is that it helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, the ability to plan, and work in a team. Such qualities contribute to the successful learning of children at school.

Analysis of the literature and the state of practice allowed us to identify the following stages in the implementation of projects for preschoolers:

choice of theme and type of project;

determining the potential of each project participant for its implementation, identifying opportunities for project implementation;

collection and processing of the necessary information, its transformation by the coordinator into accessible for preschool perception;

organization and implementation of the project;

project protection.

This logic of project implementation determines the activities of the preschool teacher. The teacher's activities in the implementation of the project method are carried out in three main areas: the formation of a bank of tasks, the creation of conditions for the development and implementation of projects by children and equipping them with the skills and abilities necessary for this.

General didactic requirements related to the implementation of projects in educational institutions:

The first requirement is that the time allotted by the teacher to complete the assignment should be sufficient for a high-quality and calm solution to the problem.

The second requirement concerns the assessment of the child's performance.

The third requirement is their systematic use: projects are offered throughout the year and represent a decent sequence of tasks that are diverse in form and content, gradually becoming more complex.

A number of requirements for the teacher organizing project activities.

He must: define in detail the main and additional goals and stages of work, allowing to form skills and develop the initiative of preschoolers;

to constantly replenish their knowledge on the subject of projects;

provide the basis for the project (demonstration, reference and visual aids, special tools, materials, etc.);

create a positive emotional background during the implementation of the project (design, music, etc.);

provide mainly counseling for children;

in the course of work on a project, suggest only the general direction and main landmarks of routes for finding a solution to the problem, etc.

When organizing projects, educators in developmental classes implement a variety of methods together with preschoolers.

The first group of techniques is creative design techniques.

Ш method of analogy - a method for solving a given problem, in which already existing solutions in other areas are used; the initial idea, borrowed by analogy, is gradually brought to a solution that is adequate to the plan;

The method of associations is a method of forming an idea, which is based on creative imagination, which refers to different ideas of the surrounding reality, drawing productive associations from there;

Ш method of neology - a method of using other people's ideas; in the process of borrowing, it is necessary to answer the questions: what needs to be changed in the prototype? what can be changed in the prototype? how best to do it;

Ш heuristic combination method - a permutation method that involves changing elements and replacing them;

W method of anthropotechnics - a method that involves linking the properties of the designed object to the convenience of a person, to his physical capabilities;

The second group of methods - methods that provide new paradoxical solutions:

Ш method of inversion - a method of designing "by contradiction";

Ш method of "brainstorming" - collective generation of ideas in a very short time;

Ш method of "brain siege" - a method of conducting a quick survey of participants with the prohibition of critical remarks, in contrast to the method of brainstorming, each idea is brought to its logical conclusion, so the process turns out to be long in time, hence the name of the siege;

Ш caricature method - a method of bringing the figurative solution of a design product to the grotesque, absurd; leads to finding a new unexpected solution.

Recommends the following project structure, consisting of several phases: initial phase - 1 stage of project development (preparatory) - concept development, answering the following questions: why was this particular project chosen? What is the current situation? What problems does this project solve? What is the result of this project?

The development phase, or drawing up a project plan - 2 and 3 stages of project development (practical and generalizing) - a key phase of project activities. At the planning stage, it is important to realize that the project will be successfully implemented subject to the inclusion of a social component. At the same time, it is necessary to find answers to the following questions: how will the project result be achieved? Which partners will be involved in the project? What funds are needed for this? Who is interested in the project? How will they be involved in the project? What is the division of responsibilities7 When and how will the activity be carried out?

Implementation phase - 4th stage of project development - the implementation of the main activities necessary for the goal. Main types of activity - organization of work execution; development of the necessary documents; direct implementation of the work stipulated by the project; operational planning; control and adjustment of plans; inclusion of a system of motivation and incentives for project participants.

Completion phase - 5th stage of project development (final). Its main components are summing up; evaluation of results; preparation of the final document.

The following features of the project are highlighted

Having a goal

Changes (purposeful transfer of the educational process from the existing to the desired state)

Limited time

Uniqueness and originality

Limited resources required

A few tips for teachers on the organization of project activities in a preschool institution.

1. acquaintance with the theory of the question and the experience of working with the project method.

2. during the preparation of an educational project, in order to activate and include children in joint project activities, you can interview children on the topic and record the answers of children indicating their names.

3. for modeling project activities, you can use the table proposed by the author.

4. work on the project is recommended to be carried out in stages, the preparatory stage (analysis, diagnostics and assessment of the state of the object, finding a contradiction, making a decision about the need, choosing a topic, theoretical, methodological and temporary support, goal-setting, dividing a goal into a fan of tasks, forming a design group, distribution rights and responsibilities, communication establishment, instruction);

the main stage (work on the project: modeling, collection and analysis of materials, meetings of participants to discuss the implementation of tasks, designing a design product, testing the project and adjusting it, creating a project and its design);

the final stage (project presentation, reflection, independent expertise, identification of unsolved problems and identification of new project topics).

Whatever recommendations the teacher relies on when designing, it is important for him to remember that he is the organizer of children's productive activities, a source of information, a consultant, an expert. He is the main project manager, but at the same time he is a partner and assistant to the child in his self-development.

Design technology requires an appropriate organization of the subject-development space of the group. In the group, they place documents, books, various subjects, encyclopedias that are easy to understand. It is possible for children to go to libraries, museums or other institutions, if necessary for the implementation of the project.

The project is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a personality-oriented approach.

Conclusion

Project activity has a number of characteristics that have a positive impact on the development of a preschooler.

First of all, in the course of project activities, children's knowledge about the world around them is expanded. This is primarily associated with the implementation of research and creative projects.

The implementation of the project presupposes the formation of an original idea, the ability to fix it using an available system of means, to determine the stages of its implementation, to follow the conceived plan, etc.

In the course of project activities, preschoolers acquire the necessary social skills - they become more attentive to each other, begin to be guided not only by their own motives, but by established norms.

Project activities also affect the content play activities children - it becomes more diverse, complexly structured, and the preschoolers themselves become interested in each other.

L. Morozova emphasizes that she is impressed by the fact that she allows the child to fill her activity with personal meaning, to prove herself as an active subject of cognition, does not set a rigid framework, but is open, since the result of a project cannot be predetermined in advance. The child is given the opportunity to show initiative, independence and creativity.

In an adaptive form, the project method can be useful and effective in the work of a preschool educational institution. v modern methodology teaching children (both in the classroom and outside of them) the project method is considered as one of the options for integration (integration based on a single project).

The use of the project method in the practice of preschool institutions is the preparation of children for project activities in primary school. At the same time, teachers sometimes do not differentiate it from the concept of problem learning and introduce both approaches into the pedagogical process. Meanwhile, project-based learning differs from problem-based learning in that the activities of pupils and students have the character of design, which implies obtaining a specific result and its public presentation.

The project activity method can be used in work with preschoolers. This age stage is characterized by more stable attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as the desire for joint activities. The project can combine the content of education from various fields of knowledge, in addition, great opportunities open up in organizing joint cognitive and search activities of preschoolers, teachers and parents.

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

List of used literature

1. Bakina M. Modern children // Preschool education. 2005. No. 4. P.58.

2. Dybina O. Game - the way to knowledge of the objective world // Preschool education. 2005 No. 4, p. 14.

3. Are we playing? Let's play !!! Pedagogical management of games for children of preschool age / O.A. Skorolupova, L.V. Loginova. - M. "Scriptorium Publishing House 2003", 2005

4. Mishchenko O., Nikishkina O., Gomenyuk E., Osipova M. We remember heroes // Child in kindergarten. 2007. No. 2. P.36.

5. Moleva I. Let us learn the world around us through play // Preschool education. 2007. No. 7. P.24.

6. Organization of a plot game in kindergarten: A guide for educators / N.Ya. Mikhailenko, N.A. Korotkov. - 2nd ed. Ispr - M. Publishing house "Gnome and D", 2000 - 96 p.

7. The project method in the activities of a preschool institution: A guide for leaders and practitioners of preschool educational institutions / Ed. - comp. L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuikova. - 4th ed. Rev. And add. - M. ARK-TI, 2006 - 112s.

8. Designing the development of preschool educational institutions. Methodical manual / S.V. Kuznetsova. And count. Auth. - M. TC sphere. 2006 - 112 p.

9. Patranova I. Project method // Preschool education. 2007 No. 3. p81.

10. Growing up playing: Wed. And Art. doshk. Age: A guide for educators and parents / V.A. Nedospadova. 2nd ed. - M: Enlightenment. 2003 - 93p.

11. Role-playing games for children / T.N. Obraztsova - M: Etrol LLC, ICTC Lada LLC. 2005 - 192s.

12. Solntseva O. We play plot games // Preschool education. 2005 No. 4 p33.

13. Design technology in preschool educational institutions / E.S. Evdokimova - M.: TC Sphere. 2006 - 64p.

14.http: //doshvozrast.ru/metodich/konsultac04.htm - Project activities in kindergarten

Application

The project “Theater for everyone.

Type: practice-oriented, short-term.

Age: middle group.

Problem: External interest of children and parents in theater and theatrical activities.

Justification of the problem:

1. Insufficient attention of parents and children to the theater.

2. The skills of children in "acting" are not formed.

3. Superficial knowledge of parents about different types of theater in kindergarten and their use for playing with children.

Purpose: Formation in children and parents of interest in theater and joint theater activities.

1. Awaken the interest of children and parents in the theater.

2. To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice, puppetry).

3. To get parents interested in purchasing, manufacturing different types theater and give information about ways to play around at home with children.

Project implementation:

At the beginning and at the end of the project, educators conducted a survey of parents "Do you play theater with your child at home?" and research observation of children "Independent theatrical activity of children in kindergarten!"

Solving tasks with children:

Music viewing, puppet show: "The journey of the tiger" (Theater - studio "Skaz") and a conversation about what he saw.

Excursion to the Drama Theater with a visit to the artist's dressing room, stage, hall, locker room, foyer, props warehouse, museum, etc.

Presentation for children of different types of theater "Kolobok's Journey!"

Active use in joint activities with children of different types of theater.

Playing with sketches, nursery rhymes, mini-scenes, etc. in individual work.

Creation of a play environment for independent theatrical activities of children in kindergarten (production of theaters, tickets; selection of music, props).

Rehearsals with children for further showing in the music hall to real spectators: children and parents.

Solving tasks with parents:

Visual information for parents: a folder "Theater for all" with a description of the history of the theater, its types, a master class on making theaters.

A full house of performances for children in the city, a drama theater with an invitation to visit and take photos.

Exhibition-presentation of different types of theater "Play with us!" (consideration of theaters, options for their manufacture, puppetry).

Rehearsals of the play for children "Masha and the Bear" with the help of the author's tack theater.

Making new types of theater for the group.

Solving tasks with children and parents:

(During the meeting, the children showed the options for playing around with different works: the fairy tale "Turnip", the nursery rhyme "Squirrel sits on a cart ..." ).

Project result:

Participation in the project is 78% of the families of the group.

Parents and children got acquainted with the history of the theater, its types, methods of making and playing around.

When conducting a survey at the end of the project "Do you play theater with your child at home?"

Many parents have purchased and made theaters for home use.

Enthusiastic use of the theater center by children in a group in independent activities and good indicators of "acting" for children 4-5 years old.

Photo report of the "Theater for everyone!" Project.

Words of gratitude in the notebook of comments and suggestions!

Posted on Allbest.ru

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Project activity, project method

Knowledge only then becomes knowledge,

when it is acquired by the efforts of one's thought, and not by memory.

L. N. Tolstoy

The goal of a child's education is to enable him to develop further without the help of a teacher.

Elbert Hubbart.

Before considering the essence of project activity, it is necessary to consider the very concept of activity, and find out its components.

I. D. Chechel believes that activity is a specific human form of relationship to the surrounding world, the content of which is expedient change and transformation in the interests of people; condition for the existence of society. Activity includes an end, means, result and the process itself.

In turn, project activities are activities aimed at the implementation of any specific projects.

The project activity contains:

Analysis of the problem;

Goal setting;

The choice of means of achieving it;

Search and processing of information, its meaning and synthesis;

Evaluation of the results and conclusions.

The project activity of students is also one of the methods of developmental learning, it is aimed at developing independent research skills, helps the development of creativity and logical thinking, integrates the knowledge gained during the educational process, and introduces vital problems.

The purpose of the project activity is the cognition and application by students of the skills, abilities and knowledge acquired in the study of various subjects (on an integration basis).

The objectives of the project activities are:

Teaching planning (the student must be able to clearly define the goal, describe the main steps to achieve the goal, focus on achieving the goal, throughout the work);

Formation of skills in collecting and processing information, materials (the student must be able to choose the appropriate information and use it correctly);

Ability to analyze (creativity and critical thinking);

Ability to draw up a written report (the student must be able to draw up a work plan, present information clearly, draw up footnotes, have an understanding of bibliography);

Form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).

Principles of organizing project activities:

The project must be feasible to carry out;

Create the necessary conditions for the successful implementation of projects (form an appropriate library, media library, etc.);

Prepare students for the implementation of projects (conducting a special orientation so that students have time to choose a project topic, at this stage students with experience in project activities can be involved);

Provide project guidance from teachers - discussion of the selected topic, work plan (including execution time) and keeping a diary in which the student makes reflection - appropriate records of his thoughts, ideas, feelings. The diary should help the student in drawing up the report if the project is not a written work. The student uses the diary during interviews with the project leader.

If the project is a group, each student must clearly show their contribution to the implementation of the project. Each project participant receives an individual assessment.

Mandatory presentation of the results of the project in one form or another.

Important factors in project activities include:

Increasing the motivation of students in solving problems;

Development of creativity;

A shift in emphasis from an instrumental approach to solving problems to a technological one;

Formation of a sense of responsibility;

Creating conditions for a cooperative relationship between teacher and student.

An increase in motivation and the development of creative abilities occurs due to the fact that there is a key sign in the project activity - an independent choice.

The development of creativity and the shift in emphasis from an instrumental approach to a technological one is due to the need for deliberate choice and planning of activities to achieve the best result. A sense of responsibility is subconsciously formed: the student is trying to prove to himself that he made the right choice. We should also note that the desire to assert itself is one of the main factors in the effectiveness of project activities. During the solution of practical problems, relations of cooperation with the teacher are naturally formed, since for each of them the problem is of substantial interest and stimulates the desire for an effective solution. This is especially intensely manifested precisely in the tasks formulated by the students themselves.

For a student, a project is a chance to maximize his creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, make great use, and publicly show the achieved result. This is an activity aimed at solving an important problem, which was formulated by the students themselves. The result of this activity is the discovered way of solving the problem - it is of a practical nature and is significant for the discoverers themselves. And for the teacher, the educational project is a unifying didactic means of development, education and upbringing, which allows to develop and develop skills and design skills: problematization, goal-setting, planning activities, reflection and introspection and self-presentation, as well as the search for information, the practical application of academic knowledge, self-realization, research and creative activities

Most of the authors who define a project highlight a number of characteristics of the project as a teaching method. Initially, this is the presence of a problem to be solved during the work on the project. Moreover, this problem should have a character of no small importance for the author of the project, motivate him to search for a solution. The project must certainly have a clearly expressed, realistically achievable goal. In the most general sense, the goal of a project is always to solve the original problem, but in each specific case, this solution has its own, the embodiment of which is not repeated. This embodiment is the final product, which is created by the author in the course of his work and also becomes a means of solving the project problem. Clarifying the original problem, formulating a goal, and creating an image of the project product are important characteristics project.

Another difference between the project is the preliminary planning of the upcoming work. The entire path from the original problem to the implementation of the project goal should be broken down into separate stages with their own intermediate tasks for each; as well as identify ways to solve these problems and find resources; develop a detailed schedule of work with an indication of the timing of each stage.

Implementation of the project work plan involves the following activities:

1. study of literature and other sources of information, selection of information;

2. conducting various experiments, experiments, observations, studies, surveys;

3. analysis and generalization of the data obtained;

4. formulating conclusions and forming, on this basis, one's own point of view on the original problem of the project and ways of solving it.

To implement the found method for solving the project problem, it is necessary to create a project product. The design product must have certain consumer properties, i.e. meet the needs of any person who is faced with this problem, for the solution of which this project was carried out.

The project must have a written part - a progress report, which describes all stages of work (starting with the definition of the project problem), all decisions made with their justification; all the problems that have arisen and ways to overcome them; the information collected, the experiments and observations carried out are analyzed, the results of the surveys are given, etc .; the results are summed up, conclusions are drawn, the prospects of the project are clarified.

One of the most important conditions of the project is public protection, presentation of the result of the work. During the presentation, the author not only talks about the order of work and shows its results, but also demonstrates his own knowledge and experience in solving the project problem, the acquired competence. The stage of self-presentation is the most important part of work on a project, which involves a reflexive analysis by the author of all the work he has done and also the experience that he acquired.

The project-based teaching method is close to problem learning, which assumes a logical and purposeful advancement of cognitive problems to students, after the solution of which, under the guidance of a teacher, they have a dynamic perception of new knowledge.

Problem-based learning coordinates the stability of knowledge and their creative use in the student's practical activities. The project method has an analogy with developmental learning. Developmental learning is an active-activity method of teaching, with it there is a purposeful learning activity. The student, being the subject of this activity, consciously sets goals and objectives of self-realization and self-determination creatively, and achieves them.

The project method is not new in world pedagogy. It emerged in the new century in the United States. It was called the method of projects and it integrated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educator J. Dewey, and his student W.H. Kilpatrick. J. Dewey recommended to develop learning on an active basis, through the purposeful work of the student, together with his personal interest in this knowledge. At the same time, it was extremely important to show the students their personal interest in the acquired knowledge, which can and should be useful to them in later life. This requires a problem that was taken from real life, familiar and valuable for the child, for the solution of which he needs to apply all the acquired knowledge, new knowledge that has yet to be obtained. The teacher has the right to suggest sources of information, or can persuade the students to think about the necessary orientation for self-seeking. But in the end result, students are obliged to solve the problem independently and in joint work, applying appropriate knowledge from various fields, to get a real and meaningful result. All work on this problem is being reorganized into project activities. The concept of the project method has evolved over time. Proceeding from the idea of ​​independent upbringing, at the present time it is becoming a united component of a fully developed and organized education system. But its essence remains unchanged - to stimulate the attention of students to a variety of problems, involving the possession of certain knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the knowledge gained, the development of reflex (in the terminology of John Dewey or critical thinking). The meaning of reflex thinking is a long-term search for facts, their analysis, reflections on their reliability, logical alignment of facts to learn new things, to find a way out of doubt, to develop confidence based on grounded reasoning. The project method attracted the interest of Russian teachers already at the beginning of the twentieth century. The ideas of project preparation emerged in Russia in fact in parallel with the research of American professors. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was assembled who tried to vigorously use project-based methods in teaching practice. At the same time, in a foreign school, he had an active and very successful development In countries such as the USA, Great Britain, Italy, Finland, Belgium, Israel, Brazil, the Netherlands and many other countries, where the ideas of the humanistic approach to education by J. Dewey, his project method have found wide application and gained immense popularity due to the rational combination of theoretical knowledge and their practical application for solving specific problems of the surrounding reality in the joint activities of students. "Everything that I learn, I know what I need it for and where and how I can apply this knowledge" - this is the main thesis of the current understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills. The very essence of the project method is the process of developing students' cognitive skills, the ability to independently distribute their knowledge, the ability to navigate the information flow, the development of critical and inventive thinking.

The project method is a term from the field of didactic science, private methods, in the event that it is used within the framework of a specific subject. Method - is a didactic category. This is a complex of techniques, operations for acquiring a certain area of ​​practical and theoretical knowledge, a particular type of activity. This is a stage of cognition, a way of organizing true cognition. Therefore, if we are talking about the method of projects, then we understand by it precisely the way to achieve an instructive goal through a detailed development of the problem (technology), which implies completion with a real practical result, formalized in one way or another. To solve their didactic tasks, teachers turned to this method. An idea was laid in the principle of the project method, which is the essence of the concept of a project, its pragmatic orientation towards the result that can be obtained by solving a particular practically or theoretically significant problem. The result obtained can be comprehended, seen, and also applied in existing practice. In order to obtain such a result, it is necessary to teach children or students not only to think independently, but also to identify and solve problems, applying for this purpose knowledge from various areas, the ability to predict the outcome and possible outcome of different solutions, the ability to find cause-and-effect relationships.

The project method is aimed at students' independent work - individual, pair, group, which students perform for a certain period of time. This method is inseparable from group methods. The project method involves solving a problem. The solution to the problem involves the use of a complex, a variety of methods, teaching aids, as well as the need to integrate knowledge, the ability to use knowledge from various fields of science, technology, technology, creative fields. The project method as a pedagogical branch presupposes a community of research, search, versatile, problematic methods and creative tasks in their entirety.

We will now look at a few basic requirements for using the project method itself:

Firstly. there must be a significant and implemented in the research, plan of the problem or task requiring generalized knowledge, research advanced search for its possible solution

Secondly, the practical, cognitive, theoretical, significance of the results that we assumed (for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends in the development of this problem; joint publication of a newspaper, an almanac with reports from places of events; forest protection in different areas, action plan, etc.);

Thirdly, the independent (pair, group, individual,) activity of all students.

And finally, fourthly, structuring the main content of the project (with the obligatory indication of consecutive results).

In the use of research methods, a certain sequence of actions should be provided:

initial definition of the problem with the ensuing research objectives (use of the "brainstorming" or "round table" method in the course of a generalized study);

subsequent advancement of hypotheses and their solutions;

immediate discussion of specific research methods (both statistical methods and experimental observations, etc.);

discussion different ways finalizing the final results (presentations, reports, defense, creative reports, discussions, views, etc.).

final collection, systematization and discussion of the data obtained;

preliminary summing up, processing of results, their presentation;

final conclusions, the advancement of new problems that have not been raised in the study.

Teachers have to redirect their teaching and educational work and the work of students to various types of independent activities, to the priority of research, search, and creative activities.

The dependence of the nature of this assessment is expressed in the conditions of the project, its type or content. In the case when a research project is being considered, it is necessary to have a phased implementation. It should be remembered that the success of the project is ensured by the correctness of the organized work in individual areas. Let's dwell on the general approaches to project structuring:

1. One should definitely start by choosing the topic of the project, its type and, accordingly, its type and the number of participants.

2. Then the teacher needs to think over all the possible options for existing problems that need to be investigated within the framework of this intended topic. The problems themselves are expressed by the students at the suggestion of the teacher (leading questions, situations that contribute to the definition of problems, videos with the same purpose, etc.). A brainstorming session followed by a collective discussion is also appropriate here.

3. The next step will be the distribution of tasks into groups, as well as discussion of research methods, information search, creative solutions.

4. Independent work of the project participants according to their individual-activity-group-research approaches ..

5. Intermediate discussions of the obtained data are also conducted in groups (in the classroom or in the classroom, in the scientific community, in the media library, however, in the library, etc.).

6. Defense of projects and their opposition.

7. Collective discussion, results of external assessment, expertise, and undoubtedly conclusions. [4]

Thus, the project activity or the design method is a new, scientifically grounded method of teaching and educational work, in which the student is the organizer, motivator, performer and controller of his educational activity, which meets the requirements of the concept of modernization of the dynamically developing Russian education.

“Everything that I learn, I know what I need it for and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills ...

Currently, the project method is the most adequate among the various areas of modern pedagogical methods and technologies.

List of sources used

2.Panina T.S., Vavilova L.N. State and prospects for the development of modern pedagogical education // Professional education in Russia and abroad. 2011. No. 4. S. 45-51.

3.Pakhomova N.Yu. Method of a training project in an educational institution: A guide for teachers and students of pedagogical universities. - 3rd ed., Rev. and add. - M .: ARKTI, 2005 .-- 112 p.

4.Polat E.S. PROJECT METHOD. Internet resource. URL: http://distant.ioso.ru/project/meth%20project/metod%20pro.htm (date of treatment 05/27/2013)

5.Kuznetsov V.S. Research and project activities as a form of educational cooperation at the university. Internet resource. URL: http://www.childpsy.ru/dissertations/id/18863.php (date of treatment 05/27/2013)

6.Pakhomova N.Yu. Method of a training project in an educational institution: A guide for teachers and students of pedagogical universities. - 3rd ed., Rev. and add. - M .: ARKTI, 2012 .-- 112 p.

 

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