Cultivating the ability to contribute

in every work, the creative principle will remain

one of the cornerstones of pedagogy.

D. Andreev

The main component of a person in a post-industrial society of the 21st century is the presence of a project culture, which is considered as one of the basic managerial abilities of a person. Project culture is knowledge, skills and readiness to implement such functions as diagnosing, goal-setting, planning, regulating the process of activities in the course of its implementation, monitoring and correcting intermediate results of activities, and managing activities as such.

A modern person should consider education as a means of realizing their own educational, professional, cultural and life plans, as well as a way to form key competencies (the ability to apply their knowledge and skills), ensuring the success of all human life.

In this regard, one of the promising technologies are design technologies, the implementation of which is carried out on the basis of the use project method . The project method is a comprehensive teaching method that allows you to individualize the educational process, enables the student to show independence in planning, organizing and controlling their activities and creativity when performing educational tasks.

The project method is not fundamentally new in pedagogical practice. Back in 1891. Russian teacher and psychologist P.F. Kapterev noted: “Knowledge, of course, is valuable, but skill, art, abilities are even more valuable. Knowledge in itself, apart from the development of the mind, has very little value in education: you cannot learn everything, you cannot learn all the sciences. It is important that a person can learn what he needs. The most important acquisition of students is the ability to think and speak correctly, the ability to learn.

Ideas P.F. Kapterev formed the basis of the project method developed by P.P. Blonsky, who wrote: “At school, the child should first of all not learn theoretical knowledge, but learn to live. And the school should become a place for the child's life, should create a rational organization of this life, in which the student not only learns, but also exercises in independent knowledge. To live means to know reality and transform it.”

Theoretical ideas of P.P. Blonsky tried to put into practice the Russian scientist-teacher S.T. Shatsky, whose work experience was presented at the All-Russian Congress of Teachers in 1907. And then his pedagogical developments and student projects were presented at the World Industrial Exhibition in Chicago in 1908, where they were awarded the Small Gold Medal. This success prompted the scientist to create in 1911. Colony "Cheerful Life", where the educational process was organized on the principles of student-pedagogical cooperation, and the personal interest of students was a necessary condition for effective activity. It was assumed that in order to successfully solve a problem, the child had to not only use his existing knowledge and skills, but also find out what other information would be needed to solve the problem and what skills would need to be acquired. a task consultant teacher involved in project management.

The ideas of project-based learning are reflected in the experience of A.S. Makarenko. Other teachers continued the work of Shatsky and Makarenko: E.G. Kaganov noted that only this method allows you to combine children's interests and needs of the day, ensures the fusion of theory with practice; V.V. Ignatiev and M.V. Krupenin identified the stages of project implementation, etc.

At the beginning of the twentieth century. In America, this method was based on the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student

V.Kh. Kilpatrick. The founder of the method is an American teacher

E. Parkhurst, creator of the pedagogical system, currently known as the "Dalton Plan" (from the name of the American city of Dalton in Massachusetts). His goal was to individualize the learning process, to enable each child to study in the most convenient mode for him.

In the USA, Great Britain, Belgium, Finland, Germany, Italy and many other countries, the project method has become very popular 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.

The current stage of development of our society puts forward special requirements for school education, the purpose of which is to educate an active, creative personality capable of self-development, able to independently acquire knowledge, independently choose means and methods for solving various problems. The learning model should provide for a flexible combination of independent cognitive activity of students with various sources of information, educational material; interaction with teachers.

In this regard, the technology of project-based learning is becoming the leading technology of school practice today. Its main idea is as follows: with great enthusiasm, the child performs only those activities that he himself has chosen. The slogan of this activity is “Everything from life, everything for life”. The main thesis of the modern understanding of the project method is “Everything that I know, I know what I need it for and where and how I can apply this knowledge.”

The project method is based on the development of students' cognitive skills, the ability to independently construct and use their knowledge, the ability to navigate the information space and critically comprehend the information received.

Project method - this is a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a very real practical result (E.S. Polat).

An educational project is a form of organizing classes that provides for the complex nature of the activities of all its participants in obtaining educational products for a certain period of time.

The project method aims to

- planning training (the student must be able to clearly define the goal, describe the steps to achieve the goal and go towards it);

- development of critical thinking (analytical, associative, logical, system);

- development creative thinking(independent transfer of theoretical knowledge into practice, combinatorial and prognostic skills);

- development of the ability to work with information (select the necessary, analyze, generalize, identify problems, process data, generate ideas);

- the formation of communicative competence (the ability to work in a team, to master the culture of communication, to be able to adapt to reality);

- development of the ability to make a written report (the ability to draw up a plan, present information, draw up footnotes and compile a bibliography);

- formation of a positive attitude towards work (showing initiative, enthusiasm, performing work in accordance with the work plan and schedule);

- development of the ability to adjust activities, taking into account intermediate results;

- training in the evaluation of the process (the activity itself) and the design result.

Main components of project activity : problem – design (planning) - information search - product - presentation - portfolio.

Hence the stages of work on the project :

Analysis of the situation. Definition of a socially significant problem -

research, information, practical. Formulation of the project theme, goals and objectives.

Planning actions to resolve the problem (designing

the project itself - the project model): setting the goal and specific objectives of the study; definition of the object and subject of research, the choice of methods of scientific knowledge (observation, comparison, measurement, experiment, analysis and synthesis, historical method, etc.); distribution of roles of participants, etc.

Resource mobilization. Search for information (overview, abstract,

signal, reference), which will be processed, meaningful and presented by the project team members.

Developing your own solution to the problem. Implementation and

project output as a result of work (report. tables, diagrams, graphs, drawings, etc.). The discussion of the results.

Presentation (Product Presentation): Oral Report with Demonstration

materials or written (portfolio creation).

Evaluation of the result and process, self-assessment and reflection.

Target Orientations project technologies ensure the active participation of the student in the educational process, the achievement of a high level of assimilation of content, the formation of knowledge, skills and abilities, the adaptation of training to the characteristics of various groups, the formation of research skills and the ability to make the best decision, the development of communicative qualities of the individual, the assimilation of methods of independent activity, the development creative and cognitive abilities, increasing the personal responsibility of each participant in the project activity, his self-organization and reflection.

Project activity is personally oriented. Students learn to work both in a group and independently.

There are several approaches to project classification.

GBOU DPO "Stavropol Regional Institute

development of education, advanced training and retraining of educators”

Department of Humanities

Topic:"Educational research and project activity students in the process of studying literature "

(description of work experience)

Completed:

Pankina Galina Borisovna, teacher of the Russian language and literature of the second category, secondary school No. 13, Iskra village, Budyonnovsky district

Stavropol, 2014

Content

INTRODUCTION…………………………………………………………………...

MAIN PART…………………………………………………….......

The concept, essence of teaching, research and project activities of students ……………………………………………………..

Form and types of organization of educational, research and project activities of students …………………………………………………….

Experience in organizing teaching, research and project activities at literature lessons…………………………………………

CONCLUSION……………………………………………………………..

Bibliography…………………………………………

INTRODUCTION

The basis of the Federal State Educational Standard is a system-activity approach that focuses the educational process on the development of the student's personality, its cognitive principles and creative abilities, on the realization of the student's creative potential, which excludes the student from acting as a passive listener, information absorber. The Federal State Educational Standard is focused on the formation of the graduate's personal characteristics, among which the priority are the following: creative and critically thinking, actively and purposefully knowing the world, aware of the value of science, labor and creativity for a person and society, motivated for education and self-education throughout his life; owning the basics of scientific methods of cognition of the world around, motivated for creativity and modern innovative activity; ready for educational cooperation, able to carry out educational and research, design and information activities. To form such qualities of a graduate particular relevance acquire methods of activity-based organization of learning. Only through active independent activity is the development of each student possible. The use of project activities is one of the urgent problems of modern methods of teaching philological disciplines. The use of project activities allows students to form objective system ideas about their knowledge, capabilities and skills to implement them.

MAIN PART

The concept, essence of educational, research and project activities of students.

According to R. G. Ivanova and A. G. Iodko - research activities of students - this is a set of actions of a search character, leading to the discovery of facts unknown to students, theoretical knowledge and methods of activity. Under the research activity of students, which models the process of scientific knowledge, one can understand special kind intellectual and creative activity of a search nature, aimed at forming an adequate idea of ​​the object under study, carried out in accordance with the requirements of scientific research and accompanied by mastery necessary knowledge and skills, and hence the formation of competencies. It is in the process of research that many, if not all, key competencies are formed:

value-semantic,

general cultural,

educational and cognitive,

information,

communicative,

social and labor,

personal competence of self-improvement.

Educational research and the project are built according to the traditions accepted in science: problem statement, study of literature on this issue, selection of research methods and practical mastery of them, collection of own material, its analysis and generalization, scientific commentary, own conclusions.

Literature is a subject that provides great opportunities for a variety of research and projects: from small short-term (within one lesson) to long and deep, which are formalized in research papers.

The methodology for organizing a research project involves several stages.

1. Planning work on the project (the stage of exchanging existing knowledge on the topic, interests):

expressing wishes and possible ways to resolve disputes;

discussion of emerging ideas;

listing the topics of projects that interest students;

formulating a project topic for a class or group of students.

2. Analytical stage (the stage of research work of students and independent acquisition of new knowledge):

clarification of the intended goal and task;

search and collection of information with the help of specialized literature, the media, the Internet, the use of students' own knowledge and experience;

exchanging information with others (students, teachers, parents, etc.);

data interpretation;

comparison of the obtained data and selection of the most significant ones.

3. The stage of generalization (the stage of structuring the information received and integrating the acquired knowledge, skills and abilities):

systematization of the received data;

building a common logical conclusion diagram for summing up (in the form of abstracts, conferences, videos, multimedia presentation etc.).

4. Presentation of the results obtained (stage of analysis of the research activities of schoolchildren):

understanding the data obtained and ways to achieve results;

discussion and organization of the presentation of the results of the work (at the level of school, district, city, etc.)

Form and types of organization

educational research and design work

Every student has a passion for discovery and exploration. Even a poorly performing student shows interest in the subject when he manages to “discover” something. Therefore, I consider educational research and project work at school as follows: the creation problem situations in the lesson, finding a solution, both theoretical and through experiment, analysis of the results, observations, then conclusions and generalizations.
No less important restrictions are imposed on the subject, nature and scope of research by the requirements developmental psychology. Adolescence is characterized by a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention. An excessive amount of work and its specialization, which lead to a narrow subject area, can harm general education and development, which is, of course, the main task at this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks must meet certain requirements, on the basis of which it is possible to establish general principles for designing research tasks for students in various fields of knowledge.

Ogorodnikova N.V. subdivides the teaching and research activities of students into several forms, but this division is rather arbitrary and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system.

For the organization of educational and research activities of students of the 9th, 10th, 11th grades, a lesson is presented

Teachers use pedagogical technologies in the lesson based on the use of the research method of teaching and the project method.

The research method and the project method can be defined as an independent (without a teacher's step-by-step guidance) solution by students of a new problem for them using such elements of scientific research as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, laws or regularities.

The application of the research method and the project method is possible in the course of solving a complex problem, analyzing primary sources, resolving the problem posed by the teacher, and more.

b) Non-traditional lesson system.

There are many types of non-traditional lessons that involve students performing an educational research, project or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson of invention, lesson - "Amazing is nearby", lesson of a fantastic project, lesson - a story about scientists, lesson - defense research projects, lesson - examination, lesson - "Patent for discovery", lesson of open thoughts, etc. .

c) An educational experiment allows organizing the development of such elements of research and project activities as planning and conducting an experiment, processing and analyzing its results.

Usually a school experiment is carried out on the basis of a school using school equipment. An educational experiment may include all or several elements of a real scientific research (observation and study of facts and phenomena, identifying a problem, setting a research problem, determining the goal, objectives and hypotheses of the experiment, developing a research methodology, its plan, program, methods for processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the progress and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis obtained data, interpretation of the obtained facts, formulation of conclusions, defense of the results pilot study) .

d) Homework of a research and project nature can combine a variety of types, and allows you to conduct an educational study that is quite long in time.

Project types

By the nature of the activity dominating in the project:

Research project. It includes the substantiation of the relevance of the chosen topic, the designation of research objectives, the obligatory putting forward of a hypothesis with its subsequent verification, and discussion of the results obtained. At the same time, methods of modern science are used: a laboratory experiment, modeling, a sociological survey, and others.

Information project set to collect information about some object, phenomenon for the purpose of analysis, generalization and presentation for a wide audience. The output of such a project is often a publication in the media, incl. in the Internet.

Tcreative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatricals, works of fine or decorative art, video films.

Role (game) project. By participating in it, the designers take on the roles of literary or historical characters, fictional characters. The result of the project is open until the very end.

Practice-oriented project is aimed at the social interests of the project participants themselves or an external customer.
2. By subject area:

Monoproject, within one area of ​​knowledge;

Interdisciplinary project, at the junction various areas.

3. By the nature of project coordination:

With open coordination (hard);

Closed coordination (flexible)

4. By the number of project participants:

personal;

Double;

Group.

Design and research activities

students in literature lessons

Design and research activities are labor-intensive work. Why do I try to use it in my practice? Probably because the project methodology in literature lessons develops independence, creativity, and activity among schoolchildren. When using this method, I try to really turn students from an object of learning into a subject. learning activities. I myself act as an assistant and consultant. This is one of the most successful forms of control, stimulating the mental activity of students, arousing their keen interest.In the process of project work, I place responsibility on the student himself. I prepare and defend the project at the final stage of work on the topic. This is already a creative level, which is preceded by a large, painstaking work to consolidate and activate the material at the reproductive stage. Students defend the project by demonstrating colorful materials.
In literature lessons, I consider it expedient to use the project method when studying review topics, since this is one of the most difficult sections of the literary course. With their help, students' knowledge of the major phenomena of Russian literature is formed into a system, which helps students to form a holistic view of the history of Russian literature in its movement and development.

The task of studying literature is to enrich the reading, moral experience of students, the formation of scientific foundations for the analysis of works of art, the development of artistic taste and aesthetic needs. The literature course, which includes monographic and review topics, is built on a historical and chronological basis with an attempt to present literary development, change literary trends like a process.

When preparing for a lesson, I often ask myself questions about how to get students interested in my subject, new material; how, taking into account the knowledge already gained, to stimulate their independent and creative activity, what method is better to use for this.

From the fifth grade for the adaptation of students, it is necessary to gradually introduce mini-projects, short-term and weekly projects. The preparation time should not be long, because the guys often forget or put off work until the last day. At the same time, consultation days are obligatory (the number of consultations depends on the duration of the project and the schedule). By the nature of the result, at first it is better to use a production project (students, having done something with their own hands, will be more satisfied: there is an assessment and a “thing” available) or an information project (it is not difficult to obtain information in our time, it remains only to present it properly). level).In this way in 5th grade I organized implementation of 2 short-term and weekly projects.
A series of projects on the topic "D. Rowling - a modern English writer and her books about Harry Potter." The first project is carried out in the process of getting acquainted with the life and work of the writer and studying the book in postcards (3 lessons). The second and third projects - 4, 5 lesson of studying the topic (or use the lessons extracurricular reading for a deeper study).
The creation of a collective book will not cause any particular difficulties for students if it is observed under the guidance of a teacher. The second project is an express museum - a museum of one day, which is visited at the lesson by students of this class, and at recess - by students of parallel classes (in order to teach project activities, develop cognitive interest, broadening one's horizons, comparisons with one's own activities). The opening hours of the museum are discussed at the first lesson.

With students 6th grade work on projects continues, however, the types of projects may change and the guys should gain more experience in working with this method. So. When studying the fables of I.A. Krylov is invited to implement a short-term project - a staging. At the lesson, the teacher divides the class into 3-4 groups, who choose fables, characters, a demonstration option (shadow theater, puppet theater, ordinary), the best version of costumes and scenery is determined. From the active groups, initiative groups are distinguished that implement the project and present it at the next lesson.

The project “On a desert island” proposed to schoolchildren is also short-term. When it is implemented, students get a positive experience of adapting to living conditions, they can feel and realize some of the difficulties that the main character faced.
Students are tasked with: collect as much as possible more information based on the book by D. Defoe "Robinson Crusoe" about how he made furniture, grew and preserved grain, raised livestock, how long it took; make a chair model with a description of the labor process.

It is proposed to organize pairs (boy - girl). The deadline for completing the work on the project is set: 2 lessons before the end of the study of the work. Responsibilities are distributed (however, the guys can change if they wish)

Collects information, draws up a descriptive part of the project - a girl.

The creator of the creative work - a chair (stool) - is a boy.
Registration of results: a chair (stool) of any size from any material. The information and the story are handed over on the sheets in printed or handwritten form. A presentation of the project with a story about the achievements and difficulties experienced during the implementation of the project takes place in the classroom.
At the same time, students often expand the boundaries of work, offer their own options. So, one child during the implementation of the project proposed not to create a chair, but to sow wheat. Creativity in this case is only encouraged.
Mini project, on the one hand, is an easy option for conducting part of the lesson, and on the other hand, it poses a danger that the goal of the lesson will not be achieved. The main difficulties in the implementation of this type of project are time constraints, the inability of students to work with concentration, to establish joint effective work of the group. Therefore, acquaintance with the mini-project, in my opinion, should be started no earlier than from the 6th grade. By this time, students have already adapted after moving to the second stage of secondary school, got used to the requirements of teachers, got acquainted with the basic principles of working with projects, carefully. And here the mini-project “A Gift to a Literary Hero” based on the work “French Lessons” by V. Rasputin can become successful. Another name is also possible: "Sending from the reader."

During the year, work also continues on the collection Our Poetry Collection (My Fable), but the type of material changes. The task becomes more complicated: students are invited to reveal a language theme with elements of folklore - the guys can create their own fairy tales about parts of speech. While doing this project the skills acquired in literature lessons are implemented. The difficulties of working on this project are as follows:
- inability to synthesize previously obtained information,
- limited literary and language skills of students.
Therefore, it is possible to attract high school students: the younger ones, aligning themselves with the compositions of the older ones, do their own layer of work. The difficulty of using projects in Russian language lessons lies in the fact that the conditions of teaching the subject almost do not allow the use of this method, since a large proportion of lesson time falls on the formation of special skills and abilities. Sometimes there is no time even for fixing.

IN 7th grade students have more opportunities, they can independently find a topic for an individual project, however, the teacher's hidden guidance should still be present when formulating a topic, adjusting tasks, and recommending literature. Projects continue in class. Yes, at the end school year students can be offered a mini-project "Monument to a literary hero" at a generalizing lesson. By this age, the guys are quite familiar with the methods of working with the project, are able to organize it in the classroom (especially if they are already used to working in groups), have their own preferences, and have the necessary skills.

Responsibilities in this project the teacher distributes as follows:
- selection of material for the inscription;

Drawing of a monument to the hero (possible option in the form of a symbol);
- writing a speech at the opening of the monument;

Preparing a mini-presentation.

Animal storybook creative project by students 7 classes, is valuable in that in the course of working on it, schoolchildren develop independence of thinking, creative abilities, the ability for self-realization and creation. The authors are trying to fully express their attitude to animals, birds. This project can be offered to students 6th grade when studying the poem by N. Zabolotsky "Cranes".
IN 8th grade when studying the works of the East, students can prove themselves not only as people who have a fine sense of poetry, but also as designers who combine literature and photography. Not every ordinary child is able to understand the philosophical meaning of rubaiyat, haiku, tanka, to pick up an illustration corresponding to them, phot. Therefore, the complexity of such an interdisciplinary individual project will be the selection of students who have not only knowledge, but also aesthetic taste. More often, schoolchildren notice what lies on the surface (bright visual images), but they also think about the deep meaning inherent in the work, which is why “pearls” are so rare among these projects. Despite this, the teacher should encourage the children, even sometimes overestimate their marks for participating in the project, justifying why the score was increased. In the same period, you can start working on the elements of the project, pay attention to the content of the portfolio.
If the work on the project is carried out systematically, then by the age of 14, students perceive any non-standard task as a project. On the one hand, this is good, since they have already developed a certain algorithm of actions, on the other hand, the usual performance of a teacher's task is not a project. Therefore, it is necessary to pay special attention to the existence of a problem and ways to solve it, setting goals. Project tasks in literature in grades 5-7 are of great interest to students, create conditions for the integration of knowledge from various fields of art.
IN 8th grade students can be given more complex tasks. An example of this is the project “Literary Theory is Easy”. The birth of this project is due to the fact that students experience difficulties in mastering literary terminology. Therefore, the proposed weekly (several weeks) project is aimed at identifying the most accessible ways for students to present material.
An educational project that can be offered to students in grade 8 - a collection of works, united by the title "The History of My Family in the History of the Motherland", can be offered after studying V. Astafyev's story "The Photograph Where I Am Not". The starting point for the creation of the project will be the last phrase from the story: "Village photography is a kind of chronicle of our people, its wall history."
students senior classes - they are independent people
able not only to come up with project topics, but also to successfully achieve the goal.

In the 9th grade, the most significant and voluminous topic is "The life and work of A.S. Pushkin", therefore, the work on the creation of the project "Monument to A.S. Pushkin" can serve to realize the goal of generalizing educational material on this topic. The implementation of this project will help students create their own image of Pushkin, make him close and even "native".
High school students can be offered a short-term project "Look and draw", aimed at the ability to "see" what the poet said. Explain with what artistic means he did it, and draw what he saw (that is, first analyze the poem, and then synthesize the drawing based on this); and work on a series of projects

Project activities of schoolchildren

What's happened educational project for student and teacher

The project activity of schoolchildren is a cognitive, educational, research and creative activity, as a result of which a solution to the problem appears, which is presented in the form of a project.
For a student, a project is an opportunity to maximize their creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, benefit, show the publicly 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 significant for the discoverers themselves.
And for a teacher, an educational project is an integrative didactic tool for development, training and education, which 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 activities.

Design and research work at school is a new, innovative method that combines an educational and cognitive component, a game, scientific and creative one. The main difference between such activities for elementary school is that students, first of all, receive the first research skills, due to which specific qualities of a special way of thinking develop.

Organization of project activities

When organizing project activities in elementary school, the teacher must take into account the following aspects:

1. The project task must correspond to the age and level of development of the student.
2. The problems of future projects should be taken into account, which should be in the field of interests of students.
3. Conditions must be created for the successful implementation of projects (availability of materials, data, multimedia).
4. Before giving the students a project assignment, one should first prepare for the conduct of such activities.
5. Manage projects, help students and advise them.
6. Work out with schoolchildren the methods of project activities, while improving general educational skills.
7. When choosing a project topic, do not impose information, but interest them, motivating them to search independently.
8. Discuss with students the choice of sources of information: library, reference books, Internet, periodicals, etc.
9. In the process of preparing for project activities, it is advisable to organize joint excursions, walks, observations, experiments, actions for students.

Project types

Research projects. Schoolchildren conduct experiments, study any area, and then draw up the results in the form of wall newspapers, booklets or computer presentations. Such research projects have a positive effect on the student's professional self-determination, and can also become the basis for future term papers and theses during their student years.
Game projects. They are presented in the form of games and performances, where, playing the role of any heroes, students offer their own solution to the problems being studied.
information projects. Students collect and analyze information on any topic, presenting it in the form of a magazine, newspaper, almanac.
Creative projects. There is a lot of room for imagination here: the project can be performed in the form of an extracurricular activity, an environmental action, a video film and much more. Fantasy has no limits.

Choosing a topic and setting a project goal

The choice of project topics can be based on an in-depth study of any educational material in order to expand knowledge, interest children in studying the subject, and improve the learning process.
The project must have a clear, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution and implementation. This incarnation is a project product that is created by the author in the course of his work and also becomes a means of solving the problem of the project.

Project type	Objective of the project	Project product	Type of student activity	Formed competence
Practice Oriented	Solving practical problems of the project customer	Tutorials, layouts and models, instructions, memos, recommendations	Practical activities in a specific educational subject area	activity
research project	Proof or refutation of a hypothesis	The result of the study, designed in the form of presentations, wall newspapers, booklets	Activities related to experimentation, logical mental operations	Thinking
Information project	Collecting information about any object or phenomenon	Statistical data, results of public opinion polls, summarizing the statements of various authors on any issue, presented in the form of a magazine, newspaper, almanac, presentation	Activities related to the collection, verification, systematization of information from various sources; communication with people as sources of information	Informational
creative project	Attracting public interest to the project problem	literary works, works of fine or decorative art, videos, promotions, extracurricular activities	Creative activities related to receiving feedback from the public	Communicative
Game or role-playing project	Providing the public with the experience of participating in solving the problem of the project	Event (game, competition, quiz, excursion, etc.)	Activities related to group communication	Communicative

Stages of work on the project

Stages of work on the project		Student activities	Teacher activity
Training	Definition of the theme and goals of the project, its initial position. Working group selection	Discuss the topic of the project with the teacher and get additional information if necessary	Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises student work.
Planning	a) Identification of the sources of the necessary information. b) Determine how information is collected and analyzed. c) Determining how the results will be presented (project form) d) Establishment of procedures and criteria for evaluating project results. e) Distribution of tasks (duties) between members of the working group	Form the tasks of the project. Develop an action plan. They choose and justify their criteria for the success of project activities.	Offers ideas, makes assumptions. Supervises student work.
Study	1. Collecting and clarifying information (main tools: interviews, surveys, observations, experiments, etc.) 2. Identification ("brainstorming") and discussion of alternatives that have arisen during the implementation of the project. 3. Choice of the optimal variant of the project progress. 4.Step-by-step implementation of the research tasks of the project	Perform project tasks step by step	Observes, advises, indirectly directs the activities of students
	Information analysis. Formulation of conclusions	Perform research and work on a project by analyzing information. Draw up a project	Observes, advises (at the request of students)
Presentation (defense) of the project and evaluation of its results	Preparation of a project progress report explaining the results obtained ( possible forms report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, results achieved (successes and failures) and the reasons for this	Represent the project, participate in its collective self-analysis and evaluation.	Listens, asks appropriate questions in the role of an ordinary participant. Directs the review process as needed. Assesses student effort, report quality, creativity, quality of use of sources, project continuation potential

Stage evaluation	Criteria for evaluation	Points
Job evaluation	Relevance and novelty of the proposed solutions, the complexity of the topic
	Scope of development and number of proposed solutions
	Practical value
	Level of autonomy of participants
	The quality of the design of notes, posters, etc.
	Evaluation by the project reviewer
Protection rating	Report quality
	The manifestation of the depth and breadth of ideas on the topic being presented
	The manifestation of the depth and breadth of ideas on a given subject
	Answers to teacher's questions
	Answers to teacher's questions

180 - 140 points - "excellent";
135 - 100 points - "good";
95 - 65 points - "satisfactory";
less than 65 points - "unsatisfactory".

General view and structure of the explanatory note of the project

Title page.
Table of contents (content).
Introduction.
Main chapters.
Conclusion.
Bibliography.
Appendix.

Structural elements of the explanatory note.

Title page

The title page is the first page of the explanatory note and is filled out according to certain rules.
The upper field indicates the full name of the educational institution. On average, the name of the project is given without the word "subject" and quotation marks. It should be as short and precise as possible - correspond to the main content of the project. If it is necessary to specify 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, first name, school number and class of the designer (in the nominative case) are indicated. Then the surname and initials of the project leader.
The bottom field indicates the place and year of the work (without the word "year").

After title page a table of contents is placed, which lists all the headings of the explanatory note and indicates the pages on which they are located. It is impossible to reduce 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 to 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 set, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs who the project is intended for and what is its novelty. The introduction also gives a description of 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.

Heads of the main body

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

The first chapter of the project discusses 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 may include a list of stages, a flow chart that describes the algorithm of operations, indicating tools, materials and processing methods.

Next, it is necessary 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: the justification that the manufacture and operation of the designed product will not entail changes in the environment, disturbances in human life.

Conclusion

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

Bibliography

After the Conclusion, a list of used literature is placed. All borrowings must necessarily have subscript references from where the cited materials are taken.

Applications

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

List of general methodological literature on project activities

1. Baiborodova L. V. Project activity of schoolchildren in groups of different ages: a guide for teachers of educational institutions / L. V. Baiborodova, L. N. Serebrennikov. – M.: Enlightenment, 2013. – 175 p. – (We work according to new standards).
2. Baiborodova, L. V., Kharisova I. G., Chernyavskaya A. P. Project activities of schoolchildren // Management modern school. Head teacher - 2014. - No. 2. - P. 94-117
3. Bezrukova V.S. Pedagogy. Projective Pedagogy. Yekaterinburg, 1996
4. Borodkina, E. N. Implementation of target educational projects schools and families as forms of co-management of an educational institution based on partnership and cooperation // Science and practice of education and additional education. - 2013. - No. 3. - P. 50-57
5. Bukhvalo V.A. General methodology of developmental education. – Riga, 2001.
6. Vasiliev V. Design and research technology: the development of motivation. - public education. - M., 2000, No. 9, pp. 177-180.
7. Weber, S.A. On the mechanism for the implementation of personal resources of high school students through project activities // Education of schoolchildren. - 2013. - No. 1. - P. 16-23
8. Glukhareva, O. G. The impact of project-based learning on the formation of key competencies in students high school// Standards and monitoring in education. - 2014. - No. 1. - P. 17-24
9. Gromyko Yu. V. Concept and project in the theory of developing education VV Davydova // Izv. Ros. acad. education.- 2000.- N 2.- C. 36-43.- (Philos.-psychological foundations of the theory of VV Davydov).
10. Guzeev V. V. Educational technology: from admission to philosophy M., 1996
11. Guzeev VV Development of educational technology. - M., 1998
12. Guzeev V.V. "Method of projects" as special case integral learning technology. Head teacher. M., 1995, No. 6, pp. 34-47.
13. Davydov V.V. The theory of developmental learning. - M., Intor, 1996.
14. J. Dewey. Democracy and education: Per. from English. - M.: Pedagogy-Press, 2000.
15. Johnsons J.K. Design methods. M., 1986. - 326s.
16. Dubrovina, E. N. Implementation of target educational projects of school and family as a form of co-management of an educational institution based on partnership and cooperation // Management of a modern school. Head teacher - 2013. - No. 4. - P. 13-18
17. Jacques D. Organization and control of work with projects // University education: from effective teaching to effective learning. Collection of abstracts on the didactics of higher education / BSU. Center for Problems of Education Development. - Minsk: Propylaea, 2001. - S. 121-140. [Translated by L.A. Lashkevich; Source: David Jaques. Supervising Projects / SEDA Further Induction Pack II. – 1992, April. – P. 6-35.]
18. Zinyakov, V.N. Experience in organizing project activities in specialized education // School and production. - 2013. - No. 4. - P. 18 - 23
19. Zuev, A. M. Project activity in the educational process // Fundamentals of life safety. - 2014. - No. 1. - P. 36-41
20. Ivanova, M.V. An experience pedagogical support project activities of schoolchildren // School and production. - 2013. - No. 4. - S. 3 - 7
21. Ignatieva, G. A. Project forms of educational activity of students secondary school// Psychology of learning. - 2013. - No. 11. - P. 20-33
22. Kadykova, O. M. All-school project - the basis of the management mechanism design and research activities of students // Experiment and innovations at school. - 2013. - No. 5. - S. 14-22
23. Karimullina, O. V. Development of design and research activities of students // Management of the quality of education. - 2013. - No. 6. - P. 59-65
24. Kolesnikova I.A., Gorchakova-Sibirskaya M.P. Pedagogical design: textbook for higher educational institutions. - M.: publishing center "Academy", 2005.
25. Komissarova, O. A. Optimization of the educational process based on the project method // Srednee professional education. - 2013. - No. 2. - P. 15-18
26. Konysheva N.M. Project activity of younger schoolchildren in technology lessons: A book for primary school teachers. - Smolensk: Association 21st century, 2006.
27. Kostrikina, I. S., Poryadina E. D. Project activity of professionalization of high school students // Educational Psychology. - 2013. - No. 5. - P. 130-140
28. Kruglova O.S. Technology of project-based learning // Head teacher. - 1999.- №6
29. Kryukova E.A. Introduction to socio-pedagogical design. - Volgograd, 1998.
30. Kryuchkov Yu.A. Theory and methods of social design. - M., 1992.
31. Kuznetsova, S. I. Project activity as a mechanism for the development of children's giftedness // Management of the quality of education. - 2013. - No. 7. - P. 80-84
32. Matyash N. V. Psychology of project activities of schoolchildren in the conditions of technological education / Ed. V. V. Rubtsova. - Mozyr: RIF "White Wind", 2000.
33. Matyash N.V., Simonenko V.D. Project activity of younger schoolchildren: A book for primary school teachers. – M.: Ventana-Graf, 2004.
34. Methodology of the educational project. Materials of the city methodical seminar. - M.: MIPKRO, 2001.
35. Novikova T.D. Project technologies in the classroom and in extracurricular activities. Public education. 2000, No. 8-9, pp. 151-157.
36. New pedagogical and information technologies in the education system". M., 2004.
37. Pakhomova N.Yu. The Learning Project Method in an Educational Institution: A Guide for Teachers and Students pedagogical universities. - M.: ARKTI, 2003.
38. Polat E.S. Method of projects in foreign language lessons//Foreign languages ​​at school. - 2000. - No. 1.
39. Polat E.S. Typology of telecommunication projects//Science and school. - 1997. - No. 4.
40. Polat E.S., M.Yu. Bukharkina, M.V. Moiseeva, A.E. Petrov "
41. Polivanova K.N. Project activity of schoolchildren: a guide for the teacher / K.N. Polivanova. – M.: Enlightenment, 2008. – 192 p.
42. Popov, O., Popova E. Who are the project tasks suitable for? // School management (PS). - 2013. - No. 3. - P. 35-37
43. Popova, E. Implementation of the design-target method and design technologies // School Management (PS). - 2013. - No. 4. - P. 35-38
44. Pchelintseva, T. A., Lvova A. G. Network project as a means of forming a holistic picture of the world among students // Mathematics at school. - 2013. - No. 1. - P. 64-69
45. Radionov V.E. Non-traditional pedagogical design. - St. Petersburg, 1996.
46. Saurenko, N. E. Project approach: integration of theory and practice // Vocational education. - 2014. - No. 1. - P. 44-47
47. Seitmukhametova, M. V. Experience in implementing health education at school through the organization of student research projects // Health saving education. - 2014. - No. 1. - P. 88-91
48. Smykovskaya, T. K., Golovina N. N. Project method for the development of intellectual skills // Vocational education. Capital. - 2013. - No. 5. - P. 35-36
49. Tigrov, V. V., Tigrov V. P. Project activities of students in a creative technological environment // Pedagogy. - 2013. - No. 10. - P. 43-48
50. Timonina, G. V. Quality management educational process on the development of design and research activities of students as the basis for self-realization // Vse dlya school administrator. - 2014. - No. 1. - S. 18-30
51. Khutorskoy, A.V. Method of projects and other foreign education systems // School technologies. - 2013. - No. 3. - P. 95 - 100

1. Alekseev S.V., Gruzdeva N.V., Gushchina E.V. Ecological workshop for schoolchildren: Tutorial for students. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2005. - 304 p. – (Elective course for high school).
2. Anashkina E.N. What is the cuckoo singing about? Watching birds / Artist M.V. Dushin - Yaroslavl: Academy of Development: Academy Holding, 2004. - 256 p.: ill. - (Excursions in nature).
3. Bogolyubov, A. S., Glushenkov O. V., Fedorova D. A. Field environmental workshops and research (project) activities of schoolchildren in nature // Primary School: plus before and after. - 2013. - No. 11. - P. 15-20
4. Borunova, E. B., Perevozchikova N. V. From the experience of organizing project activities // Chemistry at school. - 2013. - No. 1. - S. 72-77
5. Gubanov I.A., Kiseleva K.V. - Illustrated guide to plants of Central Russia. 3 volumes. / Moscow. KMK, Institute for Technological Research, 2003
6. Zhikharev A.M. We are going on a hike / Art. P. Zaroslav, A.A. Selivanov. - Yaroslavl: Academy of Development, 2004. - 192p.
7. Kolobovsky E.Yu. We study the landscapes of Russia / Khudozh. A.A.Selivanov. - Yaroslavl: Academy of Development, 2004. -288s.
8. Kolobovsky E.Yu. Studying small rivers / Art. G.S. Nechaeva, A.A. Selivanov. - Yaroslavl: Academy of Development: Academy Holding, 2004. - 224p.
9. Kolobovsky E.Yu. Studying nature in the city / E.Yu. Kolobovsky. - Yaroslavl: Academy of Development, 2006. - 256 p. Art. G.S. Nechaeva, A.A. Selivanov. - Yaroslavl: Academy of Development: Academy Holding, 2004. - 224p.
10. Lasukov R.Yu. Animals and their tracks. Pocket identifier. - M .: Forest Country, Ed. 2nd, rev., 128 pp., with illustrations. - (Field reference guides. The middle lane of the European part of Russia)
11. Lasukov R.Yu. Water dwellers. Pocket identifier. - M .: Forest Country, Ed. 2nd, rev., 128 pp., with illustrations. - (Field reference guides. The middle lane of the European part of Russia)
12. Summer school practices in freshwater hydrobiology. Toolkit. - Comp. CM. Glagolev, M.V. Chertoprud. Ed. M.V. Chertoprud. M.: Dobrosvet, MTSNMO, 1999. - 288 p.
13. Mansurova S.E., Kokueva G.N. We monitor the environment of our city: 9th - 11th grade: School workshop. – M.: Humanit. ed. center VLADOS, 2001. - 112 p.: ill.
14. Mosalov A.A., Zubakin V.A., Avilova K.V., Volkov S.V., Galushin V.M., Eremkin G.S., Zubakina E.V., Kaigorodova E.Yu., Kalyakin M. V., Kasatkina Yu.N., Koblik E.A., Kosenko S.M., Marova I.M., Redkin Ya.A., Smetanii I.S. Field guide to birds of the Moscow region. / Moscow: Russian Bird Conservation Union; Publishing House "Kolos", 2009, 232 p. from ill.
15. Murashko, V.P. Ecological education at school by means of a network project // Primary school: plus before and after. - 2013. - No. 11. - S. 21-24
16. Novozhilova M.M. and others. How to correctly conduct an educational study: From conception to discovery / M.M. Novozhilova, S.G. Vorovshchikov, I.V. Tavrel; Scientific Ed. T.I. Shamov. - 2nd ed. - M.: 5 for knowledge, 2008. - 160 p.
17. Onegov A. S. Calendar of nature. - Terra-Book Club, 2003. - 480 p. - ("Terra" - school).
18. Onegov A. S. Entertaining botanical encyclopedia. Flowering herbs. - Moscow: Pedagogy-press, 2000. - 112 p.
19. Onegov A.S. School of young naturalists. Living corner / Moscow, "Children's literature", 1980
20. Onegov A.S. School of young naturalists. Our feathered friends and neighbors / Moscow, "Children's Literature", 1980
21. Onegov A.S. School of young naturalists. Your garden / Moscow, "Children's literature", 1980
22. Plavilshchikov N.N. "For young nature lovers", Moscow, 1975
23. Plavilshchikov N.N. Brief entomology. Handbook for secondary school teachers. Moscow: Uchpedgiz, 1954
24. Scarecrow N.A. The use of natural objects in teaching biology: Method. Benefit. – M.: Humanit. ed. center VLADOS, 2003. - 96 p.: ill. (B-ka teacher of biology).
25. Semenova, L.P. Designing at the lesson // Biology at school. - 2013. - No. 3. - P. 32-38
26. Sumatokhin, S.V. GEF requirements for teaching, research and project activities // Biology at school. - 2013. - No. 5. - P. 60 - 67

List of literature on research activities of students

1. Alekseev A.G. , Leontovich A.V., Obukhov A.S., Fomina L.F. The concept of development of research activities of students // Journal " Research Schoolchildren” No. 1, 2002. P. 24-34.
2. Alekseev N.G . On the objectives of teaching research activities to schoolchildren // VII Youth Readings. IN AND. Vernadsky: Sat. teaching materials. - M., 2000. - S. 5
3. Brekhovskikh L.M. How discoveries are made // Methodological collection "Development of research activities of students" M., 2001 P.5-29
4. Vsesvyatsky B.V.Research approach to nature and life. M., 1926.
5. Grigoryan I.S. Research work of students in the lyceum // Research activity of students in the modern educational space: Collection of articles / Under the general editorship of k. ps. US. Obukhov. Moscow: Research Institute of School Technologies, 2006.
6. Dolgushina N. Organization of research activities of younger students. // Primary school No. 10/2006, p.8-12
7. Evdokimov A.K. Stages of formation of a young researcher. New opportunities for organizing student research work // Proceedings of the Scientific and Methodological Seminar "Science at School" - M.: NTA "APFN", 2003. v.1, p.82-82
8. Zelentsova N.F. Organization methodology scientific research in specialized schools MSTU im. N.E. Bauman. problems of organizing and improving research work at school // Proceedings of the Scientific and Methodological Seminar "Science at School" - M .: NTA "APF", 2003. v.1, p.88-96
9. Research activities of students in the modern educational space: Collection of articles / Under the general editorship of Ph.D. n. A.S. Obukhov . Moscow: Research Institute of School Technologies, 2006.
10. Karpenko K.A. , Koroleva E.L., Nedyalkova G.M., Sokolova I.I. Experience in organizing educational and research activities // Journal "Research work of schoolchildren". No. 1, 2002. P. 130-134
11. Kropaneva G.A. Educational and research activities of schoolchildren as a technology of developing education (from the experience of the Vyatka Humanitarian Gymnasium in Kirov) // Proceedings of the Scientific and Methodological Seminar "Science at School" - M.: NTA "APF", 2003. v.1, p.124 -135
12. Kulakova E.A. Development of creative abilities of students in the process of design and teaching and research activities // Research activities of students in the modern educational space: Collection of articles / Under the general editorship of k. ps. US. Obukhov. Moscow: Research Institute of School Technologies, 2006.
13. Kulikovskaya I.E. , Sovgir N.N. Children's experimentation. Senior preschool age. - M., 2003.
14. Leontovich A.V. "Research activities of students" (collection of articles), M. 2003, Edition of MGDD (U) T
15. Leontovich A.V. To the problem of research in science and education.// Development of research activities of students: Methodical collection. M.: National education, 2001. pp. 33-37
16. Leontovich A.V. Every person is a researcher//Alchemy of the project: A method for developing mini-trainings for students and teachers of the Intel "Training for the Future" program/Ed. Yastrebtseva EN. And Bykhovsky Ya.S. - 2nd ed., add. - M., 2005
17. Leontovich A.V. Talk about research activities: Journalistic articles and notes / Ed. A.S. Obukhov. M .: Journal "Research work of schoolchildren", 2006.
18. Leontovich A.V. Training for the preparation of supervisors of research work for schoolchildren: Collection of questionnaires with comments. M .: Journal "Research work of schoolchildren", 2006.
19. Leontovich A.V . Educational and research activities of schoolchildren as a model of pedagogical technology // National Education, No. 10, 1999 - P. 152-158
20. Obukhov A.S. Research activity as a possible way for a teenager to enter the space of culture // Development of student research activities: Methodological collection. - M., 2001. - S.46-48
21. Obukhov A.S. Research position and research activities: What and how to develop? // Research work of schoolchildren, No. 4, 2003. - P.18-23.
22. From research activity to research work of high school students // from work experience, issue 2, scientific editor Ph.D. Shumakova N.B. , M., 2002 - 112 p.
23. Poddyakov A.N. exploratory behavior. Cognition strategies, help, counteraction, conflict. - M., 2000.
24. Poddyakov A.N. General ideas about research behavior and its meaning.//Journal "Research work of schoolchildren" No. 1, 2002. P.21-24.
25. Popova S.A. Features of the organization of research activities of schoolchildren // Proceedings of the Scientific and Methodological Seminar "Science at School" - M .: NTA "APFN", 2003. v.1, p.135-138
26. Prokofieva L.B. Organization and support technologies search activity- the path of creative development of the student and teacher // Research activities of students in the modern educational space: Collection of articles / Under the general editorship of k. ps. US. Obukhov. M.: Research Institute of School Technologies, 2006. P.184
27. Development of research activities of students: Methodical collection. M.: Public education, 2001.
28. Rogov A.A., Rogova O.B., Klyukina E.A.Research skills of schoolchildren as a condition for success in continuing education at a university / / Proceedings of the Scientific and Methodological Seminar "Science at School" - M .: NTA "APFN", 2003. v. 1 P. 118-124
29. Ryabenko I.P. From the experience of organizing research work with high school students in the Pskov region / / Proceedings of the Scientific and Methodological Seminar "Science at School" - M .: NTA "APF", 2003. v.1, p.144-151
30. Savenkov A.I. Little explorer. How to teach a preschooler to acquire knowledge. - Yaroslavl, 2002.
31. Savenkov A.I. Psychological Foundations of the Research Approach to Learning: Textbook. - M .: "Os-89", 2006.
32. Savenkov A.I. Path to giftedness. Exploratory behavior of preschoolers. - SPB., 2004.
33. Savenkov A.I. Content and organization of research education for schoolchildren. - M., 2004.
34. Savenkov A.I. The stages of the child's educational and research search. // Research activities of students in the modern educational space: Collection of articles / Under the general editorship of k. ps. n. A.S. Obukhov. M .: Research Institute of School Technologies, 2006. P. 60-66
35. Savenkov A.I. . I am a researcher. Textbook-notebook for younger students. - M., Ed. Fedorov, 2005.
36. Happy T.N. On the question of the methodology of scientific creativity // Research work of schoolchildren No. 1/2001
37. Tsaturov V.N. Sociocultural studies of schoolchildren as a factor in the formation of a culture of peace of the researcher's personality // Proceedings of the Scientific and Methodological Seminar "Science at School" - M .: NTA "APF", 2003. v.1, p.163-168

List of literature on the organization of project activities in elementary school and preschool educational institutions

1. Avtaikina, T. O., Vlasova O. S. Project Method as a Means of Forming Universal Learning Actions in Primary School Students: Educational and Methodological Guide. – M.: APKiPPRO, 2013. – 56 p.
2. Akulich, A. Technology of project activities in the correctional and pedagogical process // Preschool education (PS). - 2013. - No. 2. - P. 18-19
3. Aleksandrova, O. N. Pedagogical project on the theme "Development of cognitive and creative abilities of younger students in extracurricular activities» // Head teacher of elementary school. - 2013. - No. 4. - P. 87-93
4. Arkhipova, G. E., Danilyuk O. A., Nifontova S. N., Savenko E. I. Innovative project "School museum as a means of educating younger schoolchildren based on a competency-based approach" // Science and practice of education and additional education. - 2013. - No. 1. - P. 46-68
5. Butenko, N. Polyartistic projects as a means of co-creation of a teacher and a child // Preschool education. - 2013. - No. 11. - P. 35-42
6. Vakhromeeva, T. A., Korobeynikova N. N., Kuzhleva I. M. et al. Design task as a tool for evaluating universal educational actions // Primary school management. - 2014. - No. 3. - S. 11-22
7. Verkhozina, L. G. A joint project of teachers and parents of pupils "Formation of a culture of health in children of senior preschool age" // Modern Kindergarten. - 2013. - No. 7. - P. 70-72
8. Gladkovskaya, L. M. Project activity in speech therapy work with preschoolers aged 6-7 // Speech therapist. - 2013. - No. 5. - S. 26-31
9. Gorbunova, I. The effectiveness of the project method in the formation of key competencies (preparatory group) // Preschool education. - 2013. - No. 3. - S. 24-28
10. Demidko, T. N. Design and research activities in the study of the course "The World Around" // Elementary School. - 2013. - No. 1. - P. 70-71
11. Dimova, O. A. Development of project activities in elementary school // Master class. - 2013. - No. 8. - S. 2-4
12. Evgrafova, E. I., Korchagina N. V. Project activities in familiarizing preschoolers with their native land // Educator of the preschool educational institution. - 2013. - No. 5. - S. 24-27
13. Zemlyanskaya E.N. Educational projects for younger schoolchildren // Elementary school. 2005. No. 9.
14. Ivanova N.V. Possibilities and specifics of the application of the project method in elementary school. // Primary school. - 2004. - No. 2.
15. Igoshina, N. V. Project activity in the pedagogy of self-development // Primary school: plus before and after. - 2014. - No. 1. - P. 68-73
16. Italiantseva, E. V. Design and research activities in senior group on the topic "The amazing world of phraseological units" // Speech therapist. - 2013. - No. 1. - S. 20-26
17. Kashitsyna, Yu. N. Project-research activity of students in mathematics lessons // Elementary school: plus before and after. - 2013. - No. 10. - S. 16-20
18. Kolmychek, T. N. The use of design tasks in the development of universal educational actions by students // Management of elementary school. - 2014. - No. 2. - P. 35-43
19. Kuchkuda, E. B. The project is one of the forms of organization extracurricular activities on reading // Primary school. - 2013. - No. 1. - P. 38-43
20. Lopatina, O. G. Synopsis of the pedagogical workshop on the topic "Organization of project activities in kindergarten" // Modern Kindergarten. - 2013. - No. 2. - S. 28-30
21. Lopatina, O. G. Features of the organization of project activities in a modern kindergarten // Management of preschool educational institutions. - 2013. - No. 2. - P. 42-47
22. Medvedev, L.L. Design and research activities as an element of health-saving technologies // Primary school: plus before and after. - 2013. - No. 8. - S. 29-32
23. Ponomareva, O. N. Social project– form of interaction kindergarten and society // Management of the preschool educational institution. - 2013. - No. 4. - P. 114-118
24. Popova, E. School collective projects // School Management (PS). - 2013. - No. 6. - P. 51-52 Family projects in the preschool educational institution // Management of the preschool educational institution. - 2013. - No. 6. - P. 5-121
25. Design tasks in elementary school: a guide for the teacher / [A. B. Vorontsov, V. M. Zaslavsky, S. V. Egorkina and others]; ed. A. B. Vorontsova. - 2nd ed. - M.: Education, 2012. - 176 p.: ill. – (Standards of the second generation).
26. Salpykova, I. Project activity as a means of developing the musical and creative abilities of preschoolers // Preschool education. - 2013. - No. 8. - P. 65-69
27. Collection of design tasks. Primary School. Handbook for teachers of educational institutions. In issue 2 Issue. 1 / [A. B. Vorontsov, V. M. Zaslavsky, S. V. Klevtsova, O. V. Raskina]; ed. A. B. Vorontsova. – M.: Enlightenment, 2011. – 80 p. – (We work according to new standards).
28. Serditova, A.S., Serditova, S.S. Project activity in the interaction of a kindergarten with parents // Educator of a preschool educational institution. - 2014. - No. 2. - P. 101-104
29. Smoleusova, T.V. Projects in mathematics as a methodological innovation // Primary school. - 2013. - No. 8. - S. 56-59
30. Khaltyrina, G.P. A project of different ages as a means of forming universal educational actions // Primary school: plus before and after. - 2013. - No. 1. - P. 33-35
31. Chashchukhina, O. V. The method of solving design problems as a means of achieving the planned learning outcomes according to the Federal State Educational Standards of the IEO // Quality Management in Education. - 2013. - No. 5. - P. 64-71 Research and project activities at school // Primary school: plus before and after. - 2013. - No. 8. - P. 3-95
32. Shatveryan, T. S., Fink A. V. Family projects in the work of a teacher-psychologist // Management of the preschool educational institution. - 2013. - No. 6. - P. 63-67
33. Schenikova, I. I. Project activity of schoolchildren as a means of spiritual and moral education // Head teacher of elementary school. - 2014. - No. 1. - P. 79-82

List of literature on the organization of project activities in the field of social and humanitarian disciplines

1. Abramova S.V. Russian language. Project work high school students. Grades 9-11: a guide for teachers of educational institutions / S. V. Abramova. – M.: Enlightenment, 2011. – 176 p.
2. Armenskaya, G.A. Improving reading skills based on project activities in training English language// Education quality management. - 2013. - No. 4. - P. 79 - 82
3. Bychkov, A. V. Innovative project in the course of social science // Teaching history and social science at school. - 2013. - No. 7. - S. 34-36
4. Vasilyeva, S. V., Evdokimova V. G. Creative research project "Sochi 2014 Olympics" // Handbook of the class teacher. - 2014. - No. 1. - P. 26-31 Fokina, M. V. Conditions for the implementation of a successful educational project // Handbook of the class teacher. - 2014. - No. 1. - P. 43-51
5. Dubina, G.V. The use of project activities in the formation of a positive attitude towards healthy lifestyle among students // Practice of administrative work at school. - 2013. - No. 1. - P. 63-65
6. Karma, A. E. Project activity in the lessons of history // Teaching history at school. - 2013. - No. 1. - S. 7-8
7. Markova, O.Yu. Web quest as one of the ways to organize project activities in a foreign language lesson // Foreign Languages ​​at School. - 2013. - No. 5. - P. 41 - 43
8. Mulyarchik, N. N. Organization of project activities in the lessons of the Russian language // Primary school. - 2013. - No. 2. - S. 28-31
9. Okhrimenko, M.P. Educational project // Literature at school. - 2013. - No. 4. - P. 38-39
10. Okhrimenko, MP Educational project in literature // Literature at school. - 2013. - No. 1. - P. 41-42
11. Podrugina I. A. Project activity of high school students at literature lessons: a guide for teachers of educational institutions / I.A. Podrugina, O.V. Safonov. – M.: Enlightenment, 2013. – 128 p. – (We work according to new standards).
12. Ponomarenko, Yu. V. Individual routes of participation in school social projects as effective method organization of the educational process // Deputy director of the school for educational work. - 2013. - No. 1. - P. 54-64
13. Sergeeva, N. G. Application of the project method in teaching foreign language// Secondary vocational education. - 2014. - No. 2. - P. 43-44
14. Strelova, O. Yu. Organization of project activities of schoolchildren in the lessons of history and in extracurricular work // Teaching history and social science at school. - 2013. - No. 10. - P. 9-17
15. Trofimova, L.P. Social project in extracurricular educational work as a basis for the formation of social competence of schoolchildren // Deputy director of the school for educational work. - 2013. - No. 1. - P. 83-92
16. Khorev, D.V. Social project in the institution of additional education // Education of schoolchildren. - 2014. - No. 3. - P. 26-31 2013

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Yaroslavl State Pedagogical University

them. K.D. Ushinsky"

Department of Methods of Teaching Philological Disciplines

Course work

Project activity at the lessons of literary reading

Performed:

3rd year student 633 groups

Fomina E.S.

Scientific adviser:

doctor of pedagogical sciences, professor Makeeva S.G.

Yaroslavl, 2014

project student reading creativity

Introduction

Chapter I. Theoretical information about project activities

1 Essence and concept of projective activity

2 History of the development of project methods in education

3 Classification of project activities

4 The specifics of the organization of project activities of younger students in the lessons of literary reading

5 Project activities in primary school within the framework of the implementation of GEF IEO

Chapter II. Development of a project on literary reading for elementary grades

Chapter Conclusions

Conclusion

Bibliographic list

Appendix

Introduction

Currently, the learning process is increasingly associated with an activity approach to the development of new knowledge by children. The education system should prepare people adapted to life in the conditions of the development of new technologies and informatization. One of the important skills for a person at present is the ability to find information, process and use it in the right purposes. In this regard, the project method is increasingly used in elementary school, it is of great interest in pedagogical circles, it is developing and improving at a rapid pace.

Thanks to project methods, children learn to apply the acquired knowledge not only in theory, but also in practice, which significantly distinguishes these technologies from the traditional teaching method. The traditional approach, according to many teachers, does not fully justify itself, because. it provides only for the reproduction of knowledge by students received from the teacher, and their implementation in practical life is not provided. Students only assimilate the knowledge gained, memorize the basic rules, but faced with real life situations, cannot apply their knowledge, because at school, they do not participate in activities that could show the application of the acquired knowledge in practice.

However, design methods do not replace traditional education but complement and expand it. To complete projects, students need to solve several interesting and useful tasks related to real life, apply the received theoretical knowledge on practice. The project is valuable because in the course of its implementation, schoolchildren learn to independently acquire knowledge, gain experience in cognitive and educational activities.

The topic of this work is relevant, because. Today, a reorientation of education is needed. Instead of assimilation ready knowledge, skills and abilities require the development of the child's personality, his creative abilities, independent thinking and a sense of personal responsibility.

The aim of this work was to:

To identify methodological conditions, methods and techniques for organizing project activities of younger students in literary reading lessons.

Work tasks:

Consider theoretical information about project activities

Review the standard for consideration of the project method

To study the specifics of the organization of project activities of younger students in the lessons of literary reading

Develop a project for use in literary reading lessons in grade 2.

Object of study: the educational process in elementary school.

Subject of study: The use of project activities in elementary school.

Research methods:

Analysis of psychological and pedagogical literature on the problem;

Development and implementation of a project on literary reading in elementary school.

Chapter I. Theoretical information about project activities

1 Essence and concept of projective activity

To consider the essence of the design process, you should first get acquainted with the concept of "project".

The concept of "project".

Due to the fact that design is used in many areas of human activity, the concept of "project" is interpreted ambiguously.

· So, in the most general terms, in the dictionary of the Russian language S.I. Ozhegov "project" is considered as: 1) a developed plan for the construction of any mechanism, device or reconstruction of something; 2) the preliminary text of some document; 3) idea, plan, intention.

· In the World Encyclopedia, edited by A.A. Goitsanov's project is considered as a prototype, a prototype of the proposed object.

As we can see, a project can exist in any field of activity, but the work of creating a project (i.e., designing) requires, firstly, knowledge about the purpose and functioning of the field of activity (reality) into which the transformed objects are introduced; secondly, knowledge of the methods and essential characteristics of design as a specific activity. The bases that determine the choice of the direction of transformations (or ideals) must be related to the broad context of the system that includes the objects being changed. Thus, for pedagogical activity it is necessary to formulate your understanding of the essence of the project.

The term "pedagogical design" was introduced into the categorical apparatus of Russian pedagogy by A.S. Makarenko, who singled out the methodological function of pedagogy as a science, which consists in creating " scientific projects personality", and the function of practicing teachers, which consists in drawing up and implementing educational programs for each member of the team on the basis of a common project and taking into account the individual characteristics of the individual.

· According to V.E. Radionova, the pedagogical project is a motivated, purposeful way to change pedagogical actions and streamline professional activity. The project of pedagogical activity is a program of real actions, which is based on an actual pedagogical problem that needs to be resolved. Its implementation will contribute to the improvement of the pedagogical situation in a particular institution, its structural unit, and the surrounding society.

· Bespalko V.P.: "Pedagogical project is an independent polyfunctional pedagogical activity that predetermines the creation

new or transformation of the existing conditions of the process of education and training.

In education, the project is aimed at achieving a socially and / or personally significant goal and is focused on use in conditions specific place, time and available resources. Thus, the essence of pedagogical design is to identify and analyze pedagogical problems and their causes, build value foundations and design strategies, determine goals and objectives, search for methods and means of implementing a pedagogical project.

The essence of project activity is that children, based on their interests, together with the teacher (and often together with their parents) carry out their own project, solving some practical, research problem. By engaging in active activities in this way, students acquire new knowledge, skills and abilities. Children, starting from the first grade, working on various projects, learn to interact in pairs and groups, communicate with each other, negotiate, distribute roles, tasks, as all this is necessary to achieve the optimal result. And all this happens for a reason: developing their projects, children gain writing skills, counting, learn about the nature around them through their own search.

2 History of the development of project methods in education

The project method is not fundamentally new in pedagogical practice, but at the same time it is referred to as pedagogical technologies XXI century as providing the ability to adapt to the rapidly changing world of post-industrial society.

The project method arose at the beginning of the 20th century, when the activities of educators and philosophers were aimed at finding ways and means of developing a child's independent thinking. They sought to teach children not only to reproduce knowledge, but also to be able to apply it in practical life. That is why American educators J. Dewey, Kilpatrick and others turned to the active cognitive and creative joint activity of children in solving one common problem. They argued that a child with great enthusiasm can only perform the activity that he likes and which he freely chose himself.

The famous Austrian teacher Rudolf Steiner also considered it necessary to teach children to apply theoretical knowledge in solving practical problems. He believed that the child should know where and how he can use his knowledge, if not now, then in the future.

The project method aroused interest among Russian teachers as well. The ideas of project-based learning arose in Russia a little later than the first developments of American teachers were created. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized, who tried to actively use project methods in teaching practice. But the mass introduction of this method into domestic schools has already Soviet power did not justify itself, because despite the high motivation of students in such training, the school did not provide students with the necessary amount of systematic knowledge, grouping educational material various subjects around projects that are mostly practical in nature.

By a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned, since "it did not give students the opportunity to master the system of knowledge in the field of specific training courses", and for more than half a century in Russia this method has not been used as an independent one. However, in a foreign school it has been actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, ideas humanistic approach to the education of J. Dewey and the method of projects in the XX century. gained great popularity.

3 Classification of project activities

Currently, in the literature you can find many classifications of educational projects for various reasons. Let's consider some of the most common of them. The first classification of projects was carried out at the beginning of the 20th century by Collings. The scientist considered three groups of educational projects.

· "Game projects" are children's activities, the purpose of which is to participate in group activities (various games, folk dances, drama, all kinds of entertainment, and so on).

· "Excursion projects", for the expedient study of problems related to surrounding nature and social life.

· "Narrative projects", developing which children enjoyed the story in a variety of forms - oral, written, vocal, artistic, musical .. The following classification by V.A. Kalney, T.M. Matveeva, E.A. Mishchenko, S.E. Shishov is offered in the form of a table:

E.S. Polat offers a classification, which is carried out in accordance with typological features.

General didactic principle Types of projects Brief description The method or type of activity that dominates the project. Research Requires a well-thought-out structure, designated goals, and relevance of the subject of research literary characters, fictional characters imitating social or business relationships. The structure is outlined and remains open until the end of the work. its analysis and synthesis of facts intended for a wide audience. Requires a well-thought-out structure: the goal of the project (the subject of information retrieval), methods of processing information (analysis, synthesis of ideas, reasoned conclusions) the result of information retrieval (article, report, abstract), presentation the participants themselves. It requires a well-thought-out structure, a scenario for all the activities of its participants with a definition of the function of each of them. At the same time, the most complex sections of the program are selected, it requires careful structuring by lessons with a clear designation of the goals, objectives of the project, the knowledge and skills that students must acquire as a result. Requires highly qualified coordination from specialists, well-coordinated work of many creative teams, well-developed form of intermediate and final presentations Nature of project coordination With open coordination (direct) Assumes the consulting and coordinating function of the project manager With covert coordination (telecommunications project) The coordinator acts as a full participant in the project . It involves joint educational and cognitive activities of partner students, organized on the basis of computer telecommunications and aimed at achieving overall result joint activities. Interdisciplinary projects require the involvement of integrated knowledge, contribute to the dialogue of cultures to a greater extent Nature of contacts Internal (regional) Organized within the school, between schools, classes within the region of one country International Involves the participation of schoolchildren from different countries Number of project participants Individual Conducted individually, between two partners to solve a small problem or part of a more significant problem Medium duration Interdisciplinary, contains a sufficiently significant problem Long-term (up to a year) Interdisciplinary. Contains a significant problem

G.P. Shchedrovitsky distinguishes two strategically different types of pedagogical design:

· adaptation to social environment and its conditions (a peculiar way for teachers to respond to social challenges to education)

· improvement or transformation of the environment in accordance with their values, goals, beliefs.. V.I. Slobodchikov divided the design into two types:

· psychological and pedagogical design of educational processes: (learning as the development of methods of activity; formation as the development of a perfect form of action; upbringing as maturation and socialization);

· socio-pedagogical design of educational institutions and educational environment in which the relevant processes are implemented. . V.P. Bederkhanova, noting the variety of practical design options, also identifies two main areas:

· designing and creating projects in intensive forms. This includes organizational and activity, innovative, productive games and design fees.

· joint step-by-step design of the educational process by all its participants, where the design process itself is considered as one of the factors in the formation of an educational institution of a humanistic orientation.

4 The specifics of the organization of project activities of younger students in the lessons of literary reading

Literary reading lessons provide rich material for using project-based teaching methods. Using the project method, you can creatively approach the study of any work and genre of literature, biography of the writer. You can learn how to create books, magazines, filmstrips, stage works and much more. It all depends on the imagination and creativity of the teacher and students.

Project work involves research activities aimed at developing attention and imagination. One of the most serious and difficult tasks in the lessons of literary reading is teaching children to think, the ability to think creatively on their own.

Creative projects at the lessons of literary reading help students develop analytical skills. Most importantly, when using this method, each student has the opportunity to express themselves at a creative level.

For the formation of creative thinking in schoolchildren, a system of special exercises of a creative nature is needed. Such exercises include the following:

creation of illustrations according to the content of the work;

creation of a dramatization of a work (work in a group);

Most often, students in elementary school choose a drawing, because. this type of activity seems to them the most familiar. The work on creating illustrations is carried out in several stages:

Analysis of the work

Working with works of fine art (viewing and analysis)

Making an illustration for a work

Exhibition of works

In this case, during the execution of a creative project, you can use musical accompaniment, viewing reproductions of paintings.

The work of creating an illustration is continuously connected with the analysis of the work, the viewing and analysis of works of fine art. This is necessary for the independent choice of the depicted episode by the children. Here, too, students learn to convey the mood of the work. After the project is completed, an exhibition of works and defense of finished projects are made. In addition to drawings in the lessons of literary reading, you can prepare dramatizations for works. Dramatizations and performances, presentations, homemade books, crafts, drawings, own poems and fairy tales are also products of project activities.

It is also important to note that when implementing projects in primary school in literary reading, as well as in other subjects, it is necessary to take into account the age characteristics of students when developing assignments.

5 Project activities in primary school within the framework of the implementation of GEF IEO

The project research activity of students is spelled out in the standard of education. Therefore, every student should be trained in this activity. The programs of all school subjects are focused on this type of activity. Thus, the project activity of students is becoming increasingly relevant in modern pedagogy. And this is not accidental, because it is in the process of proper independent work on the creation of a project that the culture of mental work of students is best formed. And widespread computerization allows each teacher to be more creative in developing their lessons, as well as to make the educational process more interesting, diverse and modern. According to the second generation GEF, the main approach to modern education is an activity approach. A comprehensive implementation of this approach allows project activities. At the same time, absolutely all universal educational activities prescribed in the Standard are formed through project activities.

The place of project activity in the implementation of the Federal State Educational Standard of the new generation.

1.The main difference of the new Standard is to change the results that we should get at the output (planned personal, subject and meta-subject results);

2.The tool for achieving these results are universal educational activities (programs for the formation of UUD);

.The main approach to the formation of UUD, according to the new Standards, is a system-activity approach;

.One of the methods for implementing this approach is project activity.

Thus, the project activity of students fits very logically into the structure of the second generation of the Federal State Educational Standard and fully corresponds to the basic approach laid down in it.

The project is a temporary purposeful activity to obtain a unique result

Project activity is part of the independent work of students. A well-executed project is a step-by-step planning of your actions, tracking the results of your work.

The purpose of the project activity is the understanding and application by students of the knowledge, skills and abilities acquired in the study of various subjects.

Tasks of project activities at school:

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

· Formation of 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).

Important positive factors of project activity include:

· increasing the motivation of students in solving problems;

· development of creative abilities;

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

· developing a sense of responsibility;

· creating conditions for a collaborative relationship between teacher and student.

The increase in motivation and the development of creative abilities is due to the presence in the project activity of a key feature - independent choice. The development of creative abilities and a shift in emphasis from an instrumental approach to a technological one occurs 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, a relationship of cooperation with the teacher naturally arises, since for both the task is of substantive interest and stimulates the desire for an effective solution. This is especially evident in those tasks that the student himself was able to formulate.

Through project research activities, children develop the following skills.

1. Reflective skills:

· the ability to comprehend a problem for which there is not enough knowledge;

· the ability to answer the question: what needs to be learned to solve the problem?

2. Search (research) skills:

· the ability to independently generate ideas, i.е. to invent a way of action, drawing on knowledge from various fields;

· the ability to independently find the missing information in the information field;

· the ability to request missing information from an expert (teacher, consultant, specialist);

· the ability to find multiple solutions to a problem;

· the ability to put forward hypotheses;

· the ability to establish causal relationships.

3. Skills of evaluative independence.

Collaboration Skills and Skills:

· team planning skills;

· ability to interact with any partner;

· skills of mutual assistance in a group in solving common problems;

· business partnership skills;

· the ability to find and correct errors in the work of other group members.

5. Communication skills:

· the ability to initiate educational interaction with adults - to enter into a dialogue, ask questions, etc.;

· the ability to lead a discussion;

· the ability to find a compromise;

· interviewing skills, oral questioning, etc.

6. Presentation skills and abilities:

· monologue speech skills;

· the ability to confidently behave during a speech;

· artistic skills;

· the ability to use various visual aids when speaking;

· ability to answer unplanned questions.

Thus, the project activity helps to form a huge number of UUDs in an interesting, non-boring form, which makes it possible to fully realize the goals and objectives of the new generation of the Federal State Educational Standard.

Chapter II. Development of a project on literary reading for elementary grades

In the second quarter of the 2014 academic year, on the basis of the Ivanovo secondary school, we developed and implemented a project on literary reading in grade 2 on the topic: "Creating a book-collection of oral folk art."

Topic: "Creating a book-collection of oral folk art"

Subject: Literary reading.

Project goals:

to expand the horizons of students in folk art;

to instill love for folk culture;

replenish vocabulary;

learn to correctly extract the necessary information, use reference literature and a survey;

develop creative abilities, logical thinking;

to teach children to work in a team, to be responsible for the task assigned;

Intended product of the project: A book-collection of folklore.

The relevance of this project lies in the need to familiarize students with folk art, culture, history. Oral folk art fully reflects the life, traditions, customs and mores of our ancestors. Since ancient times, oral folk art has been one of the means of education, the younger generation drew from it knowledge about morality, relationships between people, spirituality. With the development of new information technologies, oral folk art faded into the background and lost its role in the life of society for a while. At present, due to the problems of education that have arisen, society has realized the need to return to cultural folk traditions that contribute to the harmonious development of the individual.

In the Literary Reading program, very few hours are allocated for the study of small genres of folklore. The developing and educating possibilities of these genres are very great, therefore there is a need for a deeper study of them, especially since younger students read, memorize, and analyze works of oral folk art with pleasure. The method of projects helps to fill the lack of dedicated hours.

Project summary:

The project is designed for 3 months. Second grade students are invited to create their own book-collection of oral folk art. The first stage of the project is created in the second half of the year, it is the first chapter of the book, which is called proverbs and sayings. The second stage is implemented by the same students during the transition to the 3rd grade. Students create chapter 2 of the nursery rhyme book, jokes, riddles. The third stage is fairy tales and epics. One month is allotted for each stage. In general, over the course of three months, students must create and design a book. On the completion of each stage, students report in the form of a presentation of the results obtained.

Students are divided into 3 groups. Each group gets their own topic, to which they must pick up proverbs and sayings at the first stage. To find the necessary materials, they must visit the library, conduct a survey of parents, then systematize the material received and colorfully arrange it in the form of pages for a future book. Summing up the work, each group should present a report to the class in the form of designed pages on their topic, and then, together with the teacher, combine all the created pages into one common book.

Project description:

Preparatory stage. Introductory lesson. The project begins with a discussion with students of the topic of the project, its significance and relevance. Then the students, together with the teacher, discuss the final results of the work and ways to achieve them, develop a work plan, choose research methods. Also, before starting work with students, it is discussed how to find sources of information on the topic. The teacher recommends a list of resources (school library, educational literature, survey of the older generation, etc.).

Organization of activities. Second lesson. At this stage, students with the help of a teacher are divided into 3 groups. Then each group gets a topic: 1. Laziness and industriousness, 2 - Friendship, 3 - Greed and generosity. After that, the teacher discusses specific goals with each group, outlines a plan (sequence of work). If necessary, within each group, each student is given certain responsibilities: two are responsible for searching for literature in the library, two collect a survey (of teachers, parents), one is responsible for design. But at the same time, each member of the group can take part in any kind of work.

Main stage. Completing of the work. (3 weeks) This stage is characterized by the implementation of the project, independent work of students in finding information, its systematization and design. During the performance of the work, the teacher controls and corrects the activities of the students, but the main responsibility for the work and the initiative lies with the students. They can only turn to the teacher for advice.

This stage is performed sequentially in 2 points:

.Search for materials (2 weeks)

.Page design (1 week)

Reflective-evaluative stage. Presentation of group work. (1 day)

At this stage, the results are presented. Each group illustrates their pages for the book, telling the class about their topic, reading proverbs and sayings, showing how to design the work. Also, each group shares their impressions, talks about how they looked for materials for work, what were the difficulties. Together with the teacher, the results of the first part of the project are summed up. Ratings are given. After the presentation, all 3 groups, together with the teacher, combine the created pages into one book. It turns out the finished product - the first chapter collection books on oral folk art, which contains proverbs and sayings on topical topics.

The work is evaluated according to the following criteria:

) the quality of work on the topic;

) independence of work on the project;

) the ability to answer questions;

) the number of collected and learned proverbs and sayings;

) the originality of the design of the pages for the book;

Analysis of the obtained results.

During the implementation of the project, the first stage of work was completed. The students visited the school library, where they searched for literature on folklore, interviewed parents and teachers, and designed the pages of the book. Thus, over the course of one month, the students created the first chapter of a book-collection of oral folk art, called "Proverbs and Sayings", which includes 3 topics: Laziness and hard work, Friendship, Greed and generosity. (Appendix No. 1).

During the defense of the project, the students received the following marks:

Criteria Evaluation 1 group 2 group 3 group 1. quality of work on the topic; 5552. independence of work on the project; 5443. ability to answer questions; 4544. number of collected and learned proverbs and sayings;(15) 5(11) 4(14) 55. originality of page design for the book;5556.Total555

The groups were awarded the following titles:

gr. - the most hardworking;

gr. - the most creative;

gr. - the most friendly;

this work evoked an emotional response from students: at the stage of reflection, 100% of children gave a positive assessment of their work (Appendix No. 2). Further implementation of the project is planned for the next academic year.

Chapter Conclusions

Based on the study, it can be concluded that the project activity has a really positive effect on the work of students. During the implementation of the project, all children actively and with interest took part in the work. Even those students who are usually passive in the classroom, strove to carefully carry out the tasks assigned to them. It was noticeable that in order to achieve a common goal, the class rallied and collectively did the work. During the implementation of the project, the children sometimes had quarrels and disagreements that had to be resolved together with the teacher.

The technology of project activity decorates and diversifies the learning process, in addition to the fact that this work allows children to more successfully master the material, thanks to its rich and interesting content, it also facilitates the work of a teacher, who is easier and more interested in working with children who are interested and passionate about activities . In addition, thanks to the use of this method, the teacher gains experience, consolidates and replenishes his knowledge due to the fact that he does not act as a speaker in the educational process, but as a listener or an equal figure in a team of students.

During the implementation of the project, the goals set were achieved. This work rallied the students, interested them in the search for new information, broadened the horizons of students, laid the foundation for the formation of research skills and cognitive interest, contributed to the development of teamwork skills, the ability to find and jointly correct errors, the ability to defend one's point of view and find compromises.

The complexity of the work was that children in the 2nd grade still do not know how to memorize the task for a long time. With them periodically had to repeat the meaning of proverbs and sayings, their distinctive features. Despite the positive response and the interest shown in the proposed work, the children had to be systematically monitored, directed and corrected in their activities. independent work is still difficult for them.

Conclusion

In the course of the work were considered theoretical basis project activities, different points of view on the definition of the project, the method of projects, the positive aspects of using the method of projects, possible difficulties that arise during the organization of project activities are studied. And also the level of development of the studied issue in the methodological and pedagogical literature was revealed. The principles and requirements for the organization of project activities, its goals are determined, the classification of projects on various grounds is considered.

During the analysis of the literature, it was found that the possibility of organizing project activities in the process of teaching literary reading is quite fully covered.

A project on literary reading on the topic: "Oral Folk Art" has been developed. Thus, the goals and objectives of the study were achieved.

Having studied the literature on this issue, after conducting our own research, we can conclude that the project method is a platform for creativity, allows the teacher to make the learning process fun, interesting and exciting. As a result of project activities, students become active participants in the educational process, the product of their creative activity may have scientific significance.

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