List of references on the design methodology
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42. Educational environment: from modeling to design. - M., 1997.
Bibliography on research activities of students
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27. The development of research activities of students: Methodological collection. M.: Public education, 2001.
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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 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 for the right purposes. In this regard, in primary school the method of projects is increasingly used, 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 traditional method learning. 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. Pupils only assimilate the acquired knowledge, memorize the basic rules, but when faced with real life situations, they 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, project-based methods do not replace traditional learning, but complement and expand it. To complete projects, students need to solve several interesting and useful tasks related to real life, apply the theoretical knowledge gained in practice. The project is valuable because in the course of its implementation, schoolchildren learn to independently acquire knowledge, gain experience in cognitive and learning activities.
The topic of this work is relevant, because. Today, a reorientation of education is needed. Instead of mastering ready-made knowledge, skills and abilities, the development of the child's personality, his creative abilities, independent thinking and a sense of personal responsibility are required.
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 for literary reading in primary 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 correlated with 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 of the individual", and the function of practicing teachers, which consists in compiling 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 activities. 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 - an independent polyfunctional pedagogical activity, predetermining 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 a specific place, time and available resources. Thus, the essence of pedagogical design is to identify and analyze pedagogical problems and their causes, build value bases 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 the pedagogical technologies of the 21st century as providing for 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 already under the Soviet regime 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 the educational material of various subjects around projects that were mainly 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 this method was not used as an independent one in Russia. However, in a foreign school, he actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, the ideas of a humanistic approach to education by J. Dewey and the method of projects in the 20th 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:
AuthorBase of classificationProject typesU.Kh. Kilpatrick Target installation view1. Creative - purpose: practical implementation and use. 2. Consumer - goal: the development of consumer qualities of the individual. 3 . Intellectual - goal: development of thinking 4. Project - an exercise aimed at developing certain skills and abilitiesA. Stevenson Level of integration of educational material1. Simple. 2. Complex. M. WalesBy the volume of educational material and the time of its study1. Large - performed during the school year. 2. Small - development of separate stages of a large project.E. KogarovDuration1. Chronological. 2. Seasonal. Z. Date. Form of organization 1. Structural, planning and final. 2. Individual and group 3. Group.M. Rubinshtein By methods of execution and completion1. Manual. 4. Unfinished. 2. Intelligent. 5. Finished. 3. Complex A.I. Paramonov According to the degree of implementation1. Training - the implementation of the project is not expected or the idea of the project is unrealizable. 2. Long-term - there is a real implementation plan or attempts have already been made to implement it. V.I. Voropaev Type of project (by main areas of activity)1. Technical. 4. Social. 2. Organizational. 5. Mixed 3. Economic Class of the project (by the composition of the project, by its structure and by its subject area)1. Monoproject - a separate project of various types, types, scales. 2. Multi-project - a complex project consisting of a number of mono-projects, requiring multi-project management. 3. Megaproject - targeted programs for the development of industries, regions and other entities, including a number of mono-projects and multi-projects. Type of project (by the nature of the subject area of the project)1. Investment. 2. Innovative. 3. Research 4. Educational scale of the project (according to the size of the project itself, the number of participants and the degree of impact on the world around)1. Interstate. 6. Intersectoral. 2. International. 7. Industry. 3. National. 8. Corporate. 4. Interregional. 9. Departmental. 5. Regional. Duration of the project (by duration of the implementation period)1. Long-term (more than 5 years). 2. Medium-term (from 3 to 5 years). 3. Short-term (up to 3 years). N.V. Matyash According to the level of complexity of design tasks1. Reproductive tasks for reproduction according to the model. 2. Search tasks. 3. Creative tasks aimed at creating new objects. By content 1. Projects for solving structural and technical problems. 2. Projects for the development of new types of technologies. 3. Projects as a solution to problems of an industrial and commercial nature. 4. Projects as a solution to design problems.
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 the overall result of 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 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 in literary reading classes help students develop analytic 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 correct independent work over the creation of the project, 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 what he did 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 areas;
· 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 defend one's point of view;
· 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 primary school
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;
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 some time. 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, and others).
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, the 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 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 of the book - a collection of oral folk art, which contains proverbs and sayings on current 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 the students: at the stage of reflection, 100% of the 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 mistakes, 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, the theoretical foundations of project activities, various points of view on the definitions of the project, the project method, the positive aspects of using the project method, and possible difficulties that arise during the organization of project activities were considered. And also the level of development of the studied issue in the methodological and pedagogical literature was revealed. The principles and requirements of the organization of project activities, its goals are determined, the classifications of projects on various grounds are considered.
In the course of 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.
Bibliographic list
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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, regulation of the process of activities in the course of its implementation, control and correction of intermediate results of activities, and management of 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. 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 the education of 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 of 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 activities of 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, 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; basic scientific methods knowledge 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 the acquisition of the 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: creating problem situations in the lesson, finding solutions, both theoretical and through experiment, analysis obtained results, observations, then - conclusions and generalizations.
Equally important restrictions are imposed on the subject matter, nature, and scope of research by the requirements of 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. Excessive volume of work and its specialization, which lead to drift into a narrow subject area, can be harmful general education and development, which are, 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 satisfy certain requirements, on the basis of which it is possible to establish general principles 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 in class pedagogical technologies based on the application 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 course and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis of the data obtained, interpreting the facts obtained, formulating conclusions, defending the results of the experimental study).
d) Homework of a research and project nature can combine a variety of types, and allows you to study study, which is sufficiently 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 of different 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 of learning activity. 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 to know 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 extracurricular reading lessons for a deeper study of the work).
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 by students of this class at the lesson, and at recess by students of parallel classes (in order to teach project activities, develop cognitive interest, broaden their horizons, compare with their 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. high 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. During the implementation of 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. So, at the end of the 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 this, 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
Introduction
Chapter 1. Theoretical aspects of using the project method
1.1 Project Method: Literature Review
1.2 Typology of projects
Basic requirements for using the project method
Chapter 2. Features of the organization of project activities in the lesson
2.1 Stages of work on the project
Conclusion
Bibliography
Introduction
At present, all developed countries of the world have realized the need to reform their education systems so that the student becomes central figure educational process, so that the cognitive activity of students is in the center of attention of teachers-researchers. Many believe that the acquired knowledge is subject to change every year, it is important that young people be able to think independently, learn, work with information, independently improve their knowledge and skills in various fields, acquiring, if necessary, new knowledge, professions, because this will have to do for the rest of your life.
The modernization of Russian education inevitably entails the need to search for new approaches to teaching a foreign language. Appeal to non-traditional forms of education implies the influence of the teacher on the activities of each student and his involvement in active educational and practical activities. One of the most organic and effective forms of teaching English is the project method.
The project method is not fundamentally new in world pedagogy. Originating in the 1920s in the United States, it attracted the attention of Russian teachers as well. The ideas of American educators J. Dewey and H.V. Kilpatrick was further developed. The project method was actively developed in the USA, Great Britain, Germany, Italy and many other countries.
In the project work, students are included in the search educational and cognitive activity organized by the teacher. The teacher relies on the existing opportunities, the ability of children to think creatively.
The chosen topic of this work is the most relevant at the present time, since the project method, a relatively new method in teaching English, contributes to the active involvement of students in various types of practical activities and allows them to develop their creative and individual abilities.
Thus, we can say that the main problem of the work is to determine the conditions for teaching English on the basis of the method of project activity at the middle stage of learning.
object our course work is the project method, as one of the methods of teaching English. Subject is to identify the role of phased work on the project as a factor in the successful organization of project activities in general.
Target research is to develop guidelines for the organization of project activities.
Main tasks during the writing of this course work were:
Identify the features of the organization and requirements for the use of the method of projects;
Expand the concept of "method of projects";
Review the stages of the project.
Chapter 1. Theoretical aspects of using the project method
1.2 Project method: literature review
A project is a set of actions specially organized by a teacher and independently performed by students to solve a problem that is significant for the student, culminating in the creation of a product. By the project method, we mean a comprehensive teaching method that enables students to exercise independence in planning, organizing and controlling their activities.
The project method was developed by the American teacher H.V. Kilpatrick in the 20s of the XX century as a practical implementation of the concept of instrumentalism by J. Dewey. The main goal of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. The teacher in the project is given the role of coordinator, expert, additional source of information.
The educational potential of a foreign language increases with the introduction of new technologies into the educational process. The use of technologies that attract experience and creativity takes the process of teaching and educating by means of a foreign language beyond the school framework.
One of the technologies that provides personal-oriented education and training is the project method, since it practically incorporates other modern technologies, such as collaborative learning, for example.
Unlike other technologies practiced at school, the project method gives the teacher the opportunity to include students in real communication, the most saturated with foreign language contacts, based on research activities, on joint work, and to see the real, and not just the results of their work obtained during the game.
Karl Freud identifies 17 distinctive features of the project method, among which the most significant are the following:
Project participants pick up a project initiative from someone in their life;
Project participants agree with each other on the form of training;
The project participants develop the project initiative and bring it to the attention of everyone;
Project participants organize themselves for the cause;
Project participants keep each other informed about the progress of work;
The participants of the project enter into a discussion.
The project in projective education and the method of projects differ from each other. In the project method, a project is a learning tool, a means of mastering certain educational material; in projective education, project development is the goal of learning. That is, speaking of the project method, we mean a way to achieve a specific didactic (methodological) goal through the development of a problem and obtaining a real practical result.
In language teaching, the project method began to be especially actively used in the late 80s of the XX century. Since that time, leading publishing houses in the US and Europe have been publishing methodological manuals on the use of projects in teaching foreign languages. The best-known resource guide for educators is D.L. Fried-Booth "ProjectWork" (OUP, 1986) - currently in preparation for reissue.
The project method attracted the attention of Russian teachers as well. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized who tried to actively use project methods in teaching practice. Later, already under Soviet rule, these ideas began to be introduced quite widely into schools, but not thoughtfully and consistently enough, and by a decree of the Central Committee of the All-Union Communist Party of the Soviet Union in 1931, the method of projects was condemned.
Since then, no more attempts have been made in Russia to revive this method in school practice. At the same time, in a foreign school, he actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil and many other countries, the ideas of a humanistic approach to education by J. Dewey, his method of projects are widely used.
N.G. Chernilova considers project-based learning as developing, based on "successive implementation of complex educational projects with information pauses for mastering basic theoretical knowledge" . This definition refers to project-based learning as a type of developmental learning.
Projects designed for language learning have both common features for all projects and distinctive features, among which the main ones are the following:
Using the language in situations as close as possible to the conditions of real communication;
Emphasis on independent work of students (individual and group);
Choosing a topic that is of great interest to students and is directly related to the conditions in which the project is being carried out;
Selection of language material, types of tasks and sequence of work in accordance with the theme and purpose of the project;
Visual representation of the result.
Thus, the project method is a purposeful, generally independent activity of students, carried out under the flexible guidance of a teacher, aimed at solving a research or socially significant pragmatic problem and at obtaining a specific result in the form of a material and / or ideal product.
In other words, the result of a student’s work on a project can be both an ideal product (a conclusion made on the basis of studying information, conclusions, formed knowledge), and a material product (country collage, an album, a tourist brochure with the aim of presenting one’s “small homeland”, participation in improvement of the yard, street, which may be accompanied by keeping a diary in a foreign language, writing a letter to a foreign peer, creating a newspaper, etc.). It is good when both types of product appear in their dialectical unity.
1.2. Project typology
Currently, there are many classifications of projects. According to one of these classifications, English specialists in the field of language teaching methodology T. Bloor and M. St. John distinguish three types of projects:
1. A group project in which the research is carried out by the whole group, and each student studies a certain aspect of the chosen topic.
2. A mini-study consisting of an individual sociological survey using questionnaires and interviews.
3. A project based on work with literature, which implies selective reading on a topic of interest to the student and is suitable for individual work.
Researchers consider the latter type to be the easiest for practical use and therefore the most popular. However, the structure of such a project described by them shows that it involves the development of only those skills that are necessary for working with literature: scanning and attentive reading, the ability to work with reference books and library catalogs.
In this regard, the point of view of R. Jordan seems to be fair, who believes that the project based on working with literature is suitable mainly for learning a foreign language for special purposes. At the same time, "mini-research" and "work with literature" can also be considered as varieties of a group project, which is the most important for the methodology.
Projects carried out as part of the educational process can be classified in several ways.
According to the type of product that is the result of project activities, projects can be divided into technological, research, productive, network, service, complex.
Projects based on the dominant activity of students are divided into practice-oriented, creative, role-playing, informational.
By duration, projects are: mini-projects, short-term, weekly, long-term.
But we will focus our attention on considering the point of view of the doctor of pedagogical sciences, a well-known researcher in the field of modern technologies for teaching students E.S. Polat, who defines the method of projects as “a certain way organized search, research activity of students, individual or group, which provides not only the achievement of one or another result, formalized in the form of a specific practical output but also the organization of the process of achieving this result.
1. The dominant method in the project: research, creative, role-playing, familiarization and orientation.
2. Subject-content area: mono-project (within one area of knowledge) or inter-subject project.
3. The nature of project coordination: direct (rigid, flexible), hidden (implicit, simulating a project participant).
4. The nature of contacts (among participants in the same school class, city, teaching region, country, different countries of the world).
5. Number of project participants.
In accordance with the first sign of E.S. Polat identifies the following types of projects:
Research.This type requires a well-thought-out project system, clearly formulated goals before the start of the project, the interest of each project participant, social significance, well-thought-out methods of experimental and experimental work, methods for processing results.
Creative. Creative projects do not have a detailed structure, it is only outlined and developed, obeying the scheme adopted by the students themselves. However, before starting the development of such a project, it is necessary to agree in advance on the desired, planned results. These can be essays, wall newspapers, videos, etc.
Role playing. In such projects, too, the structure is only outlined and remains open until the end of the project. Each participant chooses for himself a certain role, due to the nature and content of the project. These can be literary characters, heroes imitating social and business relations, complicated by situations invented by the participants. The results of such projects can be discussed in advance, or they can emerge towards the end of the work.
Practice-oriented. This type is distinguished by a clearly defined goal of the project participants from the very beginning, which, in turn, should be focused on the social interests of the participants themselves. The result of the work can be a newspaper, a document, a video film, a sound recording, a performance, an action program, a draft law, etc. A project of this kind requires a well-thought-out structure, perhaps even a script for all the activities of its participants, which determines the functions of each, the participation of each in the processing and design of foreign language information. When working on such projects, it is especially important to have a good organization of discussion, correction, presentation of the results and possible ways foreign application of them in practice.
According to the second sign, projects can be:
Monoprojects. These projects are best carried out on the most difficult topics associated with regional studies, social topics. They require a clear structuring, better with lesson planning, with a clear indication of the final goals and objectives, as well as the knowledge and skills acquired by students during the development of the project. The form is also indicated in advance.
Interdisciplinary projects. Such projects are carried out outside school hours. They can combine both several items and solve rather complex problems, for example, conservation problems. environment, studies of the creativity of writers working in the same genre, etc. Such projects require clear coordination of the work of all subject teachers, well-developed forms of intermediate control and final presentation.
According to the third sign - the nature of coordination - projects can be:
With open coordination. In such projects, the coordinator (teacher) is directly involved in the work, organizing and directing it, as well as coordinating the activities of all participants.
With hidden coordination. The teacher does not interfere in the work on the project, but by studying the diaries and reports of students, talking with group members, he carefully observes the process and can act as an adviser or assistant.
According to the characteristics of contacts, projects are:
Domestic or regional(within classes of the same school, schools, districts, city).
International. They can take place in school exchanges. In addition, modern information technologies provide the teacher with the opportunity to develop international projects together with students from different countries and continents. Such projects appeared relatively recently and are called telecommunication projects.
Telecommunication. Cognitive joint creative or cognitive gaming activity of students, partners located at a considerable distance from each other, based on computer telecommunications and having a common goal - the study of a problem using agreed methods, methods of activity aimed at presentations, a cat achieving a common result.
Participation in a telecommunications project helps the student to get involved in certain environments: informational, social, linguistic; contributes to the formation of global thinking, awareness of oneself as a citizen of the world, instills a sense of social responsibility, broadens the student's horizons, includes cultures in a polylogue, helps to express one's attitude to the problem, remembering the rules for writing a letter, report, at the same time get acquainted with the point of view of people living in other geographic conditions, having a different religion and national traditions, perhaps take a different look at their world, be tolerant of the point of view of a project partner.
Working on a project is, first of all, an independent work of a student to solve a problem, which requires the ability to pose a problem, outline ways to solve it, plan work, select the necessary material, etc.
Thus, in the process of this activity, the student develops his intellectual skills, such character traits as purposefulness, perseverance, diligence, acquires certain learning skills, and learning through the acquisition of knowledge, skills, and skills ensures social and professional adaptation in society, which is important in today's society. constantly changing world.
Summing up, we can see the most developed typology of E.S. Polat according to their characteristics:
1. The dominant method in the project: research, creative, role-playing, familiarization and orientation;
2. Subject-content area: mono-project, inter-subject;
3. The nature of project coordination: direct, hidden;
4.Nature of contacts: among participants of the same school, class, city, region, country, different countries of the world;
5. Number of project participants.
1.3 Basic requirements for using the project method
Speaking about the requirements for using the project method, it should be noted that the project work is divided into preparatory exercises that serve as a bridge to the implementation of the project, and work on the projects themselves.
Preparatory assignments can be on any topic on which projects are carried out. Assignments are completed in the classroom, and work on the project is carried out outside the school.
From the point of view of the formation of educational competence and the development of the student's autonomy in the field of learning a foreign language, the implementation of the project puts the student in such conditions of educational activity in which he independently, and what is very important, in interaction with the group, consistently masters all the components of educational activity:
Goal-setting and structuring of educational activities, which is associated with the definition of the purpose and nature of the project, the selection of material, the construction of a program of educational activities;
The ability to manage their learning activities, including through reflective analysis, self-control and self-assessment of the nature and result of speech and learning activities at successive stages of the project;
The technological aspect associated with the use of strategies and methods of educational activities, the use of which is determined by the objectives of the project;
The ability to make responsible decisions regarding the nature and final result of educational activities at all stages of the project, and, if necessary, making corrections to the tasks and methods of educational activities;
The ability to interact with the study group in the process of solving learning problems.
Many teachers try to create situations in the classroom that are as close to reality as possible and encourage students to apply the knowledge gained in the learning process. The most effective means in this case are game situations or, as the psychologist A.A. calls them. Leontiev, "stimulating situations". They can be used at any stage of education and make it possible to teach students unprepared speech in an inter-thematic plan.
When conducting project work, the teacher needs to ensure the interest of children in working on the project, motivation, which will become an unfailing source of energy for independent activity and creative activity.
How to do it? There are mechanisms built into the project method for this.
First, solving the problem of the project, for practical and public benefit. Such practical use knowledge available or acquired during the project is attractive to adolescents who, due to their age, strive for early socialization.
Secondly, the activity itself and independent activity are tempting for the children, since at the same time they manage to show, show, test themselves in action.
Thirdly, "according to the laws of the genre" in the work on the project, students take an active part in setting the goal and objectives of the project, which the teacher sometimes has the right to help formulate, but in an incomplete form. Concretizing the goal and objectives of the project arising from its problem, students, having already accepted the problem as their own, become even more personally interested in solving it. This creates motivation for personal participation in the work.
Fourth, good accounting age features when choosing a topic, problem and plot outline of the project, it should provide another type of motivation. The problem that worries one age group will not be interesting for another; the plot outline that will interest fifth graders will leave indifferent students of grades 8-9. Thus, motivation is provided by an accessible topic, plot outline and problem of the educational project, chosen in accordance with the interests and capabilities of the age.
And, finally, it is impossible not to name one more motive. This is a planned presentation of the results obtained, summing up the project work. It is necessary for a child at any age to tell about the work done, his achievements, what he learned new, what he learned to do, how the whole team and he personally worked.
Project tasks involve a large amount of work for the teacher. He can suggest the topic of the project himself, but most often the students suggest, and the teacher needs to think about what language material will need to be repeated or discussed with the students in advance, what questions will be considered during the work on the project (the longer the project, the more detailed development it requires ).
Researcher in the field of modern learning technologies E.S. Polat believes that the project method, under certain conditions, can be used in any type of school, at any stage of education, if it meets the following requirements:
1. The presence of a problem or task that is significant in terms of research, requiring integrated knowledge, research search for its solution;
2.Practical, theoretical, cognitive significance of the expected results;
3. Independent activity of students: individually, in pairs, in groups in the lesson and outside it;
4. Structuring the content of the project, indicating the phased results and the distribution of roles;
5. The use of research methods: defining the problem, the research tasks arising from it, putting forward a hypothesis for the solution, discussing the research methods, designing the final results, analyzing the data obtained, summing up, correcting, conclusions.
The time spent on a project depends on its topic and how the teacher decides to work on the project: in each lesson for two to three weeks, or one hour a week for a longer time. Despite the policy of "hands-off" in the implementation of projects, the teacher should be interested in the success and achievements of the students: did they learn anything really new that they do not know, but want to know what aspects of the language they need to repeat. To do this, the teacher may ask them to fill out a specially designed questionnaire.
Summing up, we see the importance of using the project work method as one of the most effective new methods for developing communication skills in an English lesson, and the use of various types of projects helps the teacher to make project learning diverse, each time new, interesting for students of any age.
method project teaching english
Chapter 2. Features of the organization of project activities in the English lesson
2.1 Stages of work on the project
When implementing strategies for student-centered education and upbringing of schoolchildren using the project method, the role of the teacher changes. He becomes the organizer of independent work of students, using a variety of forms and methods of educational activities that allow revealing the subjective experience of the student, stimulates students to speak in a foreign language, use various ways completing tasks without fear of making a mistake, giving the wrong answer, helps students choose the most significant and interesting types and forms of work for them, encourages everyone to find their own way of solving a problem, analyze the work of classmates during the lesson, choose and master the most rational ways, allowing each student to show initiative, independence, creating an environment for natural self-expression in a foreign language, giving the opportunity to realize oneself in cognition, learning activities, behavior, communication.
Based on the foregoing, we will consider in detail each stage of the work on the project.
The first stage is exploratory: a proposal for a research topic. Selecting a project problem/problems. At this stage, the teacher must solve the first task: to create conditions for the formation of the subjectivity of the individual.
As practice shows, most often the question of how and with what technologies to educate is the most difficult for the teacher. According to E.V. Bondarevskaya, modern education, as opposed to the idea of collectivism, leveling, focusing on the average student, the same approach to everyone, the desire to “reach out” everyone to the same level without taking into account individual characteristics, capabilities and desires, is based on individualization, socialization, cultural identification and spiritual moral self-development of the individual - all this must be taken into account when formulating the theme of the project.
The next task is the need to include all students in the work on the project itself.
The first stage is designed to interest each student in the implementation of the project. It is also important for the teacher himself, since at this stage his own presentation in the eyes of the students takes place, the ability to effectively support them in the development of the project, avoid complications, and solve emerging problems.
Developing the theme of the project, the teacher thinks through the specific situations of learning activities for each student, depending on his personal potential, interests, pace of learning. For an appropriate analysis of his participation in the development of the project, as well as for students, it is advisable for the teacher to keep his own diary, planning the participation of each student, his movement in work, relationships with group members, etc.
The choice of project topics depends on the specific situation. The topics of the projects may relate to any theoretical issue, in order to deepen the knowledge of students on it. More often, the topics of projects relate to some practical issue that is relevant to the life of a student in society, requiring the involvement of his own life experience and inclusion in various environments.
The topic of the project can be proposed by the students themselves. At senior school age, students are quite able to independently formulate problems and research questions. cognitive tasks which should be actively encouraged by the teacher and imperceptibly directed by the students. This will allow the teacher to identify the degree of independence of thinking of schoolchildren, their ability to see the problem; he can determine the degree of awareness of students in a particular subject area, identify their individual interests.
The introduction of the project topic, its discussion, commenting also contributes to the development of foreign language communicative competence of students: they are faced with the need to independently choose arguments for their statement, use the appropriate language and speech means.
The second stage is analytical: Coordination of the general line of project development. Group formation. Drawing up a detailed work plan for the project. Discussion of ways to collect information and implementation of search work. Discussion of the first results in the group.
Using the method of projects in teaching and educating students in English lessons, the teacher creates conditions for independent work of students, activates their creative activity. Project work is an independently planned activity of students. It is expressed in the fact that students ask for additional information from the teacher or obtain it from various sources, consult with each other and, if necessary, with the teacher, express their attitude to the tasks performed, take responsibility for the course and results of the process of mastering a foreign language. Thus, the student himself, his real needs, is placed at the center of the learning process.
A wide range of using research methods in defining the research problem, its main objectives, analyzing the results, summarizing, using statistical or any creative reports, and communicative tasks such as “Find out, ask, tell, justify your point of view”, as well as self the implementation of the project makes students think, analyze, while all mental processes, memory, attention, thinking are activated; research activity develops, skills of independent work are acquired.
In order for the project to be successfully completed, the necessary conditions are mutual understanding between students and the teacher and good relations between the students themselves in a pair or group.
At the second stage of project development, groups are formed to develop its various problems. When forming them, the teacher needs to take into account not only external differentiation, personal sympathies of students in the classroom, but also the possibility of creating the most favorable atmosphere for the formation of sources of personal experience for students with different intellectual and creative potential, the best ways to address their personal sphere when working on a project in a group. or a couple.
Working together with the teacher, the student has the opportunity, together with the teacher, to analyze their activities, choose and defend a point of view, draw certain conclusions in the moral sphere, in terms of values, because if there is no reflection of the personality, there is no development of it. In joint activities, when the teacher performs the functions of a consultant, he also changes his style of communication with students and, accordingly, praise, request, approval sounds more often in the lesson, the attention of students is focused on the content aspect of their activities, the purpose of each task is revealed.
The third stage is practical: the design of the work on the project. Project presentation. Discussion of the presentation and the results obtained. At this stage, all the material is collected, the final presentation is discussed, preparation for the final lesson is carried out by the students on their own, but the teacher, without interfering, monitors the work, talking with group members, getting acquainted with the questionnaires and diaries of each or the group as a whole.
At the stage of project development, when there is a discussion, speech skills such as speaking and listening are more included in the work, and when students select material and take notes, reading and writing. During the presentation, the form of a report, collage, newspaper can be chosen to present the results and comment on them; in any case, oral speech and writing will be the main skills that students must demonstrate.
It is best to discuss the project by completing the study of a topic or paragraph, since during this discussion students will use already familiar grammar and lexical material.
The fourth stage is presentation. One of the important stages in the implementation of the educational project is the presentation. It completes, sums up the work on the project and is important for both students and teachers, who must plan the course and form of the presentation from the very beginning of work on the project.
The chosen method of presentation or relies on the already formed skills to conduct public performance and demonstrations, or in the process of working on a project, these skills are formed and developed. At the presentation, there may be a demonstration of either an album, or an almanac, or an oral report.
The result can be presented in the form of a concert, performance, video clip (film), slide show, website, and others. The type and form of the product are determined when setting the goal and objectives of the project.
Preparation for the presentation takes up a significant part of the time allotted for the project. And if you remember that the result of working on a project is, first of all, the idea of a way to solve the problem of the project, then it is clear that it must be presented first of all, and the product plays an auxiliary role, helps to visualize one of the incarnations of the idea or image. The subordination of the product to the main idea of the project is obvious.
The result must be publicly demonstrated, presented, i.e. tell and show, publish, present to the general public. For a teenager, it is difficult to overestimate the opportunity to receive recognition for the effectiveness of his independent creative work. In the process of presentation, self-affirmation and an increase in self-esteem of the individual take place, the skills of public self-presentation and reflection are formed and developed. Children always want to show their work to adults and peers, to receive confirmation of their significance, competence, and success from them.
Forms of the presentation are selected taking into account the individual characteristics of students, their personal choice and preferences. During the presentation, it is important to maintain a positive tone in assessing the results, no matter how miserable they may seem, to initiate a constructive and friendly discussion on the assessment of what was presented.
The presentation of the project is also important for the self-awareness of each member of the group. Speaking in front of classmates, invited guests gives each student the opportunity to express himself publicly. Speaking with a report, schoolchildren learn to properly behave in front of the audience, overcome shyness, stiffness, and also, giving explanations, turn on the necessary audio-video equipment. Perhaps even more important is to see your name on the list of project execution. No less important in this situation is the assessment of others, praise, approval or criticism.
The fifth stage is control. At this stage, there is a report, an assessment of the results of the project and the overall progress on it, as well as planning topics for future projects. The teacher at this stage listens to the reports of the project participants, asks questions, and also writes down the most typical mistakes of the discussion participants for their further discussion.
Equally important at this stage is the assessment of the efforts of each student and the group as a whole: creativity, the quality of the use of sources, the potential and capabilities of each, the quality of the report or prepared presentation. The teacher conducts personal conversations with each participant and analyzes the implementation of the project work plan, as well as relationships in the group, plans further stages of each work, developing students' self-criticism, the desire for self-education, and the desire to achieve further success.
Students can also take part in the conversation, planning further steps individually or with the teacher, both in learning the language and in participating in further projects, thereby striving for self-improvement and self-education.
Thus, having considered the main stages of work on the project and the features of each of them, we can say that when searching for the necessary information, when working with the necessary language material, when working together in groups, discussing the collected information, students use all four types of foreign language speech activity: listening, speaking, reading and writing.
When using the project method, the teacher carefully prepares for such lessons in advance. These are not "daily" technologies. At the beginning of the academic year, it is desirable to highlight those topics (the most difficult in terms of understanding, assimilation), questions, sections, programs of a particular course, on which it would be desirable to conduct a project. This is necessary in order to enable students to delve into the material more deeply and in detail, to give them the opportunity to independently understand it not at the level of reproduction, but at the level of applying this material to solve some significant problem, to acquire new knowledge.
There are enough major projects for each subject can be within a year 2-3. Therefore, it is necessary at the end of the previous academic year, in preparation for the new academic year, at each department to develop and submit to the methodological council proposals for projects in their subjects so that the academic unit can draw up a schedule for the implementation of projects in the new academic year in advance. The fact is that each project requires significant efforts on the part of the student, whom no one releases from the current work for this time. Therefore, it is necessary to foresee such a situation in which at the same time one student would work on one project and have some break between work on projects in different subjects.
The project requires careful preparation and its implementation takes 5-6 lessons (if it is a project designed for lesson activities). Moreover, the defense of projects provides, as a rule, a double lesson.
Before the project activity, the teacher must clearly define for himself the main problem (and particular tasks), as well as possible hypotheses for their solution. It also determines what knowledge, skills, skills from previously learned students will need when working on a project; what new knowledge, skills, skills should the guys acquire in the course of working on the project; what they might need successful work(sources of information, sometimes, perhaps, ready-made information, aids training, tools, devices); what methods they can presumably use, and what kind of assistance they may need (questionnaires, interviews, conversations, working with documents, searching for information on the Internet).
The teacher should think over the entire course of work on the project. However, in the classroom, all this information should be only in the field of view of the teacher himself as a guideline in organizing the activities of students. But neither the problem itself, nor the hypotheses, nor the methods of studying creative, search activity, he should not give to students in finished form. The teacher only unobtrusively directs the thought of the students in the right direction. But if the students express their own opinions that differ from the opinion of the teacher and even, moreover, are clearly erroneous from his point of view, the teacher in no case imposes his opinion on the children. This is the essence of the method of projects, research as such. Students themselves must come to the conclusion about the legitimacy of the proposed hypotheses, problems or their fallacy, but at the same time they must confirm their point of view with arguments, evidence, facts.
So, at the first lesson, the teacher offers the students this or that situation in any convenient for him, but rather visual form, containing a problem prepared (conceived) in a hidden form, which the children must “catch” and formulate. The task of the teacher is to show the situation in such a way that students can formulate the problem as close as possible to it, but completely independently. Further, the teacher suggests trying to find ways to solve this problem, and here you can ask leading questions that will not lead the children too far from the scenario conceived by the teacher. The task of students is to give as many reasoned hypotheses as possible. This is a brainstorming method. All proposals are written on the blackboard without comment. Then their collective discussion begins. As a result, four or five hypotheses remain on the board (according to the number of research groups conceived by the teacher). And then the teacher invites each of the groups to take up work on one of these hypotheses (usually on the one that someone from this group put forward). In the same lesson, the teacher already offers within each research group discuss possible research methods, sources of information. All proposals of the group are discussed by the whole class, adjustments and proposals are made.
In the end, as a result of such a collective discussion, the proposed research methods are approved (but again, they are not imposed on the group; if the group, for some reason, does not agree with the opinion of the majority, it is given the right to go its own way, but seek evidence of its correctness). During subsequent lessons, the teacher can even work on other topics of the program, but be sure to allocate part of the lesson to work on this project. Various methods can be used here. The main search activity takes place outside school hours. Some experiments, laboratory work requiring special equipment, discussions in groups or collectively, etc. can be carried out at the lesson.
And, finally, in a double lesson, projects are defended (according to hypotheses). Each group has the right to decide for itself what form of presentation and presentation of the results of its project activities it will choose, what system and means of evidence it will present. The teacher at such lessons is almost an outside observer. After defending the hypothesis by the group, the rest of the guys have the right, as opponents, to ask the members of the research group any questions on this topic. The class either agrees with the presented system of evidence, or expresses doubts about their reliability or sufficiency. The group is then invited to either continue the study or adopt a different point of view. The group has the right to choose. After all the hypotheses have been found (or some has been rejected) to be confirmed, the guys are invited to look a little ahead and predict new problems that arise as a result of the knowledge gained.
In some cases, this topic can be put forward by teachers, taking into account the educational situation in their subject, the natural professional interests, interests and abilities of students. In others, the topics of projects can be proposed by the students themselves, who, of course, are guided by their own interests, not only purely cognitive, but also creative, applied.
The topics of the projects may relate to some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue, to differentiate the learning process. More often, however, project topics relate to some complex issue that is relevant to practical life and at the same time requires the involvement of students' knowledge not in one subject, but from different areas, their creative thinking, research skills. Thus, the integration of knowledge occurs quite naturally.
There is an inexhaustible variety of topics for projects, and listing at least the most, so to speak, “expedient” is a completely hopeless business, since this is a living creativity that cannot be regulated in any way.
The results of the completed projects must be material, that is, they must be formalized in some way (video film, album, "travel" logbook, computer newspaper, almanac, etc.)
Conclusion
The project method is focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. Students interact with each other and with the teacher, whose role changes from a controller to an equal partner and consultant. Collecting and analyzing information, students make oral and written reports, consult with each other, argue in order to come to a common opinion.
The ability to use the project method is an indicator of the teacher's high qualification, his progressive methods of teaching and development. No wonder these technologies are referred to as technologies of the 21st century, which, first of all, provide for the ability to adapt to the rapidly changing conditions of human life in an industrial society.
Of no small importance is the fact that children work in small groups. In the group there are always students with different levels of language proficiency. In the traditional form of conducting classes, less prepared students remain silent. In the work on the project, each student contributes to its implementation, depending on knowledge and personal interests. Everyone is equally responsible for the implementation of the project and must present the results of their work.
Project activity educates and develops the independence of students in expressing themselves, because in the process of group joint activity, they, first of all, learn to express their opinion, hear others, not get into conflict if personal opinion does not coincide with the opinion of a comrade, they learn to seek agreement, develop a common opinion about what and how to do.
The goals and objectives of our course work have been achieved. Guidelines for the organization of project work were successfully developed, as well as the concept of project activity was disclosed, features and requirements for the use of the project method were identified.
In the course of work on course project we have revealed the concept of the project method: the project method is the technology of organizing educational situations in which the student poses and solves his own problems, and the technology of accompanying the student's independent activity.
When using the project method, the teacher carefully prepares for such lessons in advance.
The topics of the projects may relate to some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue, to differentiate the learning process.
The teacher in such lessons should become practically an outside observer.
They also considered the stages of work on the project and identified the initial, main and final stages.
As a result, we came to the conclusion that the phased work on the project contributes to the successful organization of project activities.
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