And. FROM. Sergeev
To 
AKORGANIZEPROJECTACTIVITYSTUDENTS
PRACTICAL GUIDE FOR EMPLOYEES OF GENERAL EDUCATIONAL INSTITUTIONS
I.S. Sergeev
HOW TO ORGANIZE PROJECT ACTIVITIES OF STUDENTS
PRACTICALBENEFITSof the dayWORKERSGENERAL EDUCATIONALINSTITUTIONS
Sergeev I.S.
C 32 How to organize project activities Students: A Practical Guide for Workers educational institutions. - 2nd ed., corrected. and add. - M .: ARKTI, 2005. - 80 p. (Method, bib-ka).
ISBN 5-89415-400-6
The proposed manual is devoted to the consideration of one of the urgent pedagogical problems - the problem of introducing the so-called "project method" into school educational practice. In a concise and popular form, the book outlines approaches to all the main issues of organizing project activities of students at school: what is the project method, what are the main requirements for the project, how to properly plan project activities in the classroom and on a school scale, what are the main problems and difficulties of the method of projects and many others. others
The manual contains numerous examples of project activities based on the best pedagogical experience of Russian and foreign schools.
The manual has an obvious practice-oriented orientation and is addressed teaching staff who plan and organize project activities at school, - subject teachers, heads of school methodological associations, deputy directors for educational and scientific (innovative) work.
UDC 373 BBK 74.202.4
© Sergeev I.S., 2005
ISBN 5-89415-400-6 ©ARKTI, 2005
INTRODUCTION
What is a "project method"?
Occurred in last years changes in the practice of national education did not leave any side of the school business unchanged. The new principles of personally oriented education, individual approach, subjectivity in learning, which are breaking their way, demanded, first of all, new teaching methods. The renewing school needed teaching methods that:
would form an active, independent and initiative
active position of students in learning;
would develop, first of all, general educational skills and
skills: exploratory, reflective, self-evaluative;
would form not just skills, but competencies, i.e.
skills directly related to the experience of their application
changes in practical activities;
would be prioritized on the development of cognitive
the interest of students;
Implement the principle of linking learning with life.
The leading place among such methods found in the arsenal
world and domestic pedagogical practice, belongs today project method.
The project method is based on the idea that the educational and cognitive activity of schoolchildren is directed towards the result that is obtained when solving one or another practically or theoretically significant problem.
External result can be seen, comprehended, applied in real practice.
Internal result- experience of activity - becomes an invaluable asset of the student, combining knowledge and skills, competencies and values.
The teacher is left with the difficult task of choosing problems for projects, and these problems can only be taken from the surrounding reality, from life.
Goals have a right to exist!
It would not be a strong exaggeration to say that the vast majority of those who hold this book in their hands are almost all working time are carried out in the rhythm set by the class-lesson system of life. This rhythm is very convenient for its definiteness, clarity and organization. He is close to the teacher who is accustomed to go with the flow, not thinking about the goals of his activity and the goals of his students.
We hope that our reader does not belong to this category. And that at least once he was visited by the question of what are the realthe goals of each participant in the class-lesson process? Exactly re-al goals, and not an abstract, given from the outside "the formation of a harmonious, diversified personality." Maybe "creating conditions for the development of personality"? “What are the conditions and how to create them?” - the teacher-practitioner will ask and, most likely, will remain unanswered.
An honest conversation about goals would likely go something like this:
the only real goal of the teacher is to pass the program
mu;
the goal of the student at best is to become smarter, in another -
learn what is useful for the exam, at worst -
endure years of schooling.
It is difficult to say how great the value of impersonal education will be in the coming century. In any case, the majority of schoolchildren have ceased to be motivated by the ideal of a "knowledgeable person" - a product of classroom teaching. But is there an alternative?
Your attention is invited to a fundamentally different (albeitnot new) philosophy of building the educational process. As is commonly believed, it originates in the writings of John Dewey. Namely, this American scientist a hundred years ago proposed to build training on active basis, through expedient the activity of the student, in accordance with his personal interest and personal goals. In order for the student to perceive knowledge as really necessary for him, personally significant, need a problem taken from the reallife, familiar and meaningful to the child, to solve which he will have to apply the already acquired knowledge and skills, as well as new ones that have yet to be acquired.
“To solve a problem” means to apply in this case the necessary knowledge and skills from various areas of life, having received a real and tangible result / path.
“Imagine a girl who has made herself a dress. If she put her soul into her work, worked willingly, with love, independently made a pattern and came up with a dress style, sewed it on her own, then this is an example of a typical project, in the most pedagogical sense of the word. So wrote in 1918 one of the founders of the "project method", a follower of John Dewey, professor of pedagogy at the Teachers' College at Columbia University, William Hurd Kilpatrick.
From the history of the project method
J. Dewey (1859-1952), an American pragmatic philosopher, psychologist and teacher, is considered the founder of the pedagogical method of projects. True, in none of his works does he use the word "project" in relation to the pedagogical method. However, every page written by Dewey's hand radiates the pathos of the connection of the school with life, with personal experience child and the collective experience of human society. All these are signs of a school, the main form of organization of the educational process in which is project activity.
Since the beginning of the XX century. the method of projects becomes unusually popular in the American school. It perfectly matches the spirit and way of life of the enterprising and cheerful people of the United States. The Americans called the project method - "our method of school work.
In the 1910s Professor Collings, the organizer of a long experiment in one of the rural Missouri schools, proposed the world's first classification of educational projects:
"game projects"- children's activities, the immediate purpose
which is participation in various group activities
(various games, folk dances, dramatizations, various kinds of
attraction, etc.);
"excursion projects" which assumed expediency
different study of problems related to the environment and
natural life;
"narrative projects."- developing them, children
aimed at "enjoying the story in the most diverse
various forms": in oral, written, vocal (song), artistic
natural (picture), musical (playing the piano), etc.;
"constructive projects" aimed at creating specific
useful product: making a rabbit trap, cook-
making cocoa for a school lunch, building a stage for
school theater etc.
In the experimental school, which worked under the direction of Collings exclusively according to the method of projects, in the first year of work, 58 "excursion projects" were conceived, worked out and brought to an end by the children themselves; 54 "project games"; 92 "constructive projects"; 396 "narrative projects". Led all sixth-tyusts projects the only teacher of this school.
At the turn of the 1910-20s. the method of projects is included in the practice of the domestic school. This is a story full of drama. First - "promising", and soon the "universal method". Five s later small years- "frivolous projecting". This is how the assessments of the project method in official pedagogy fluctuated.
Modern researchers in the history of pedagogy note that the use of the "project method" in the Soviet school in the 1920s. really led to an unacceptable drop in the quality of education. The reasons for this phenomenon are:
the lack of trained teaching staff,
nyh to work with projects;
poor development of the methodology of project activities;
hypertrophy of the “project method” to the detriment of other teaching methods
cheniya;
combination of the “project method” with pedagogically illiterate
idea of "integrated programs".
"ANATOMY" OF THE EDUCATIONAL PROJECT
Basic requirements for the project
Work according to the project method- this is a relatively high levelvein of complexity pedagogical activity, assumingserious teacher qualifications. If most of the well-known teaching methods require only the traditional components of the educational process - a teacher, a student (or a group of students) and educational material, which needs to be learned, then the requirements for the educational project are very special.
1. It is necessary to have a socially significant task (problems
we)- research, information, practical.
Further work on the project is the resolution of this problem. Ideally, the problem is brought to the attention of the design team by an external customer. For example: school students attend sport Club, the management of which ordered the design group for the design of the club's premises. However, the teacher himself (a project for the preparation of teaching aids for the biology classroom), and the students themselves (a project aimed at developing and holding a school holiday) can act as a customer.
Search for a socially significant problem- one of the most labor-ny organizational tasks, which the teacher-project manager has to solve together with the students-designers.
2. Project implementation begins with action planning
to solve the problem, in other words - from the design of sa-
my project, in particular - with the definition of the type of product and form
presentations.
The most important part of the plan is the operational development of the project, which contains a list of specific actions with outputs, deadlines and responsible persons. But some projects (creative, role-playing) cannot be clearly planned from the beginning to the very end.
3. Each project necessarily requires research work
you are students.
In this way, distinguishing feature project activityti- search for information, which will then be processed, conceptualized and presented by the participants project team.
4. The result of the project, in other words, exit
project, is a product. AT general view is a tool that
members of the project team worked to resolve the
problem.
PROJECT |
|||||
PRESENTATIONS | |||||
Product | |||||
product | Choice | Prepare | Present- | self- |
|
Manufactured | Design- | forms | tovka | grade |
|
niepro- | niepro- | present- | present- | andself- |
|
duct | duct | tations | tations | analysis |
|
- February(Holding | March(Prepare- | April(WorkWithprepared | May(Protection) |
||
research- | kaclean- | lazytextop- | |||
vaniya) | thvari- | componentsand | review- | ||
anta) | zentov, preparation | ||||
report) | |||||
Thirdday | Third- fourth | Fifthday |
|||
2- thlesson | 3-4- thlessons(paired) | ||||
One- threeweeksbetween 2- mand 3-4- mlessons |
|||||
Secondlesson |
|||||
- secondlessons | (inincludingtwo |
||||
- 50- Iminutes | paired) |
||||
50- I- 70- I- 80- I |
|||||
70- Iminutes |
|||||
minutes |
|||||
5. Prepared product must be submitted order-chick and (or) members of the public, and presented quite convincingly as the most acceptable means of solving the problem.
In this way, the project requires at the final stage a presentationdescription of your product.
That is, the project is "five P":
Problem - Design (planning) - Information search - Product - Presentation.
The sixth "P" of the project- his Portfolio, i.e. a folder that contains all the working materials of the project, including drafts, daily plans and reports, etc.
An important rule: each stage of the project must have its own specific product!
Article
"Organization of project activities
In primary school"
Introduction…………………………………………………………………………...3
Chapter 1. Theoretical aspects project activities of schoolchildren ...... .4
- The essence of the concept of "project activity"……………………..4
- Types and forms of project activities…………………………….5
- The main characteristics of training based on the method of projects.
- Interaction of participants in project activities……………10
Chapter 2. Organization of project activities in elementary school…………14
2.1. Conditions for organizing project activities………………………14
Conclusion………………………………………………………………………….25
References………………………………………………………………26
Introduction
Man's success in modern world is largely determined by his ability to organize his life as a project, i.e. determine the distant and immediate prospects, find and attract necessary resources, outline a plan of action and assess whether it was possible to achieve the set goals after the implementation of this plan. Obviously, only a well-prepared person can cope with such a variety of activities; a person with a “project type of thinking”. Today, the school has every opportunity to develop project thinking through the organization special kind activities -project activity.
Of course, the interest of schoolchildren in such a significant independent work manifests itself in the middle or even in the senior level of school. However, the general consensus is that it is best to start project work in elementary school. Project activities meet the needs of younger children school age to feel like adults, meets their desire to show independence and experience a trusting attitude from adults.
Despite the fact that project activity is so widely included in modern general education schools, the idea of what it should be has not yet been fully formed. Sometimes a project is called both an essay prepared by the student on his own, and a non-standard approach to completing a task.
The purpose of this work is to reveal theoretical basis project activities, features of its organization in elementary school.
Chapter 1.
Theoretical aspects of project activities of schoolchildren
1.1. The essence of the concept of "project activity"
In the methodological literature, the work on the project is described by the formula of "five Ps": problem - design - search for information - product - presentation.
P1. What is the problem with the product? Any real problem of everyday life. It should be meaningful, important, interesting for students. The problem should be a real task, the solution of which is not obvious and which in the course of the solution involves not only the use of existing knowledge, skills and abilities, but also, if necessary, the search and mastery of new knowledge, skills and abilities. When solving the problem, integrated knowledge and research methods are used.
P2 . “Design is a purposeful activity that has a sequence of procedures leading to the achievement effective solutions. Design is one of the types of work, the result of which is a product-project. Thus, on the one hand, design is the creation ideal model the final product, and on the other hand, the planning of real steps, the consistent implementation of which will allow you to get the planned final product.
At the design stage, there are:
- Preparatory stage.
- Formulation of the theme of the project, clarification of the direction of work.
- Definition of project goals.
- Definition of the final product.
- Determining the number of project participants and the degree of their independence.
- Establishing project deadlines.
- Planning stage. At this stage, you should:
- outline the path that needs to be taken in order to achieve the goal and get the declared end result. Break this path into separate successive steps, plan specific deadlines for each step;
- identify available and missing resources;
- determine how to work on each step.
The table lists questions that can be answered sequentially to help students in the planning phase.
Project problem | Why? |
Objective of the project | Why are we doing this? |
Tasks | What are we doing? |
Methods and methods | How are we doing? |
Assessment of available and missing resources | What do we already have to complete the project, and what is missing? |
Deadlines | When do we do? |
P3 . At the stage of information search, the teacher corrects the work of students, directs and, most importantly, supports the motivation of students to complete the project.
P4. What is the product of the project? Planned result. In what form the product of the project will be presented depends on the imagination of those who work on this project. Moreover, the products of the same project can be different. Product examples are provided in the Appendix.
P5. The presentation and defense of the project is a serious test for the guys. It is necessary to draw up a speech plan, prepare a computer presentation, write a speech to be delivered.
1.2. Types and forms of project activities
To master the project method, you must first know that projects can be different. Consider the classification proposed by E. S. Polat.
- Depending on the dominant activity in the project, projects are divided into:
- research (such projects require a well-thought-out structure, defined goals, relevance of the subject of research, social significance, appropriate methods for processing results; they have a structure close to scientific research);
- creative (such projects, as a rule, do not have a detailed structure joint activities participants, it is only outlined and further developed, obeying the genre of the final result. The results are most often presented in the form of a script, video film, dramatization, article, report)
- role-playing, or game (in such projects, the structure is also only outlined and remains open until the completion of the work. Participants assume certain roles, due to the nature and content of the project);
- fact-finding, or informational (this type of project was originally aimed at collecting information about some object, phenomenon; it is supposed to familiarize the project participants with this information, analyze it and summarize the facts intended for a wide audience. Such projects, as well as research, require a well-thought-out structure);
- practice-oriented, or applied (these projects are distinguished by the result of the activity of its participants that is clearly indicated from the very beginning, and this result is necessarily focused on the social interests of the participants themselves, for example, a draft law, reference material, etc.).
- By coverage of school disciplines there are:
- monoprojects (covering issues within one school discipline (language, literature, natural science, history, music, environmental, etc.));
- interdisciplinary, or interdisciplinary (they solve problems affecting several disciplines that require the integration of knowledge, skills and abilities in the environment of different academic subjects).
- By number of participants:
- individual (performed by each student individually). Among the advantages of these projects are the following:
- maximum consideration of individual interests in the choice of the project topic;
- formation of a sense of personal responsibility, skills of independent work, initiative, organization;
- the ability to progress to the result at your own pace. - group (the subject is an association of participants, different in number (from two people or more) and in composition (groups of students of the same class, mixed age groups schoolchildren or a parent-child association). In the implementation of such projects, cooperation skills, cooperative and communication skills are effectively formed).
- Based on duration:
- short-term (do not exceed one week, often cover several lessons. Such projects are carried out to solve a small problem or part of a larger problem and can be developed in several lessons in the program of one subject or as interdisciplinary);
- medium duration (from a week to a month);
- long-term (from a month to several months or more).
Projects of medium duration and long-term are more often interdisciplinary and involve the solution of a fairly large problem or several interrelated problems.
- By the nature of coordination:
- with open, explicit coordination (in this case, the project coordinator participates in it in his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of some participants);
- with hidden coordination (in such projects, the coordinator does not find himself in his function, but acts as one of the participants in the project).
- By the breadth of contacts (coverage area):
- intraclass;
- intraschool;
- regional;
- international.
The last two types are telecommunications, because require the coordination of the participants, from the interaction on the Internet and, consequently, the use of modern computer technology.
1.3.Main characteristics of training based on the project method
In the pedagogical literature, the concept of "project" has 3 important features. This is the orientation of students: to gain knowledge in the process of carrying out activities; on reality, expressed in the solution of a practical problem under conditions close to real life; for a specific product that involves the application of knowledge from various fields of science in order to achieve the planned result.
What are projects for?
First of all, work on projects is a way of forming:
- regulatory,
- educational,
- personal,
- communicative learning skills.
In accordance with the requirements of the new standard, at the end of elementary school, it is supposed to assess how schoolchildren have developed universal educational activities. The organization of children's work on projects is one of the directions for the formation of universal educational activities in the classroom and, as a result, will allow demonstrating good performance in the final diagnosis. In addition, this work allows you to:
- give students a sense of success, independent of academic performance,
- learn to apply what you have learned.
"Project-based learning encourages and reinforces true learning on the part of learners, expanding the scope of subjectivity in the process of self-determination, creativity and concrete participation." V. Guzeev
Consider the main characteristics of learning based on the project method:
Relevance. Project-based learning is based on the active participation of students in projects that ensure their development and allow them to apply the knowledge and skills acquired in the lessons. The material of the subject is perceived more meaningfully, since the training is based on facts from real life and the information is presented in an interesting way for students. Most of the information in the process of working on the project, students must extract on their own. The project method is designed to develop thinking, consolidate skills, and socialize schoolchildren.
Interdisciplinary character of training.Teaching based on the project method involves solving problems by schoolchildren using knowledge from various academic disciplines. In any project, students perform tasks that involve the relationship of different subjects.
Complex problem solving.Project-based learning stimulates students to solve complex real-world problems. They research, draw conclusions, analyze and summarize information.
The motivating nature of learning.Project-based learning implies that a significant role in the learning of students is played by their internal desire to learn, the ability to do important work and the need for evaluation of their work. The possibility of choosing the topic of the educational project, self-monitoring of its implementation and cooperation with classmates also contribute to increasing the motivation for learning.
Set up for cooperation.The project method creates the prerequisites for cooperation both between students and between students and teachers, which often goes beyond the boundaries of one school class. Collaboration students is important in the study of all disciplines as a means of deepening the understanding of the subject being studied.
Positive attitude.Students enjoy project-based learning. A student with learning problems can be successful in working on a separate project, which has a positive effect on his self-esteem and increases his motivation to learn.
In the process of working on a project, the student develops a large number of oversubject skills:
Design - understanding the task, planning the stages of the upcoming activity, predicting its consequences;
- research - making an assumption, establishing cause-and-effect relationships, searching for options for solving the problem;
- informational - an independent search for the necessary information, structuring information, highlighting the main thing;
- cooperative - interaction with project participants, providing mutual assistance in a group in solving common problems, searching for a compromise solution;
- communicative - the ability to listen and understand others, engage in dialogue, ask questions, participate in discussions, express oneself;
- reflexive - understanding one's own activity (its course and intermediate results), self-assessment;
- presentational - building an oral report on the work done, choosing various visual aids during a speech, monologue speech skills, answers to unplanned questions.
Thus, the project method has great potential for students to master the activity component of the content of education.
In addition, work on the project helps to educate schoolchildren in significant universal values (social partnership, tolerance, dialogue), a sense of responsibility, self-discipline, the ability to self-organize, and the desire to do their job efficiently.
1.4. Interaction of participants in project activities
When using the project method, the teacher must abandon his dominant role and become the organizer or co-organizer of project activities. The implementation of the educational project is carried out according to a certain plan, and at the same time, each student can choose any topic of the project, taking into account their interests, inclinations and abilities.
The teacher acts as an assistant, consultant to the student. The teacher does not transfer knowledge, but directs the activity of the student. Allocate characteristic activities of the teacher in the course of the implementation of the educational project:
Consulting.The teacher in the classroom is the consultant who must resist prompting, even if the students are wrong. It is important that during counseling, the teacher only answers the student's questions, but does not ask them. In the process of working on projects, the teacher helps children to measure their desires and capabilities. If one of the children wants to complete a project on a different topic, the teacher must be understanding and respectful of the desire of the students, since one cannot force a child to design something that is not interesting to him.
Motivation. A high level of motivation in activity is a guarantee successful work over the project. During work, the teacher creates conditions for freedom of choice and self-determination.
Facilitation.The teacher does not indicate in the evaluation form the shortcomings or errors of the student's actions, the failure of intermediate results, but provokes questions, reflections, self-assessment of activities, modeling various situations transforming the educational environment. They can be the organization of a group discussion; asking questions, the answers to which are not known to the student; posing questions, the answers to which will sound absurd, revealing contradictions in the decisions and methods of activity taken by students; the placement in the class of objects that generate certain associations, ideas, etc.
observation. When using the project method, it is necessary to monitor the psychological and pedagogical effect - the formation of psychological neoplasms in schoolchildren ( personal qualities, reflection, self-assessment, the ability to make an informed choice and comprehend its consequences) The teacher is recommended to write down short summaries based on the results of observations of students.
With the application of the project method, the role of students in the educational process fundamentally changes: they act as active participants in it, and not passive listeners.
At the same time, the situation of uncertainty that often arises during the implementation of the project causes objective difficulties for students:
Definition of goals and objectives;
Finding the best ways to solve them;
Implementation and argumentation of your choice, taking into account the possible consequences;
Implementation of independent actions;
Comparison of the result obtained with the required ones;
Adjustment of their activities, taking into account intermediate results;
Objective evaluation of the design process and result.
Overcoming these difficulties is one of the leading didactic goals of the project method.
Many teachers are of the opinion that the cooperation of schoolchildren on the basis of small groups helps to overcome difficulties. Zemlyanskaya E. N. highlights the following advantages with such an organization of work on the project:
- Collaborative learning based on small groups helps each student to better master the educational material, delving deeper into its content. Performing a group task, each student is subject to control by his comrades, which helps to prevent errors.
- Working in a group contributes to the emergence of interest in the learning process and a sense of satisfaction not only with the results, but also with the learning process itself, especially if the teacher creates, notices and maintains a situation of success for each student.
- In group work in collaboration, all students in the class work in the lesson. The very organization of the lesson is so exciting that none of them can sit it out, do something else.
- The principle of personal responsibility of each for the success of all, the rule of distribution of work and roles, as well as the principle of reflection lead to the fact that students tend to choose their own way of intragroup participation, taking into account the maximum benefit for the common cause, and this, in turn, contributes to the formation of adequate self-esteem and self-determination of the student, helps to develop his creative abilities.
Often the question arises: should parents be involved in the design process by schoolchildren or not? On the one hand, it is important that parents do not take on part of the children's work on projects, since in this case the very idea of the project method disappears. On the other hand an important factor maintaining motivation and ensuring the independence of schoolchildren in the implementation of project activities is the manifestation of interest on the part of parents, help with advice, information. In this regard, the involvement of parents in project activities of students should be specially organized by the teacher.
The role of parents changes depending on the stage of the educational project:
Project stage | Forms of possible participation of parents in the project activities of children |
Ideation stage | Help your child come up with as many ideas as possible |
Choice and formulation of the project topic | Help choose best idea and justify the choice |
Statement of the project task | Assistance in the correct formulation of the project task |
Development of a plan and structure for the implementation of the project |
|
Discussion of possible results of work on the topic of the project |
|
Search for information |
|
Chapter 2
Organization of project activities in elementary school
2.1.Conditions for the organization of project activities in elementary school.
Currently, in domestic pedagogy there is no single point of view on the application of the project method in the learning process. junior schoolchildren. First grade or later? In class or in extracurricular activities? All classes or not?
Of course, in order to carry out educational and extracurricular projects by younger students, they need a certain initial baggage of knowledge, skills and abilities in the field of various subjects.
As the first component of readiness for project activities, communication skills are distinguished:
- the ability to listen, receive information (without interrupting, carefully and respectfully listen to any respondent who speaks in the lesson: teacher, classmate, correlating the content of his statement with his opinion);
- the ability to initiate communication, exchange information, find out the points of view of other students, ask a teacher, a consultant to clarify information or methods of action;
- the ability to control the voice (speak clearly, adjusting the volume, the strength of the voice depending on the situation: so that everyone can hear when speaking in front of the class and so as not to disturb others during group work);
- the ability to address one’s statement (referring to someone, try to look at him and use the pronouns “you”, “you”, and not “he (a)” and “they” in your speech);
- the ability to express one's point of view (it is clear for everyone to formulate their opinion, to explain and prove it with reason);
- the ability to negotiate, find a compromise (to choose the most correct, rational, original solution, reasoning in a friendly atmosphere).
These skills can and should be formed in younger students from the first days of training.
The next group of skills that must be formed to complete any project are special project skills:
- the ability to predict, present the product, the result of the work (What do I want to do, come up with, find out? How will it be or could it look like?);
- the ability to analyze the available opportunities and resources to perform activities (What do I have for work and what is missing? What information, materials, tools, technical means do I need?);
- the ability to plan your work and follow it;
- the ability to search for the necessary information in various sources (including addressing an information request to a teacher and other adults);
- the ability to present the process of the work performed and its result.
Initially, each of the named project skills should be formed separately in the process of solving various educational problems. To this end, the following techniques are effective, which organically fit into the educational process and can be used in lessons in various disciplines:
- solving polyvariant problems (with many possible answers); selection of the most successful, beautiful, interesting options for solving educational problems; bringing the proposed product to the presented ideal; solving creative problems related to fantasizing the properties of objects, their application;
- isolating missing and redundant data to solve educational problems; selection of the most necessary, accurate, high-quality information, materials, tools from the proposed set to perform specific tasks; drawing up a list of what is necessary for the upcoming activity;
- supplementing the plans proposed by the teacher for the implementation of specific educational tasks; transformation of deformed plans; independent drawing up plans for solving educational problems and fixing them in various ways (schematic and visual plan, question, name);
- selection by children additional materials on a given topic, information on issues of interest from books, magazines, dictionaries, reference literature and illustrations for it; finding out the necessary information from conversations with adults (teachers, parents) and peers;
- construction of oral brief reports on the work done by individual or group work according to the proposed plan or independently; story about the solution learning task group or whole class; formulating questions for the speaker.
The formation of these project skills will be successful with a gradual increase in the degree of children's independence. In addition, it should be emphasized that all the above project skills, initially formed at the minimum required level, are further improved and qualitatively more complicated already in the process of project activity.
The implementation by students of a variety of projects implies mandatory reflection, self-assessment of the effectiveness of the work done and, therefore, the relevant experience should already be in children at the stage of their acquaintance with project activities. In this regard, as the third component of the readiness of younger students for effective project activities, we consider the followingreflective (self-assessment) skills:
- adequately evaluate their work on work according to various indicators (criteria);
- justify (explain) their own self-evaluative position;
- be sure to note the merits, strengths in work, personal achievements, not forgetting about shortcomings;
- plan ways and means of overcoming difficulties and failures.
When planning the project activities of younger students, it is necessary to follow the complication algorithm:
- a gradual increase in the duration of work on the project: from short-term short-term projects to projects of medium duration and long-term, which is associated with the initial difficulties of elementary school students in planning their own activities for long periods of time and its self-control;
- strengthening children's independence in the implementation and presentation of projects: from projects with the maximum possible support and participation from the teacher and parents within the framework of the method to projects with minimal adult help;
- expansion of the sphere of communication between students and classmates in the process of project activities: from mini-group and individual projects to group and general classes, which is justified by the gradual assimilation by younger students of the communication skills necessary for productive interaction with each other;
- introduction of projects that require for their implementation the integration of knowledge, skills and abilities acquired in the process of studying various academic subjects: from monodisciplinary or single-subject projects to inter-subject multi-projects.
The purposeful formation of the selected components of readiness for project activity in younger students makes it possible to successfully apply the project method in its simplest modifications at the second stage of the primary level (in the third and fourth grades).
For the teacher, practice is of great interest to the experience of colleagues. I want to give an example of an interesting project around the world.
"Symbols of the countries of the world"
Methodological passport of the project
- Tasks:
- acquaintance of younger schoolchildren with the history of the most famous architectural structures various countries the world, consolidating knowledge about the geographical location of countries and cities, skills in working with a map;
- development in children of the ability to work with various information sources;
- improvement in students primary school public speaking skills.
- Academic year: Grade 3.
- Project type:
- interdisciplinary;
- informational;
- long-term (performed from two weeks to a month);
- group.
- Mode of operation: combined (classroom - extracurricular)
- Planned result: an exhibition of symbols of the countries of the world and an excursion program.
Dive into the project
You can organize the acquaintance of younger students with the topic of the project and interest them in different ways. Here is some of them.
- Video quiz "Which country are we in?".
The teacher describes the following game situation: “Imagine that the plane on which we are traveling around the world makes an unplanned landing. We don’t know in which country we landed, but maybe what we see from the windows will tell us about this? Next, slides are shown to the children, which depict: the Eiffel Tower, Big Ben, the Cheops pyramid, the Taj Mahal, the Great Wall of China, the Burj el Arab, the Colosseum.
- Game "Confusion".
The teacher informs the children that the assembled representatives different countries of the world boasted of the structures and buildings known in their homeland so much that they did not notice how they mixed up the cards with the names of countries and photographs with images of these structures:
Big Ben France
Pyramid of Cheops Italy
Great Wall of China India
leaning tower of pisa england
Taj Mahal UAE
burj el arab egypt
Colosseum Russia
eiffel tower usa
Statue of Liberty China
The proposed version of the confusion contains both redundant data (two objects are presented about Italy) and missing data (an object from Russia is not presented). This helps to activate the attention of children and gives them the opportunity to choose the building that symbolizes Russia and is a national pride for Russians.
In a conversation with children, it is clarified that the most important symbols for all countries of the world are the national flag, coat of arms and anthem.
You can also interest children in the fact that for some countries the symbol is a certain animal or bird, for example: panda is a symbol of China; kangaroo is a symbol of Australia; the elephant symbolizes Thailand, for Finland and Sweden the symbol is the elk, for Russia it is the brown bear. In addition, many countries of the world have their own national plant as an insignia, a special symbol: for England it is a rose; for Germany - cornflower; For Holland - a tulip; in Egypt - lotus; in China - narcissus; in Japan - chrysanthemum and sakura; in Canada - maple; in Russia - birch and chamomile.
The main task of the teacher is to captivate children, to interest them so that they want to become “great travelers” and tell others about their travels and discoveries.
In the process of joint discussion, a name is chosen for the future project, its main tasks and form of implementation (group project) are determined.
Organization of activities
At this stage, the teacher organizes a collective discussion and solution of the following questions:
- What information needs to be collected about the symbol?
The list of required information may be approximately the following:
- when and by whom the building, structure was built;
- features of the object;
- interesting facts, stories, events related to this symbol;
- what other objects are proud of given country or city.
- Possible form of presentation of the project.
The teacher can invite the children to try themselves as tour guides, to introduce the selected symbols of the countries to students from other classes, parents.
- Criteria by which the results of the project activity will be summed up in the future.
In this project, the following indicators can be used as evaluation indicators:
- completeness of information;
- interesting and emotional story-tour;
- a variety of high-quality visual materials (photos, slides, video clips, computer presentation, souvenirs, drawings, layouts, three-dimensional and planar puzzles).
- Determine the duration of the project
After a collective discussion, students are divided into groups for joint project activities. Already in groups, schoolchildren are planning the upcoming work:
- choose a symbol of any country for further study;
- decide from what sources and with whose help they will seek the necessary information and visual material;
- carry out the distribution of functions in the group.
Implementation of activities
At this stage, each group works in accordance with the planned plan.
On the lesson visual arts students can be invited to draw a drawing of the object chosen for study, and before the presentation, decorate the venue with children's work.
In technology lessons, a very successful technique is the modeling of any structure using the origami technique or three-dimensional puzzles.
During extracurricular work of children on the project, the teacher advises groups on emerging issues and problems, monitors intermediate results, and assesses the degree of readiness for the final presentation.
At this stage, you can have a test presentation inside the class, where students from each group will present the learned symbols to their classmates. This will allow the children to perform a mutual assessment of the work of the group according to the previously selected criteria, adjust their performances and approve the overall excursion program. At the same stage, invitation cards or announcements, a book for reviews and wishes are prepared.
Presentation
It is necessary to prepare a place for the presentation, where the exhibits and guests would be conveniently placed, all the necessary technical equipment would be concentrated.
The main function of the teacher at this stage is to coordinate the process of protecting children's projects, tracking the effectiveness of student messages and the effectiveness of the project as a whole.
After the end of all excursions, self-assessment by students of the process and result of their own activities and the work of their group within the framework of the project should be organized. You can use any self-assessment form or offer to write a short essay on the topic “What do I remember about the project?” or “What have I learned from working on the project?”
- Barton R., Cavindish R.Atlas of the wonders of the world: Outstanding architectural structures and monuments of all times and peoples. - M., 2007.
- Zhukova I.V. Notable Buildings: Paper Wonders. - M., 2003.
- Ivanova L.V. Masterpieces of World Architecture: Small Atlas of Wonders of the World. - M., 2003.
- Littlefield D, Jones W. The Greatest Works of Mankind: Masterpieces of Architecture and Engineering in the 20th and 16th Centuries. - M., 2003.
- Neil Stevenson. The most famous architectural structures in the world. - Belgorod, 2008.
- Potatueva N.V. 100 Wonders of Modern Architecture: Great Museums of the World. - M., 2009.
- Saplin E.V., Saplin A.I.Symbols of my country. - M., 2009.
Note
According to a similar scheme of group project activities, you can work with younger students on such topics around the world as “Coats of arms of the cities of the Golden Ring”, “Coins of the countries of the world”, etc.
An interesting methodological find, in my opinion, is the maintenance of project notebooks by students
Project book
Learn ________________________________________________ class
___________________________________________________________
Project ____________________________________________________
Participants _________________________________________________
Organizational stage
General name of the project ______________________________________
The main question of the project ______________________________________
Group question ______________________________________________
Group name ____________________________________________
You can draw the logo of the group.
What do you want to do? What to learn? Who to help? What to become?
Draw a smiley that matches your mood at the beginning of the project.
Planning stage
My role in the group _____________________________________________
My work plan:
Whom will I turn to for help and advice? Who can I count on?_________________________________________________________
- _____________________________________________________________
- _____________________________________________________________
These are the items I need:
- _____________________________________________________________
- _____________________________________________________________
What else needs to be done for the best execution of the project?
__________________________________________________________________
Search stage
Write what new you learned during the work on the project.
To protect the project, students can offer (or develop with them) a memo.
Memo for preparing a public speech
Public speaking is different from talking. As a speaker you are in the center of attention, your main goal is to inform or perhaps convince your listeners.
- Think carefully about your presentation. It should include an introduction, body and conclusion. Point out what you have learned, possible ways of further study.
- Make up your speech so that the story takes 5-7 minutes. Remember that an emotional and short presentation of the material using interesting examples, visibility.
- Do not forget that a consistent presentation allows the listeners to better understand the speaker.
- Use only terms you understand.
- Use sign language.
- The story is well perceived, not the reading of the text.
- Voice and pauses in speech help listeners to better understand the message.
- Think and make possible questions.
Preparation technique
- Start your speech with a greeting, and at the end thank the audience for their attention.
- Rehearse your speech and bring it to the desired duration.
- Prepare clear and colorful visual material.
- Think in advance how to organize your workplace.
The project book helps the student to master the meta-subject universal educational activities, such as setting a goal, planning work, analyzing, comparing, generalizing, and making conclusions.
The project gives students a tremendous communication experience, forms the ability to jointly find answers to questions of interest, teaches them to learn and develops creative abilities.
Conclusion
Designing in elementary school is a necessary element modern system education.
Initial education lays the necessary foundation for the further development of project skills and the use of educational projects to organize the independent acquisition of knowledge by students in subject classes and their more effective assimilation.
But before the teacher can use educational design as a didactic tool, it is necessary to prepare students for independent work within the framework of this activity, to form in them the necessary skills and abilities. By developing these skills, it is possible to shape the project activity as a whole.
This activity involves creative projects starting from grades 2-3. During the performance of this work, cognitive activity increases in children, creative abilities, attention, analytical abilities, abilities for planning and self-control, and reflection develop.
Students see the real application of their knowledge, understand how much, it turns out, they still do not know and they have to learn, they have a sense of responsibility to their comrades, because if one of them does not do part of his work, then the necessary result will not will be reached. When preparing to defend their project, students should build their presentation so that it is as argumentative, clear and logical as possible, which develops, in addition to logic and thinking, a culture of speech. Parents can also be involved in projects, which is also important.
Bibliography
- Golub G.B. Method of projects - technology and competence-oriented education: method. A guide for teachers-project managers of basic school students. / G.B. Golub, E.A. Perelygin, O.V. Churakova; ed. prof. E.Ya. Kogan. - Samara: Educational literature, 2006.
- Guzeev V.V. Planning for educational outcomes and educational technologies. – M.: Didactics high school. 1982 - p. 192.
- Dubova M.V. Organization of project activities of younger students. A practical guide for teachers beginning. classes. – M.: Balass. 2010.
- Zemlyanskaya E.N. Educational cooperation of younger schoolchildren in the classroom / E.N. Zemlyanskaya // Primary School. - 2008. - No. 1. - S. 17-23.
- Zemlyanskaya E.N. . Educational projects of younger schoolchildren: the role of parents / E.N. Zemlyanskaya, M.K., Chugreeva // Elementary education. - 2006. - No. 5. - S. 31-36.
- Ivanova N . V., Marunina G.N. How to organize project activities in elementary school: Methodological guide. – M.: ARKTI, 2013. – 128 p.: ill. (Primary School)
- Polat E.S. New pedagogical and Information Technology in the education system. – M.: Academy, 2000.
- Project activity of younger schoolchildren using ICT / ed. N.V. Fedyainova, I.S. Khiryanova. - Volgograd: Teacher, 2014. - 175 p.
- Rogozinskaya N.I., Kolobyakina T.P.Pedagogical design in the innovative activity of primary school teachers // Uchitel, No. 3, 2004.
- Free Internet encyclopedia "Wikipedia".
- Seliverstova E.N.From the school of knowledge to the school of creation: theoretical and technological aspects of education: tutorial. - Vladimir: VGGU. 2008.
- Educational projects using Microsoft Office [text]: teacher's guide. – M.: Binom. Knowledge Lab. 2006.
- Fridman E.M. Maths. Projects? Projects… Projects! Grades 5-11: teaching aid / E.M. Friedman. - Rostov n / D: Legion, 2014. - 80 p. - (Master Class.)
In which children of 1-4 classes participate. Work experience shows that in the course of working on projects, children learn to plan and evaluate the result of their activities, develop an algorithm for achieving it, identify gaps in their knowledge and skills, and carry out information search. Make reasoned conclusions, correlate your actions with the interests of other people. Interact productively with people around you, obtaining the necessary information in a dialogue, present your point of view in a dialogue and public speaking. All this is aimed at the formation of key competencies of students and will allow each of them to successfully realize themselves in school life and life in society.
An indispensable condition for the organization of project work is the presence of pre-developed ideas about the final product of the activity, the stages of project implementation, at different stages of the project it is necessary to solve research problems, otherwise the project breaks away from life and becomes unrealistic and uninteresting for children.
It should be noted that in front of children of primary school age, given their psychological characteristics, one should not put too much challenging tasks, require to embrace several areas of activity at the same time. Various auxiliary didactic material (memos, instructions, templates) should be included in the work, parents and teachers should be asked for help.
The main stages of the organization of work on the project.
1. Introduction to the project, setting the task, understanding and formulating the goal of the project.
2. Beginning of design. Discussing the outcome of the project and the process (“What do we want and how to achieve it?”) Identifying the technical skills needed to implement the project (“What will we need, where and how to get it?”)
3. A short practical lesson for initial acquaintance with the necessary skills.
4. Planning and organization (design) of work. Creation of groups and distribution of responsibilities.
5. Implementation of the project in models and projects of the real world. Improvement of technical skills. Clarification of the result and action plan.
6. Presenting the results to each other in the form of a multimedia essay.
7. Discussion of the results, the progress of the project and the learned skills that may still be useful.
The preparatory phase of the project is quite long and laborious. The teacher must think over the idea and develop the structure of the project, create organizational, didactic and teaching materials(task instructions, templates for observation diaries, publications for additional reading, templates for filling in the results of research and practical activities of students)
The organizational stage includes the definition of the topic.
It is necessary to help children find all the ways leading to the achievement of the goal, guided by
1 The topic should be interesting to the child, research work is effective only on a voluntary basis.
2 The topic must be feasible, its solution must be useful to the participants of the study.
3 The theme must be original with elements of surprise, unusualness. Originality should be understood as the ability to look outside the box at traditional objects and phenomena.
4 The topic should be such that the work can be done relatively quickly. The ability to concentrate their own attention on one object for a long time is limited in a younger student.
5 The theme must be accessible. It must be appropriate for the age of the children.
The stage of current reflection serves as a prerequisite for students to create a project organization scheme and evaluate intermediate materials.
Forms of educational reflection are different (oral discussion, written questioning). Primary school students like graphic reflection when they need to draw, draw, depict their mood during the project.
The planning phase determines possible options problems that are important to explore within the framework of the intended topic. Problems are put forward by students, the teacher only helps them.
The search stage distributes tasks into groups. Students discuss research methods. They work on individual or group tasks.
The stage of intermediate results and conclusions is of great importance in the organization of external evaluation of projects. This is the only way to track their effectiveness and shortcomings, the need for modern correction.
In the implementation of the project, the stage of protection is mandatory
The work ends with a group discussion. Expertise. Announcement of results, formulation of conclusions. The results must be realistic. If a theoretical problem is considered, then the result of the project activity is its specific solution: advice, recommendations, conclusions. If a practical problem is put forward, then it is required to obtain a specific product ready for implementation (video film, album, computer newspaper, report, etc.).
Reflection of the result of the project is an important final stage that helps the student to comprehend his own actions. The student realizes what has been done, the methods of activity applied by him, once again thinks about how the research was carried out. The final reflection differs from the current volume of the period under reflection and the degree of predetermination and certainty on the part of the teacher. At the end of the project, a lesson is held in which students reflect on their work, answering the questions “What have I learned?”, “What have I achieved?”, “What have I done?”, “What did I not succeed before, but now it works?” , "Who did I help?".
The implementation of the project method in practice leads to a change in the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer of the cognitive activity of students. The psychological climate in the classroom becomes different, because the teacher has to reorient his educational work and the actions of students on various kinds their independent activities, which are of a research and creative nature.
Project work in a team is built taking into account the properties and qualities that an elementary school graduate should possess. By studying pedagogical literature and the classics of pedagogy, one can deduce the qualities of an elementary school graduate:
The need and initiative in the field of cognitive activity. Interest in working with a book, in reading, and through reading to the knowledge of the world around. Observation Seeing the world through a prism own experience and skills. Independence. The ability to express your opinion. Sincerity. Curiosity and inquisitiveness. Openness to loved ones. The ability to listen to other people, their peers, to adequately assess their own and other people's skills.
To use the project method in practice, the question of the typology of projects is important. And the following types of projects are distinguished:
- According to the activities that dominate in the implementation of the project - research, creative, role-playing (playing), familiarization - indicative (informational), practice-oriented (applied); By subject-content area - a mono-project (within one area of knowledge), an inter-subject project; By the nature of project coordination - with open explicit coordination, with hidden coordination (the project manager imitates a participant); By the nature of contacts - internal (within the class, school), regional (within the same country), international (project participants are representatives of different countries); By the number of participants - personal (between two partners), pair (between pairs of participants), group (between groups of participants); By duration - short-term (can be implemented within one or several lessons), medium-term (from a week to a month), long-term (from one to several months).
PARAMETERS FOR EXTERNAL ASSESSMENT
- The significance and relevance of the problems put forward, the adequacy of their study topics; the correctness of the methods used for processing the results obtained; activity of each project participant in accordance with his individual capabilities; the collective nature of the decisions made; the nature of communication and mutual assistance, complementarity of project participants; necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas; evidence of decisions made, the ability to argue their conclusions, conclusions; aesthetics of the results of the completed project; the ability to answer questions from opponents, the conciseness and reasoning of the answers of each member of the group.
used for the purpose of becoming subjectivity
junior schoolchildren
in the course of projects
- Written surveys of students to study their current interests and further determine the topics of future projects (“Which question would you be most interested in getting (search for) today?”, “What problem are you most interested in at the moment?”;
- brainstorming for the direct formulation of the topic of the collective project;
- joint discussion of the criteria for evaluating the effectiveness of project activities, the type, content and location of the project defense, drawing up a presentation plan;
- collective compilation of self-assessment algorithms different types projects
- clustering
The main problems of organizing project activities of younger students
- Insufficient, superficial awareness by the teacher of the essence of project activity and the role of the student in it leads to pseudo-projecting. Mechanical borrowing by teachers of methods and forms of work on projects from the middle and senior levels of education without any adaptation to the age characteristics of younger students. Displacement by the teacher of the goal of the project activity from the internal to the external result. Instead of the formation of personal qualities, skills and abilities, the teacher focuses on the immediate external result, the product of children's design.
REMINDER FOR PARENTS
Educational project - a set of actions specially organized by the teacher, independently performed by students to solve a problem that is significant for the student, culminating in the creation of a creative product. At all stages, parents act as assistants in determining the topic and problem of the project, in selecting materials, and designing the product of project activities. The topics of children's projects should be closely related to the subject content. The problem of the project should be in the field of cognitive interests of the child and be in the zone of its proximal development. When evaluating the success of a child in a project, it is necessary to understand that the most significant assessment for him is the public recognition of his independence. In the project activity of the child, it is important to increase his level of confidence in achieving the goal, to preserve his individuality.
HOW TO ORGANIZE PROJECT ACTIVITIES OF STUDENTS
Educational project requirements. 1. It is necessary to have a socially significant task (problem) - research, information, practical. 2. The implementation of the project begins with the planning of actions to resolve the problem (from the design of the project itself, determining the type of product and presentation form). 3. Each project necessarily requires research work students. Thus, a distinctive feature of the project activity is the search for information, which will then be processed, comprehended and presented by the project team members.
4. The result of work on the project, in other words, the output of the project, is the product. In general terms, this is a tool that was developed by members of the project team to solve the problem. 4. The result of work on the project, in other words, the output of the project, is the product. In general terms, this is a tool that was developed by members of the project team to solve the problem. 5. The prepared product must be presented to the customer or members of the public, presented convincingly enough, as the most acceptable means of solving the problem. Thus, the project requires the presentation of its product at the final stage. 6. Portfolio, that is, a folder that contains all the working materials of the project, including drafts, daily plans and reports, and more.
MODEL #1 Getting the job done. (2-3 months) Pre-defense of work in one's own or another class in order to identify the level of understanding and mastery of the material, as well as to develop the ability to understand questions and answer them. (1 month) Defense on the expert council of the school. (2 months) Definition of the subject, topic, goals, objectives of the project, election of a leader. (1-2 months) Summing up: a school-wide conference on the results of the year.
MODEL #2 Project work begins with a decision by the school parliament to defend the project. Then the head of the department identifies problems, creates "workshops" in which any student of the school who is interested in these issues has the right to join. The development team builds a concept, identifies tasks, looks for ways to solve them, and coordinates their activities. Subject individual projects are equated to passing the subject exam.
MODEL No. 3 Teachers' council dedicated to project work. Choice of direction and topics, planning the project work of the school for a quarter (1st week of the quarter). Formation of the composition of the project team. Discussion of the principles of work in creative groups. Statement of research tasks, planning of work in groups (2nd week of the quarter). Information stage of work on projects. Choice of the form of the product (3rd week of the quarter). Implementation of the practical part, product design (4th and subsequent weeks of the quarter). Presentation of the project (penultimate week of the term). Evaluation by teachers of the activities of participants in project groups and compiling a rating of student participation in the project (on a 100-point scale) Pedagogical Council for summing up the results of project activities. General school line.
Cross-curricular projects Cross-curricular projects are carried out exclusively outside school hours and under the guidance of several specialists in various fields of knowledge. They require deep meaningful integration already at the stage of problem statement.
Passport of project work. Project name. Project Manager. Project consultants. The subject within which the project is being worked on. Academic disciplines close to the topic of the project. The age of the students. The composition of the design team. (Name of students, class) Project type (abstract, informational, research, creative, practice-oriented, role-playing) Project customer. Objective of the project. (practical and pedagogical goals) Project objectives (2-4, emphasis on developing tasks) Project issues (3-4 major problematic issues) Equipment. Annotations (relevance, significance, educational aspect, summary) Intended product of the project. Stages of work.
EVALUATION CRITERIA used in the practice of non-state schools Independent work. Relevance and significance of the topic. Completeness of the topic. originality of the solution to the problem. Artistry and expressiveness of performance. How the content of the project is disclosed in the presentation. Use of visual aids, technical means. Answers on questions.
FORMS OF PRODUCTS OF PROJECT ACTIVITY The choice of the form of a product of project activity is an important organizational task of the project participants. Analysis of sociological survey data Atlas Attributes of a non-existent state Business plan Video film Newspaper, magazine Operating company Game Layout, model Office design
For beginners: breeding a broiler at home Boiled water for broilers
Only lovers will survive
Features of advertising aimed at children
retouching old photos in photoshop retouching old photos
What is an NPO: decoding, definition of goals, types of activities Does a non-profit organization have the right