Project activities of schoolchildren, types and goals of projects. Project activity What is design at school
Project activities, project method
Knowledge only then becomes knowledge
when it is acquired through the efforts of one’s thoughts, and not through memory.
L. N. Tolstoy
The purpose of educating a child is to make him able to develop further without the help of a teacher
Elbert Hubbart.
Before considering the essence of project activity, it is necessary to consider the very concept of activity and clarify its components.
I.D. Chechel believes that activity is specific human form relationship to the surrounding world, the content of which is expedient change and transformation in the interests of people; condition for the existence of society. Activity includes a goal, means, result and the process itself.
In turn, project activities are activities aimed at implementing any specific projects.
Project activities include:
Problem analysis;
Goal setting;
The choice of means to achieve it;
Search and processing of information, its meaning and synthesis;
Evaluation of the results and conclusions obtained.
Project activity of students is also one of the methods of developmental education; it is aimed at developing independent research skills, helps the development of creative abilities and logical thinking, combines knowledge acquired during the educational process, and introduces them to vital problems.
The goal of the project activity is the knowledge and application by students of the skills, abilities and knowledge acquired in the study of various subjects (on an integration basis).
The objectives of the project activities are:
Planning training (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the work);
Formation of skills in collecting and processing information and materials (the student must be able to select appropriate information and use it correctly);
Ability to analyze (creativity and critical thinking);
Ability to prepare a written report (the student must be able to draw up a work plan, clearly present information, draw up footnotes, and have an understanding of bibliography);
Form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).
Principles for organizing project activities:
The project must be feasible to complete;
Create the necessary conditions for the successful implementation of projects (form an appropriate library, media library, etc.);
Prepare students for projects (conducting special orientation so that students have time to choose a project topic; at this stage, students with experience in project activities can be involved);
Provide project guidance from teachers - discussion of the chosen topic, work plan (including execution time) and keeping a diary in which the student makes reflection - corresponding records of his thoughts, ideas, feelings. The journal should assist the student in writing a report if the project is not a written work. The student uses the diary during interviews with the project manager.
If the project is a group project, each student must clearly show their contribution to the project. Each project participant receives an individual assessment.
Mandatory presentation of the results of the project in one form or another.
Important factors of project activity include:
Increasing student motivation when solving problems;
Development of creative abilities;
Shifting the emphasis from an instrumental approach in solving problems to a technological one;
Formation of a sense of responsibility;
Creating conditions for cooperative relationships between teacher and student.
Increased motivation and development of creative abilities occur due to the fact that in project activities there is a key feature - independent choice.
The development of creative abilities and the transition of emphasis from an instrumental approach to a technological one occurs due to the need for deliberate choice and planning of activities to achieve the best result. A sense of responsibility is subconsciously formed: the student tries to prove to himself that he made the right choice. We should also note that the desire to assert oneself is one of the main factors in the effectiveness of project activities. When solving practical problems, a collaborative relationship with the teacher is naturally formed, since for each of them the problem is of meaningful interest and stimulates the desire for an effective solution. This is especially evident in the tasks formulated by the students themselves.
For a student, a project is a chance to maximize their creative potential. This is an activity that allows you to express yourself personally or in a group, try your hand, apply your knowledge, make a big difference, and publicly show the results achieved. This is an activity aimed at solving an important problem that the students themselves formulated. The result of this activity is the discovered method of solving the problem - it is practical in nature and is significant for the discoverers themselves. And for a teacher, an educational project is a unifying didactic means of development, training and education, which allows one to develop and develop design skills: problematization, goal setting, activity planning, reflection and introspection and self-presentation, as well as information search, practical application of academic knowledge, self-realization, research and creative activities
Most authors who define a project highlight a number of characteristic features of a project as a teaching method. Initially, this is the presence of a problem that needs to be solved during the work on the project. Moreover, this problem should be of no small importance for the author of the project and motivate him to search for a solution. The project must certainly have a clearly defined, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own embodiment, which is not repeated. This embodiment is the final product, which is created by the author in the course of his work and also becomes a means of solving the problem of the project. Clarification of the initial problem, formulation of the goal and creation of an image of the project product are important characteristics project.
Another difference of the project is the preliminary planning of the upcoming work. The entire path from the initial problem to the implementation of the project goal should be divided into separate stages with its own intermediate tasks for each; and also identify ways to solve these problems and find resources; develop a detailed work schedule indicating the deadlines for each stage.
The implementation of the project work plan is associated with the following actions:
1. studying literature and other sources of information, selecting information;
2. conducting various experiments, experiments, observations, research, surveys;
3. analysis and synthesis of the obtained data;
4. formulating conclusions and forming on this basis your own point of view on original problem project and ways to solve it.
To implement the found method of solving the project problem, it is necessary to create a design product. The design product must have certain consumer properties, i.e. satisfy the needs of any person who is faced with this problem, for the solution of which this project was carried out.
The project must have a written part - a progress report, which describes all stages of the work (starting with defining the project problem), all decisions made with their justification; all the problems that have arisen and ways to overcome them; the collected information, experiments and observations carried out are analyzed, the results of surveys are presented, etc.; the results are summed up, conclusions are drawn, and the prospects for the project are clarified.
One of the most important conditions of the project is public defense, presentation of the result of the work. During the presentation, the author not only talks about the work procedure and shows its results, but also demonstrates his own knowledge and experience in solving the project problem, acquired competence. The stage of self-presentation is the most important part of the work on the project, which involves a reflective analysis by the author of all the work he has done, as well as the experience that he has gained.
The project-based teaching method is close to problem-based learning, which involves logical and purposeful presentation to students cognitive problems, after solving which, under the guidance of a teacher, they have a dynamic perception of new knowledge.
Problem-based learning coordinates the stability of knowledge and its creative use in practical activities student. The project method has an analogy with developmental education. Developmental learning is an active-activity method of teaching; it involves purposeful learning activities. The student, being the subject of this activity, consciously sets goals and objectives for self-realization and self-determination creatively, and achieves them.
The project method is not new in world pedagogy. It originated in the new century in the USA. It was called the project method and it was integrated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educator J. Dewey, and his student W.H. Kilpatrick. J. Dewey recommended developing learning on an active basis, through the student’s expedient work, together with his personal interest in this knowledge. At the same time, it was extremely important to show students their personal interest in the knowledge they were receiving, which could and should be useful to them in later life. This requires a problem that is taken from real life, familiar and valuable to the child, to solve which he needs to apply all the acquired knowledge, new knowledge that has yet to be acquired. The teacher has the right to suggest sources of information, or can incline the students’ thoughts to the desired orientation for independent searching. But in the end result, students are obliged to solve the problem independently and in joint work, applying appropriate knowledge from various fields, to obtain a real and significant result. All work on this problem is being restructured into project activities. Over time, the concept of the project method has evolved. Coming from the idea of independent education, at the present time it is becoming a unified component of a fully developed and organized education system. But its essence remains unchanged - to stimulate students’ attention to various problems that require possession of certain knowledge and through project activities that involve solving these problems, the ability to practically apply the acquired knowledge, and the development of reflexive (in the terminology of John Dewey or critical thinking). The meaning of reflexive thinking is a long-term search for facts, their analysis, reflection on their reliability, logical arrangement of facts to learn new things, to find a way out of doubt, to develop confidence based on sound reasoning. The project method became of interest to Russian teachers already at the beginning of the twentieth century. The ideas of project training arose in Russia in fact in parallel with the research of American professors. Under the leadership of the Russian teacher S.T. Shatsky in 1905, a small group of employees was assembled who tried to energetically use project methods in teaching practice. At the same time, in foreign schools, it had active and very successful development in countries such as the USA, Great Britain, Italy, Finland, Belgium, Israel, Brazil, the Netherlands and many other countries, where the ideas of a humanistic approach to education by J. Dewey, his project method has found wide application and gained enormous popularity due to the rational combination of theoretical knowledge and its practical application to solve specific problems of the surrounding reality in the joint activities of students. “Everything that I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the current understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic ones. skills. The very essence of the project method is the process of developing students’ cognitive skills, the ability to independently distribute their knowledge, the ability to navigate the information flow, and the development of critical and inventive thinking.
The project method is a term from the field of didactic science, private methods, if it is used within a specific subject. Method – represents a didactic category. This is a set of techniques, operations for acquiring a certain area of practical and theoretical knowledge, one or another type of activity. This is the stage of cognition, a way of organizing true cognition. Consequently, if we talk about the project method, then we understand by it precisely a way to achieve an instructive goal through a detailed development of a problem (technology), which involves completion with a real practical result, formalized in one way or another. To solve their didactic problems, teachers turned to this method. The principle of the project method was based on the idea that constitutes the essence of the concept of a project: its pragmatic orientation towards the result that can be obtained by solving a particular practically or theoretically significant problem. The obtained result can be comprehended, seen, and also applied in existing practical activities. In order to obtain such a result, it is necessary to teach children or students not only to think independently, but also to identify and solve problems, using for this purpose knowledge from various fields, the ability to predict the outcome and possible outcome different options solutions, the ability to find cause-and-effect relationships.
The project method is aimed at independent work of students - individual, pair, group, which students carry out over a certain period of time. This method is inseparably combined with group methods. The project method involves solving a problem. Solving the problem involves the use of a complex, diverse methods, teaching aids, as well as the need to integrate knowledge, the ability to use knowledge from various fields of science, technology, engineering, and creative fields. The project method as a pedagogical branch presupposes a commonality of research, search, versatile, problem-based methods and tasks that are creative in their entirety.
Now we will look at several basic requirements for using the project method itself:
Firstly. there must be the presence of a problem or task that is significant and implementable in terms of research, requiring generalized knowledge, extensive research search for its possible solution
Secondly, the practical, cognitive, theoretical significance of the results that we assumed (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper, an almanac with reports from places of events; forest protection in different areas, action plan, etc.);
Thirdly, independent (pair, group, individual) activities of all students.
And finally, fourthly, structuring the main content of the project (with mandatory indication consistent results).
When using research methods, a certain sequence of actions must be provided:
initial definition of the problem with the ensuing research objectives (using the “brainstorming” or “round table” method during a generalized study);
subsequent formulation of hypotheses and their solutions;
immediate discussion of the methods of a particular study (both statistical methods and experimental observations, etc.);
discussion in various ways registration of final results (presentations, reports, defenses, creative reports, discussions of screenings, etc.).
final collection, systematization and discussion of the data obtained;
preliminary summing up, processing of results, their presentation;
final conclusions, bringing forward unspoken new problems in the study.
Teachers have to redirect their teaching and educational work and the work of students to various types of independent activities, to the priority of research, search, and creative activities.
The dependence of the nature of this assessment is expressed in the conditions of the project, its type or content. In the case when a research project is being considered, it is necessary to have a staged implementation. It should be remembered that the success of the project is ensured by the correct organization of work in individual areas. Let us dwell on the general approaches to project structuring:
1. You should definitely start with choosing the topic of the project, its type and, accordingly, its type and number of participants.
2. Then the teacher needs to think through all possible options for existing problems that need to be investigated within the framework of this intended topic. The problems themselves are expressed by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is also appropriate here.
3. The next step will be the distribution of tasks into groups, as well as a discussion of research methods, information search, and creative solutions.
4. Independent work project participants according to their individual activity-group research approaches..
5. Intermediate discussions of the obtained data are also conducted in groups (in lessons or classes, in a scientific society, media library, and in the library, etc.).
6. Protection of projects and their opposition.
7. Collective discussion, results of external assessment, examination, and undoubtedly conclusions.[4]
Thus, project activity or the design method is a new, scientifically based method of educational work, in which the student is the organizer, motivator, performer and controller of his educational activities, which meets the requirements of the concept of modernization of the dynamically developing Russian education.
“Everything I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .
Currently, the project method is the most adequate among the various areas of modern pedagogical methods and technologies.
List of sources used
2. Panina T.S., Vavilova L.N. State and prospects for the development of modern teacher education//Professional education in Russia and abroad. 2011. No. 4. P. 45-51.
3. Pakhomova N.Yu. Method of educational project in an educational institution: A manual for teachers and students of pedagogical universities. - 3rd ed., rev. and additional - M.: ARKTI, 2005. - 112 p.
4.Polat E.S. PROJECT METHOD. Internet resource. URL: http://distant.ioso.ru/project/meth%20project/metod%20pro.htm (accessed 05/27/2013)
5.Kuznetsov V.S. Research and project activities as a form of educational cooperation at a university. Internet resource. URL: http://www.childpsy.ru/dissertations/id/18863.php (access date 05/27/2013)
6. Pakhomova N.Yu. Method of educational project in an educational institution: A manual for teachers and students of pedagogical universities. - 3rd ed., rev. and additional - M.: ARKTI, 2012. - 112 p.
Features and functions of the design
Student activities
In connection with the introduction of the Federal State Educational Standard (FSES) for general education, the importance of using methods, technologies, and pedagogical means that ensure the formation of meta-subject and personal results of students increases. The Federal State Educational Standard especially emphasizes the need to use problem-based research methods and project activities of students.
The formation of universal educational actions, in particular the ability to independently obtain knowledge, apply it consciously in practical activities, readiness to find solutions to educational and social problems, needs and abilities for self-development, is most successfully carried out in the process of project activities of schoolchildren. In the Federal State Educational Standard of General Education, this type of activity is defined as one of the most productive ways to achieve subject, meta-subject and personal results for students, starting from primary school.
Project activities solve a number of important pedagogical tasks :
– application by students of basic knowledge and skills acquired in lessons to find and solve a variety of problems, including social, family, personal, problems;
– stimulation of independent cognitive activity of children, when they are interested in looking for ways to solve the problem they have posed, mastering new information and new ways of activity;
– multidimensional consideration of complex objects from the point of view of several sciences, which blurs the boundaries between school subjects, shows students the relationship between various phenomena, bringing the educational process closer to real life situations;
– participation of children in socially significant, creative and transformative activities, which ensures the formation of various social competencies, many personal qualities, and professional interests.
In pedagogical practice, the use of project activities can purposefully solve the problems of individual-oriented education. Its peculiarity is that children themselves choose the problem that interests them, sources of information and ways to solve it. Project activities correspond to the abilities of children and are aimed at the formation of universal educational actions (personal, cognitive, regulatory, communicative).
The active position of the student is due to the fact that in the process of project activities a high level of his subjectivity is ensured, which contributes to the formation of citizenship and social responsibility of students. The development of the student’s subjectivity is manifested in the fact that the child has the opportunity to set goals, plan research, develop a project, evaluate and defend it. It is important that working on a project requires mandatory reflexive activity: an assessment of what everyone acquired in the process of completing the educational task, what was successful and what was not, what were the reasons for failures and how they can be avoided in the future. By completing projects, schoolchildren master the algorithm of innovative creative activity, learn to independently find and analyze information, obtain and apply knowledge in various industries, fill gaps, and gain experience in solving creative problems. Students develop skills in thinking, information retrieval, analysis, experimentation, decision making, independent activity and group work.
When organizing project activities, the role of the teacher changes significantly. He is a democratic leader, consultant, assistant, tutor, senior comrade; Accordingly, the student plays the role of an active participant, organizer of his own activities, creator, creator.
For a clearer understanding of the essence of project activity, let us clarify a number of interrelated concepts.
First of all, it is necessary to distinguish between the concepts “project-based learning”, “project method”, “project activities” . Their distinction is very arbitrary, but it allows us to show the multifaceted nature of the educational process.
Project-based learning can be considered as a didactic system, and the project method - as a component of the system, as a pedagogical technology that provides not only the integration of knowledge, but also the application of updated knowledge and the acquisition of new ones. For comprehensive solution learning objectives, various methods are used, including the implementation of creative projects, the purpose of which is to involve students in the process of transformative activity from developing an idea to its implementation.
We can talk about project-based learning if the project method is the main one in the learning process, and all other methods play a supporting role. In mass practice, the project method most often takes place, and project-based learning is used by a few teachers, as a rule, in the subject “Technology”. The transition to the Federal State Educational Standard encourages teachers to build a system of project-based learning from elementary school.
Project activity of students is a side, a component of project-based learning associated with identifying and satisfying the needs of students through the design and creation of an ideal or material product with objective or subjective novelty. It represents creative work to solve a practical problem, the goals and content of which are determined by students and carried out by them in the process of theoretical study and practical implementation, accompanied by a teacher. It follows that the other side, the component of project-based learning, is the activity of the teacher.
Based on the student’s experience and interests, the teacher helps him choose the direction, goals and content of activities in the zone of proximal development, ways and forms of its implementation, methods of analysis and evaluation of the result, and organize activities to implement the project. Therefore, when it comes to the interaction between teacher and student in the process of creating a project, it is more correct to talk about the project method or project-based learning.
Thus, the concepts of “project-based learning”, “project method”, “project activity” are interrelated, and the project method and project activity are components of project-based learning.
There is a point of view that the prototype of project activities in primary school are project tasks . By a project task, the authors understand “a task in which, through a system or set of tasks, a system of children’s actions is purposefully stimulated, aimed at obtaining a result (“product”) that has never existed in practice, and in the course of which a qualitative self-change in a group of children occurs.” In essence, the teacher sets strategies for solving a project problem, forming experience in solving the problem in children, and gradually prepares them for project activities, when schoolchildren themselves identify the problem, research and determine possible strategies for solving it.
It is advisable to clarify the relationship between the concepts of “project activity” and “design activity”. Design activities can be considered as a stage of project activity, which will be further presented in section 1.4. At the same time, design activity can be an independent, completed process, when a project is created as a certain idea, but not always implemented in practice.
Very often you can find a combination "project and research activities" . It is obvious that these concepts are interrelated, however, they should be distinguished. Of course, project activities are of a research nature; research is one of the necessary stages of working on a project. In this sense, project activity is a more comprehensive concept. On the other hand, “research activity” is a broader concept. Conducting experiments, observing schoolchildren’s growth of plants, natural phenomena, which are already carried out by students primary classes, writing essays by schoolchildren is a research activity. The fundamental difference between project activities is that as a result, a specific product (project) is created, which is novel (objective or subjective) and can be used in practice. Research is a search in a certain area, which may result in obtaining some information on the problem that allows the student to draw independent conclusions.
Types of projects
The practical result of project activities is a project. The word “project” (literally translated from Latin – “thrown forward”) is interpreted in dictionaries as a plan, idea, text or drawing of something that precedes its creation. A project is also considered as a prototype, a prototype of an object or type of activity, and design turns into the process of creating a project.
The variety of content and methods of organizing schoolchildren’s project activities necessitated the emergence of various classifications. First of all, a distinction is made between educational and social projects. Educational projects provide for independent educational activities of schoolchildren to master and apply new information in practice within the framework of one or more disciplines being studied. Typically, these projects are completed under the guidance of a teacher.
Social projects They are complex in nature, that is, they are associated with various areas of activity that go beyond academic disciplines. They can be carried out on the basis of the existing educational and creative resources of children not only at school, but also in other organizations, out-of-school associations and are aimed at improving and transforming the environment. Social projects involve the inclusion of children in socially significant activities that have a social effect, during which the teenager enters into constructive interaction with the outside world, adults, society, and gains social experience. A social project is proposed changes that can be implemented in society. The development and implementation of social projects contributes to the formation of skills of “reasonable social behavior” and social mobility of children.
The division into educational and social projects is very relative, since within the framework of educational disciplines projects with a high social orientation can also be developed and implemented. For example, when studying chemistry and biology, children study the composition of the soil in their school plot and, based on this, develop a program for preparing the soil for planting vegetables and flowers in the spring. In addition, a current social problem can be identified during classes, and the development of a project to solve it can be continued outside of class time.
In development of existing classifications, projects can be divided into certain types according to the most significant characteristics (Table 7).
Table 7
Project classification
Item no. | Signs | Types of projects | |||
Creativity level | - performing - constructive - creative | ||||
Content | - monosubject - interdisciplinary - extracurricular | ||||
Kind of activity | - research - informational - gaming - practice-oriented | ||||
Nature of contacts between project participants | - intraclass (members of the primary team) - intraschool (participants of the educational institution) - regional - international | ||||
Quantitative composition of performers | - individual - group - collective | ||||
Age composition of performers | - same age - different age | ||||
Execution Duration | - mini-project (several lessons) - quarterly - semi-annual - annual - multi-year | ||||
Execution Base | - school - extracurricular (parole, society) | ||||
Purpose | – educational – personal (family) – social – industrial |
It is obvious that all the features and characteristics of projects are closely interrelated, their classification is very conditional. One project can be characterized using different characteristics. Knowing and taking into account these characteristics allows organizers and participants in project activities to choose a project that meets specific conditions, which will solve a complex of educational and social problems, developing in students important competencies and various universal educational activities.
Let us clarify the features of the projects based on a number of main features.
When a project is carried out under the direct guidance of a teacher, students consistently implement the teacher’s recommendations on the course of action, we should talk about a performing project. The implementation of such projects is inevitable at the initial stage of using project activities, since students do not have enough experience to search independently. But even in this case, the teacher does not impose his opinions, but introduces options for discussing joint actions, showing the logic of constructing project activities, walking together with the children along the path of creating and implementing a project.
The constructive level of the project is possible when students are able, after discussing a topic, problem, action plan with the teacher, to independently complete the project.
If the students themselves put forward the idea of the project, developed an action plan themselves and implemented it, creating a real, high-quality, novel product, then this project can be characterized as creative.
Projects can be completed individually or in groups. In group projects, individual sections are completed individually. But even in projects carried out individually, there are elements of group work, for example, when conducting brainstorming or mutual evaluation of each other's initial ideas. Incorporating group work into every project helps develop collaboration skills and a sense of collective responsibility. At the same time, it is necessary to provide an individual approach to children, giving tasks that correspond to the level of their abilities, gradually complicating the content of the work.
During group work, schoolchildren learn the material in a joint innovative form of study, discussion and mutual learning with the development of a generalized, collective solution. Students in the group master the elements of organizational activity of a leader, employee, performer, gaining social experience in practical activities.
Having a wide range of possibilities, project-based learning can be organized both in one class and in groups of different ages, and can be built on the basis of individual or joint project activities of students, distributed according to content, purpose, labor intensity and support. In a rural school, schoolchildren of different ages most often participate in the development and implementation of a group project.
The topic of integrated family projects related to the study of the history of their native land and its cultural traditions(history, literature, local history) and the creation of creative original products, the manufacture of products necessary for the family, the development of projects, the implementation of which allows us to solve the problems of arranging an apartment, house, summer cottage, yard, etc.
The duration of the project activity is determined by the problem that the children must solve. In turn, this depends on the age of the students and the experience of their project activities. In order to master the logic of this activity, it is advisable to start with mini-projects. In elementary school, the project should be especially attractive and short in completion.
Many students may have difficulty choosing a topic and type of project, especially at the beginning of their studies. To solve this problem, it is advisable for the teacher to have a “bank of projects”, grouped by areas of interest and preparedness of students, which is accompanied by the application of example projects with the appropriate solution, support and design, and to carry out explanatory work about the content and capabilities of a particular project.
PROJECT ACTIVITY AT SCHOOL.
TYPES OF PROJECTS. STAGES OF WORK ON PROJECTS.
Project – idea, plan; developed plan of construction, mechanism; preliminary text of a document.
Types of projects at school
Single-subject project– a project within the framework of one academic subject (academic discipline), fits perfectly into the classroom system.
Interdisciplinary project– a project that involves the use of knowledge in two or more subjects. More often used as a supplement to lesson activities.
Subject project– an extra-curricular project, carried out at the intersections of areas of knowledge, going beyond the scope of school subjects. Used as a supplement to educational activities, it is in the nature of research.
Sequence of work on the project
work on the project | Activity students | Activity |
|
Preparation | Determining the theme and goals of the project, its starting position. Selection of a working group | Discuss the topic of the project with the teacher and receive additional information if necessary | Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises the work of students. |
Planning | a) Identification of sources of necessary information. b) Determining ways to collect and analyze information. c) Determining the method of presenting the results (project form) d) Establishing procedures and criteria for assessing project results. e) Distribution of tasks (responsibilities) between members of the working group | Create project objectives. Develop an action plan. Select and justify their criteria for the success of project activities. | Offers ideas, makes assumptions. Supervises students' work. |
Study | 1. Collection and clarification of information (main tools: interviews, surveys, observations, experiments, etc.) 2. Identification (“brainstorming”) and discussion of alternatives that arose during the project. 3.Selection of the optimal project progress option. 4.Step-by-step implementation of the research tasks of the project | Perform project tasks step by step | Observes, advises, indirectly supervises the activities of students |
Information analysis. Formulation of conclusions | Perform research and work on a project, analyzing information. Draw up the project | Observes, advises (at the request of students) |
|
Presentation (defense) of the project and evaluation of its results | Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, achieved results (successes and failures) and the reasons for this | Present the project, participate in its collective self-analysis and evaluation. | Listens, asks appropriate questions in the role of an ordinary participant. Directs the analysis process as necessary. Evaluates student effort, quality of report, creativity, quality of use of sources, potential for continuation of the project |
Project evaluation
(individual card of the student defending the project)
Criteria for evaluation | Self-esteem |
on command |
||
Presentation (15 points) | ||||
Answers to questions (15 points) | ||||
design | Intellectual activity (10 points) | |||
Creativity (10 points) | ||||
Practical activity (10 points) | ||||
Ability to work in a team (10 points) | ||||
Result achieved (15 points) | ||||
Design (15 points) |
85 – 100 points – “excellent”;
70 – 85 points – “good”;
50 – 70 points – “satisfactory”;
less than 50 points - “unsatisfactory”.
Criteria for evaluation | ||
Relevance and novelty of the proposed solutions, complexity of the topic | ||
Volume of developments and number of proposed solutions | ||
Practical value | ||
Level of independence of participants | ||
The quality of the design of notes, posters, etc. | ||
Reviewer's assessment of the project | ||
Quality of the report | ||
Demonstration of depth and breadth of ideas on the topic presented | ||
Demonstration of depth and breadth of ideas on a given subject | ||
Answers to teacher questions | ||
Answers to student questions |
180 – 140 points – “excellent”;
135 – 100 points – “good”;
95 – 65 points – “satisfactory”;
less than 65 points - “unsatisfactory”.
Criteria for evaluation | ||||||||||||||||||||
Design and implementation of the project | Relevance of the topic and proposed solutions, practical orientation | |||||||||||||||||||
Volume and completeness of development, independence, completeness, preparedness for defense | ||||||||||||||||||||
Level of creativity, originality of the topic, approaches, proposed solutions | ||||||||||||||||||||
Reasonedness of the proposed solutions, approaches, conclusions | ||||||||||||||||||||
Quality of the note: design, compliance with standard requirements, rubrication and structure of the text, quality of sketches, diagrams, drawings | ||||||||||||||||||||
Quality of the report: composition, completeness of presentation of the work, approaches, results; reasoning and conviction | ||||||||||||||||||||
The volume and depth of knowledge on the topic (subject), erudition, the presence of interdisciplinary (interdisciplinary) connections | ||||||||||||||||||||
Project activities in the educational process It is used by teachers of both primary and secondary schools, but it is especially widely represented in senior specialized schools. Students master educational design in biology, geography, chemistry, physics, chemical engineering, history, and social studies lessons. The results of completed projects are “tangible”: if it is a theoretical problem, then there is a specific solution to it; if it is a practical problem, then there is a specific result, ready for implementation. Some types of projects involve making posters, writing reports, essays, research, etc. as the final product. Project-based learning creates positive motivation for self-education. Finding the necessary materials and components requires systematic work with reference literature. When carrying out the project, as our observations show, more than 70% of students turn not only to textbooks, but also to other educational and methodological literature, Internet resources, and the school media library. Thus, the inclusion of project activities in the educational process helps to increase the student’s level of competence in the field of problem solving and communication. Another type of project activity is interdisciplinary and supradisciplinary projects, which are developed at the intersection of several academic disciplines and require students to have great erudition and integration of acquired knowledge, skills and abilities. Project activities of a subject and meta-subject nature are carried out by students according to their free choice and are developmental and personal in nature. An example is the work of school students: “Illusions of perception”, “The influence of color on the psychophysical state of schoolchildren”, “Fast food - quick disease”, “Does money buy happiness?”, “Demographic problems of the city of Rasskazovo”, “Extraterrestrial life forms” etc. Projects of this kind help to raise the level of key competencies among participants, since they require solving complex problems from various scientific and social fields, attracting knowledge obtained from various sources, quick reaction, cooperation skills, understanding, the ability to work in a team, reasoning decisions and defending your opinion. Research activities require students to have certain scientific skills. For this purpose, it has been developed for high school students and is being taught for the third year. special course "Introduction to Research". The purpose of studying the special course is to develop the research competence of students through their mastery of methods of scientific knowledge and skills in educational and research activities. The content of the special course “Introduction to Research” is based on the classical canons of research scientific work, the basics of scientific research methodology and the traditions of designing this kind of texts, classes are designed to accompany schoolchildren’s work on educational research from the stage of formulating a topic to mutual review of completed works and preparation of a report for their defense. The selection of the content of the special course was carried out taking into account another type of extracurricular work - the functioning of the school scientific society students. Activity school scientific society of students regulated by regulatory documents: Regulations on NOU, Charter of NOU. Requirements for the design of student work and evaluation criteria have been developed. research work. The activities of NOUs are carried out through meetings of subject sections, lectures, seminars, consultations with scientific advisors, and expeditions. We consider the creation of an atmosphere of scientific research to be one of the main results of our work with non-state educational institutions. In order to create conditions for the formation of an intellectually developed personality, ready for self-development, self-improvement, and instilling skills in project activities for elementary school students, the “Erudite” additional education program has been developed. The program is aimed at developing the intellectual skills of students based on developing the child’s ability to manage creative processes: fantasizing, understanding patterns, and solving complex problem situations. It gives the student the opportunity to reveal many of the qualities that underlie creative thinking. The program is designed to help students become more relaxed and free in their intellectual activity. The general course of the program is designed for 2 years in the areas of humanities and mathematics. Project activities in elementary school reinforced by the curiosity of younger schoolchildren, as well as the motivation of parents to show the success of their children. For the past three years, the Buratino mini-school (pre-school classes) has been practicing the development of joint creative projects for preschool children and their parents. At the school scientific and practical conference, mini-school students, along with high school students, present their projects. Primary school students traditionally present interesting, meaningful projects at the school scientific and practical conference, carried out using various research methods (search, heuristic, discussion, brainstorming and role-playing). Often, projects of elementary school students are long-term in nature and represent group work (“My city Rasskazovo”, “Ecology in fairy tales and colors”, “In the world of fairy tales”, “Why dinosaurs became extinct”, etc.). Our school has a long tradition of patriotic education, therefore we devote a large place in the project activities of students projects of military-patriotic, local history and search orientation. This work is carried out within the framework of the activities of the Memory club. Club members research and collect material about the exploits of their fellow countrymen - participants in military events. Their projects are aimed at protecting the historical monuments of their native city, as well as organizing educational and cultural work among students and residents of the microdistrict. In the Room of Military and Historical Glory named after Hero Komyagin, lessons on Courage and excursions are conducted based on the materials of the search work (materials from the research projects “Our fellow countryman A. Komyagin”, “Tambov region during the Great Patriotic War”, “Teachers and graduates of our school - defenders of the Fatherland” are used ", "City streets are named after them", etc.). As part of the work of the school “Small Ecological Academy”, we are implementing another area of project activity - the development of environmental and social projects related to environmental protection and improvement of our hometown. Projects implemented by schoolchildren are aimed at increasing the level of environmental education of the population, involving them in environmental activities by involving them in environmental actions and working in volunteer teams to improve the city and nearby recreational areas (“Down with the landfill”, “Rhododendron Day”, “School yard” ", "Bird Day", "Biomonitoring of the Arzhenka River", etc.). The school children's organization “Unity” has great opportunities in implementing project activities. Projects implemented within the framework of this movement are organizational and social projects, foster the civic position of schoolchildren and form their leadership qualities. The project of the president of the school children's organization “School City” as a model of school self-government, which is based on the structure and structure of a modern city, turned out to be very interesting. Collective projects of elementary school students “The School of My Dreams” and “School of the Future” provide an opportunity to trace the attitude of schoolchildren to modern school problems, as well as to show activity and initiative in realizing the dream of an ideal school. However, the main organizational and social project is the organization of a scientific and practical conference for school students. The school scientific and practical conference is the main and key form of presentation of students’ achievements in research, project education and beyond educational activities, contributing to the formation of key competencies, in particular organizational ones. The purpose of the conference is to identify gifted children, support the creativity of schoolchildren, and competitively review the brightest and most interesting things that students have done over the past year in all types of research, practical and creative activities. The school has regulations on the conference and regulations for its organization, which plan every action of the organizing committee in precise time frames. Informational instructional materials on the content of the activities of each group have been developed. Every year something new appears at the conference: invitations to alumni, parents, authors of reports from other schools, a poster session, etc. Since last year, the conference has grown into Science Day. This academic year, the School’s Governing Council decided to annually reward schoolchildren who submitted the best work to the school scientific and practical conference. The best works of students are stored in the school library and anyone can use the materials to prepare for a lesson, write a report or essay; computer presentations serve as good illustrative material for the teacher in the classroom. In the modern understanding, a project is six “Ps”: Problem, Design (planning), Information Search, Product, Presentation. The sixth “P” of a project is its Portfolio, i.e. a folder in which all working materials are collected, including drafts, reports, etc. The technology for maintaining student portfolios has been developed at our school for several years. Moreover, if initially many children, parents and even teachers had a negative attitude towards the idea of a portfolio, not understanding its meaning, now a portfolio is a kind of student’s business card. And the more a student is motivated for creative and project activities, the more valuable a portfolio is for him, reflecting not only his achievements, but also his personality For the successful implementation of project activities, the school has the necessary information technology equipment: two computer classes, one of which is connected local network and has access to the Internet, two multimedia projectors, an interactive whiteboard, two video cameras, a digital camera, chemical and biological laboratories, and a large media library. In addition, starting from this academic year, with the acquisition of the KM-School software product, developed by the Cyril and Methodius company, the school has the opportunity to effectively implement a unified information educational space. This educational content meets modern educational standards and contributes to the effective organization of the educational process. Teachers and school students do not have to turn to other sources to search for the necessary information within the framework of project activities and independent educational research, since the completeness of the content is maximum. The decisive link in the implementation of project-based learning in a school’s educational program is the teacher. To successfully implement a competency-based approach and project activities, a competent organization is required methodological support for teachers. To this end, the school, within the framework of a comprehensive targeted program “Formation of key competencies through project activities of students,” developed and conducted training seminars “Technology of competency-based education. Project method”, “Pedagogical technology portfolio”, meetings of the methodological council were held on the topics: “Technologies of competency-based education. Development of critical thinking through reading and writing”, “Technology of competency-based education. Debates”, at meetings of school methodological associations the issue “Development of the thematic field of project activities” was considered. Such work has its positive results: every year the number of participants in the school scientific and practical conference is growing, the quality of the research works themselves is becoming better, the requirements for content and design are met in most of them. The number of students taking prizes in project and research competitions at the municipal and regional levels has increased, and winners of all-Russian competitions have appeared. Teachers themselves show significant interest in the development of pedagogical projects. Thus, since this academic year, a project developed by the creative group of class teachers “Again deuce” has been successfully implemented, in which a model of socio-pedagogical interaction with parents of children with learning difficulties is being developed. Since 2006, the school has been implementing a project developed by a creative group of teachers from primary school and mini-school “Buratino” of the specialized summer camp “Preschooler”. The school administration has developed and is currently implementing the “Small Ecological Academy” project. The “We Choose Life” project, developed in collaboration with a school principal and a school psychologist, took third place at the All-Russian competition of psychological projects. The modern development of society, economics, and education necessitates the development of mechanisms for the formation of a person of the 21st century - an individual capable of analyzing the existing situation, actively participating in sociocultural activities, and making decisions independently and responsibly in constantly changing conditions. Therefore, the words of the writer Clark are more relevant now than ever: “It’s not enough to know, you have to apply it. It’s not enough to really want to, you have to do it!” These words can also be considered the motto of project activities in our school. Literature: 1. Bobienko approaches to the problem of key competencies // www. *****/science/veatnik/2003/issue2/ 2. Kudryavtsev, A. Design and management of the development of a unified information environment of the school / A. Kudryavtsev // School Director. – 2007. – No. 1. – P. 14–20. 3. Markachev, project method in school practice/, // Chemistry at school. – 2007. – No. 2. – P. 34–36 4., Ukhov’s key competencies in project-based learning // School technologies No. 4.- p. 61. Stages of the projectPreparatory or introductory (immersion in the project).1.1. Selecting a topic and specifying it (determining the genre of the project). 1.2. Defining goals, formulating tasks. 1.3. Formation of project groups, distribution of responsibilities within them. 1.4. Issuing written recommendations to project team members (requirements, deadlines, schedule, consultations, etc.). 1.5. Approval of the project topic and individual plans of group members. 1.6. Establishment of procedures and criteria for evaluating the project and the form of its presentation. Search and research stage. 2.1. Identification of information sources. 2.2. Planning ways to collect and analyze information. 2.3. Preparation for research and its planning. 2.4. Conducting research. Collection and systematization of materials (facts, results) in accordance with the goals and genre of work, selection of illustrations. 2.5. Organizational and consulting sessions. Interim student reports, discussion of alternatives that arose during the project. Translation and design stage. 3.1. "Pre-defense of the project." 3.2. Finalization of the project taking into account comments and suggestions. 3.3. Preparation for public defense of the project: 3.3.1. determination of date and place; 3.3.2. determination of the program and scenario of public defense, distribution of tasks within the group (media support, audience preparation, video and photography, etc.); 3.3.3. poster information about the project. The final stage. 4.1. Public defense of the project. 4.2. Summing up, constructive analysis of the work performed. To the project manager (organizer)Propose project topics with various dominant methods (research, social, creative, informational, practice-oriented, gaming, etc.). Justify their relevance. Indicate the age of schoolchildren for whom this project assignment is designed. Characterize and supplement projects based on other characteristics (nature of contacts, nature of project coordination, duration, number of participants). Select the most relevant one (based on the results of the discussion in the group of course participants). Specify the problem, formulate the goals and objectives of the project, educational material on the subject and interdisciplinary connections (in the form of didactic units) that should be involved in the course of the project. Consider the practical/theoretical significance of the project. Indicate what developmental goals you set (intellectual, moral, cultural development of students). List what creative methods will be used to complete the project. Indicate how this project fits into classroom and extracurricular activities. Consider how the results of the project might be presented. Designate the forms of control over the stages of the project. Suggest criteria for assessing the success of the project. Think about how this project can influence the social adaptation and professional self-determination of a teenager, and the motivation to work in their chosen field (only for high school students). Think about what psychological and pedagogical effect is possible as a result of completing this project.General rules for the project managerApproach this work creatively. Don't hold back students' initiative. Encourage independence, avoid direct instructions, teach children to act independently. Remember the main “pedagogical” result - do not do for the student what he can do (or can learn to do) on his own. Don't rush to make value judgments. When evaluating, remember: it is better to praise ten times for nothing than to criticize once for nothing. Pay attention to the main components of the knowledge acquisition process:– learn to trace connections between objects, events and phenomena; – try to develop skills in independently solving research problems; – try to teach the student the ability to analyze, synthesize, and classify the information he receives. In the process of work, do not forget about education. Student diagnostics What area of human knowledge is most interesting to you? What school subject are you most interested in? What subjects are you interested in reading additional literature on? What educational literature have you read over the past year? Name it. Do you participate in clubs, sections, or attend electives? Which ones and where? Which scientific problem of our time seems to you the most relevant (significant)? Would you like to participate in research on any problem? What real social event would you like to organize with your friends within your school, district, city? Are you a member of any public youth associations? Name them. Which school teacher could become your consultant or advisor in organizing and conducting the project? Would you like to involve parents in your work? (Not really). |
APPENDIX 2
Presentation of the project involves the preparation of the following documents, which are compiled jointly by the student - the author of the project and the teacher - the project leader.
List of documents submitted for defense of design projects
and educational and research works of students
Passport of students' project or educational research work (see table). Feedback from the supervisor on the submitted project or educational and research work. Review of the submitted project or educational research work. Analysis of project or educational research work to identify didactic units used by students in the process of creating an educational product. List of equipment (educational, scientific, self-made) used in achieving the goals and objectives of the project. (Required only for research projects.) A list of pedagogical goals (tasks) set by the supervisor within the framework of a specific educational project. List of methods used by schoolchildren in working on the project. A list of articles, publications, monographs, scientific and popular science books (from the presented bibliographic list), on which abstracts, reviews, annotations were written in the process of work, and notes were compiled. (Attach one example of a compiled abstract, review, annotation, synopsis to the list.) Brief summary of the project content (project purpose, rationale for relevance, project hypothesis, summary project, the results obtained or the achievability of the planned results). These documents allow you to track the formation of the necessary educational skills and abilities, determine how the work performed helps the student master the basic material.
1. Research project passport
Project name. Project goals. Authors of the project (school, class, number of participants). Scientific supervisor(s) of the project (specialty, teaching experience, title, academic degree) Consultant(s) (specialty, title, academic degree). Project type.
6.7. By the nature of contacts (degree of coverage): within a class, within a school, within a district, at a city scale, at a regional scale, at a national scale. Educational area within which the educational project was carried out: philology, social studies, mathematics, computer science, natural science, art, technology, fundamentals of life safety, physical education. Academic subject within which the educational project was carried out: Russian language, literature, foreign language, mathematics, computer science and ICT, history, social studies, geography, economics, law, physics, chemistry, biology, natural science, music, art, technology, physical culture, basics of life safety. Methods used in working on the project. Project presentation form: poster, album, video, booklet, abstract, layout, other (enter). Educational and cultural institutions on the basis of which the project was carried out: school base, library(s), museum(s), higher education institution (department), research institute (laboratory), zoo, planetarium, technical center, other ( indicate). Sources of information used by the authors during the project: popular science magazines, academic journals, bulletins, textbooks and teaching aids, popular science books, scientific publications, monographs, dissertations, abstracts, deposited manuscripts, dictionaries, reference books, encyclopedias, foreign books (English, German, French, Spanish), Internet (website). Researcher's dictionary (conceptual apparatus).
2. Social project passport
(To be completed by the authors and the project’s scientific supervisor. Submitted to the expert commission along with the project)
Project name. Project goals. Authors of the project (school, class, number of participants). project manager(s) (specialty, teaching experience, title, academic degree). Consultant(s) (specialty, title, academic degree). Project type.
6.1. According to the dominant activity in the project: research, creative, gaming, information retrieval, practice-oriented (takes into account the social interests of the participants, clearly focuses on the result).
6.2. By subject area: cultural (literary, musical, linguistic), natural science, environmental, sports, geographical, historical.
6.3. By the nature of project coordination: with open coordination (hard), with hidden coordination (flexible).
6.4. By the number of project participants: personal, pair, group.
6.5. By breadth of content coverage: single-subject, interdisciplinary, extra-subject.
6.6. By duration: short, long.
6.7. By the nature of contacts (degree of coverage): within a class, within a school, within a district, at a city scale, at a regional scale, at a national scale. The field of social research. Educational area with which the content of the project is connected: philology, social studies, mathematics, computer science, natural science, art, technology, basics of life safety, physical education. Methods used in working on the project. Form of presentation of the project: poster, album, video, booklet, abstract, layout, other (enter). Educational and cultural institutions on the basis of which the project was carried out: school base, library(s), museum(s), higher education institution (department), research institute (laboratory), zoo, planetarium, technical center, other ( indicate). Sources of information used by the authors in the course of the project: popular science magazines, academic journals, bulletins, textbooks and teaching aids, popular science books, scientific publications, monographs, dissertations, abstracts, deposited manuscripts, dictionaries, reference books, encyclopedias, foreign books (English, German, French, Spanish). Researcher's dictionary (conceptual apparatus).
APPENDIX 3
The examination of design works allows you to organize work in the form of an intra-school competition, in the form of a direction of work of a student scientific society with a final conference, etc. But it must be understood that a clear system of examination of projects allows not only to objectively determine the winner (if a design work competition is organized) , but also to objectively evaluate the quality of work of the project author and his manager with the ability to monitor successful and unsuccessful elements of work on the project.
An expert commission is formed for expert assessment. It is advisable to involve parents with the necessary qualifications in this commission. It is possible to attract teachers and graduate students from universities with which the school works under an agreement. It is also possible to attract teachers from other schools in the area.
The examination is carried out in two stages: first, an examination of the submitted documents is carried out, and then an examination is carried out directly during the presentation of the project. The examination of the submitted documents is carried out by at least two experts competent in this field. educational field(we repeat once again that it is desirable to attract specialists from higher educational institutions who are competent in these areas of knowledge). The results of the examination are brought to the attention of all its members in advance by the chairman of the expert commission.
The overall score for the project consists of an assessment of the materials submitted to the commission and their independent analysis by experts, as well as the presentation itself.
If there are many projects presented, then it is advisable to present the projects not in the form of a conference, but in the form of poster presentations. In the latter case, each expert is provided with a list of projects for mandatory assessment.
TABLE 1
Evaluation of research project presentation No. _______________
For each position in the “available” column, 1 point is awarded, thereby assessing the presence of a particular element for which the assessment is being made. Then the quality of the present element is assessed on a three-point scale. The rating is reflected in the corresponding column. When filling out the table, the expert puts only “+” signs in the corresponding columns – the columns “high”, “average”, “satisfactory”, “unsatisfactory”.
TABLE 2
Evaluation of the presentation of social project No. _________________________
For each position in the “available” column, 1 point is awarded, thereby assessing the presence of a particular element for which the assessment is being made. Then the quality of performance of the present element is assessed on a three-point scale. The rating is reflected in the corresponding column. When filling out the table, the expert puts only “+” signs in the corresponding columns – the columns “high”, “average”, “satisfactory”, “unsatisfactory”.
The success of a modern person can largely be determined by how he knows how to organize his life activities. Life today is relevant to consider in the form of a project. That is why it is valued whether a person knows how to set goals and determine development prospects, whether he can correctly plan work and find the necessary resources to implement his plans, and also evaluate whether his plan was a success. Modern schools provide opportunities to learn how to conduct project activities even in the lower grades.
What is design and research activity
Scientists say that a child has a biologically determined need to understand the world and explore it. The most important features of a child’s behavior are curiosity, the desire for observations, experiments and discoveries, the need for fresh impressions, and independent search activity. It is this direction of children's behavior that creates the need to find ways to successfully organize such research activities. The design and research method does an excellent job of creating the necessary environment for realizing needs.
Design and research activities- this technology is based on the scientific method of cognition, which involves students solving various problems of a research and creative nature under the guidance of a teacher.
Project activities of schoolchildren- this is a cognitive, educational, research and creative activity, as a result of which a solution to a problem appears, which is presented in the form of a project.
The project method involves the creative disclosure of the student’s personality during independent work.
Goals of project-based educational technology
- creation of appropriate conditions that promote the activation of cognitive interest and independent acquisition of knowledge from various sources
- developing the ability to use knowledge to solve cognitive problems
- development of communication and research skills
- active development of thinking.
Design and research work is carried out by students independently, subject to cooperation with a teacher who leads and controls the creative and cognitive process. As a result, such creative work the result is a “project” - a product created to solve a given problem, a detailed study of the problem.
So, the project-research method is a new innovative teaching method based on the child’s natural desire to comprehend the world that surrounds him, as a result of which the student’s cognitive sphere, his ability to think deeply and independently, and to be creative in his activities are developed.
Classification of projects: from presentation to coursework
Methods for studying the surrounding reality of various genres can be considered as a project: from an abstract to the original design of your research, from an effective presentation to a serious defense using the method of defending a coursework or dissertation.
In order for a teacher to master one or another method of managing children's projects, you need to know what types of projects exist:
- Research projects. Schoolchildren conduct research, study any area, and then present the results obtained in the form of wall newspapers, booklets or computer presentations. Such research projects have a positive impact on the student’s professional self-determination, and can also become the basis for future coursework and diploma work during his student years.
- Game projects. They are presented in the form of games and performances, where, playing the roles of some heroes, students offer their solutions to the problems being studied.
- Information projects. Students collect and analyze information on a topic, presenting it in the form of a magazine, newspaper, or almanac.
- Creative projects. There is huge scope for imagination: the project can be carried out in the form of an extracurricular activity, an environmental action, a video film and much more. There are no limits to imagination.
Choosing a theme
Several factors influence the choice of topic for a project:
- The topic of the project can be formulated based on the recommendations of the state education system, in accordance with the curriculum.
- The topic for the project can be the initiative of the teacher within the framework of a certain subject or educational material being studied.
- The topic of the project can be based on the professional interest of the teacher or the interests of the students.
The choice of project topics can be based on an in-depth study of any educational material in order to deepen knowledge, interest children in studying the subject, and improve.
Most often, the topics of projects for junior schoolchildren are based on the study of some topical issue modern life. In this case, the student not only learns more, but also develops creative and analytical abilities.
“Teacher advice. When starting a project in elementary school, it is important to help the student choose the right type of project based on the topic chosen.”
When everything is clear with the topic and type of project, the teacher should pay attention to the proper organization of the student’s activities. And for this you need to know the plan and structure of future project activities.
Stages of project activity
When starting to work on a project, it is better to focus on the plan, which usually consists of the following stages:
- Definition of the problem. It is important to determine here current problem for research that would be appropriate for the age, abilities and knowledge of younger schoolchildren, and would be interesting for children.
- Definition of goals and objectives. The teacher helps children determine the goals of the study and direct them to achieve results.
- Preparation and planning. Here it is important to help the student choose the form for completing the project in accordance with the topic, as well as determine the means and methods of organizing the activity. It is also important to determine how long the project will take to complete. If this is a group project, then the teacher must form initiative (working) groups of students who will work together on the project. It is important to guide students in finding the necessary materials and help them process information.
- Project implementation. Work on a project always begins with collecting information, analysis (discussion), and putting forward ideas. As soon as the necessary information has been collected and all experimental work has been carried out, the project is formalized. At this stage, the teacher must provide consulting assistance to students, teach them to analyze and summarize facts, teach design and, if necessary, find ways to stimulate their interest in the creative process, develop mental abilities. It is also necessary to check the intermediate results of the project work.
- Summarizing. The outcome of the project is a presentation. It can take the form of designing wall newspapers or stands, giving a presentation, preparing a report, or defending a project. It is advisable to discuss what worked and what didn’t, what problems arose while working on the project.
"Advice. Pay special attention to the presentation of results. Tell your children how to properly speak in front of an audience.”
Features of project activities
Design and research work at school is a new, innovative method that combines educational and cognitive components, gaming, scientific and creative. The main difference between this in elementary school is that students, first of all, receive the first research skills, due to which the specific qualities of a special way of thinking develop.
The introduction of the project method in elementary school has its own characteristics. Full-fledged project activities are not suitable for younger students. the main task here - take into account the characteristics of students (age and psychological).
There is an opinion that in elementary school it is best to limit the project to one or two lessons. Or - engage in projects for extracurricular activities. Before embarking on full-fledged projects, students should first be trained to solve design problems. During such a task, schoolchildren receive a ready-made set of tasks. Project tasks are collective in nature and can become the first step towards children mastering the basics of project activity.
Video about how junior schoolchildren carry out project activities in one of the gymnasiums
Organization of project activities
One of the important aspects of project activity is its organization.
Before starting project work with primary school students, the teacher must:
- to introduce schoolchildren to the methods of scientific knowledge in an accessible form
- teach students to cooperate with each other
- use an individual approach when working with students
- try to organize different types of research, including collective research, right in class
- assign homework assignments of a research and creative nature.
When organizing project activities in elementary school, the teacher needs to take into account the following aspects:
- The project assignment must correspond to the age and level of development of the primary school student.
- The issues of future projects should be taken into account, which should be in the area of interest of the students.
- Must be for successful execution of projects (availability of materials, data, multimedia).
- Before giving students a project assignment, you should first prepare for conducting such activities.
- Manage projects, help and advise students.
- To practice the techniques of project activities with younger schoolchildren, while improving general educational skills.
- When choosing a project topic, do not impose information, but interest them, motivating them to search independently.
- Discuss with students the choice of sources of information: library, reference books, Internet, periodicals, etc.
In the process of preparing for project activities, it is advisable to organize joint excursions, walks, observations, experiments, and events for younger schoolchildren.
Atmosphere of cooperation
Project activity has a character, as well as students within the team (if they complete the project together).
What role does the teacher play here?
The teacher is the initiator of exciting endeavors. The more interesting his proposal is to children, the higher his authority. A successful teacher is one who can organize independent project work students, activating their ingenuity, creativity and resourcefulness. It is such a teacher who is able to open the whole world to a child, believing in his strength and revealing his creative potential.
"This is interesting. The project method is a space for collaboration and the manifestation of joint creative initiative between student and teacher.”
When engaged in project activities with students, the teacher can act in one role or another:
- "Enthusiast": encourages students to engage in cognitive and creative activities.
- "Specialist": competent in everything.
- "Consultant": helps with advice, suggests how best to do it.
- "Supervisor": can outline the project plan, its structure and manage it.
- "Moderator": organizes the discussion and the student in the right direction.
- "Coordinator": organizes cooperation.
- "Expert": analyzes the results and evaluates.
The teacher is called upon to help students:
- gain access to various sources of information
- overcome difficulties encountered during the project
- teach to be attentive and responsible when executing a project
- analyze the finished project and make recommendations.
The use of the project method in educational activities has a positive effect on strengthening relationships, both between classmates and with adults to whom the student turns when completing the project.
conclusions
Project activities are an excellent opportunity to teach younger schoolchildren to think and find the necessary information, solve complex problems, make decisions, and organize cooperation with classmates and the teacher. The child learns to create ideas and bring them to life, and present the results of his research. The teacher’s introduction of the project activity method at an early stage of education will help familiarize students with the first steps of scientific activity, their creative and intellectual development, teach them how to organize and control a project, thereby developing them harmoniously and in step with the times.
"The only path leading to knowledge is action."
Bernard Show
Project activities at school
Success in modern world is largely determined by a person’s ability to organize his life as a project: to determine the long-term and short-term prospects, to find and attract the necessary resources, to outline an action plan and, having implemented it, to evaluate whether it was possible to achieve the set goals. Numerous studies conducted both in our country and abroad have shown that the majority of modern leaders in politics, business, art, and sports are people with a project type of thinking. Today at school there is every opportunity to develop design thinking through a special type of student activity - project activity.
And although project activities are increasingly being used in secondary schools, no idea has yet been formed about what it should be like. A project can be called work of a wide variety of genres: from an ordinary essay and non-standard performance of a standard assignment (an answer on geography or history with the performance of songs and dances of the country or era being studied) to a truly serious study followed by a defense on the principle of a coursework or dissertation.
Project as a type of independent creative work for students
The project method, developed back in the first half of the 20th century, is once again becoming relevant in the modern information society. However, the introduction of project activities into school practice sometimes encounters certain difficulties.
A project is often called any independent work of a student, say an essay or report. In general, there is quite a lot of confusion with the terms, and our media actively contribute to this, in which sporting events, show programs, and charity events are called projects. It is not surprising that sometimes teachers do not have a clear idea of the project as a teaching method, and students do not have a clear idea of the project as a very specific type of independent work.
To avoid all these problems, it is necessary to clearly define what a project is, what its characteristics are, how it differs from other types of independent student work, what is the degree of teacher participation at various stages of the project, how does this depend on the student’s age and on his other individual features.
Among the various types of independent work by students, the genres closest to projects are reports, essays and educational research. Maybe that’s why they are often confused not only by children, but also by adults. Before talking about a project as a teaching method, you need to understand what a project is and how it differs from other types of work.
Report - oral or written communication with the purpose of introduce listeners (readers) with a specific topic (problem), give general information it is possible to present the considerations of the author of the report, which in this case do not require scientific verification or evidence. Since preparing a report may require a lot of time, studying various sources, and formalizing the results in a certain way, there is a temptation to talk about the project. The fact is that work on a project is associated with the presentation of information. However, a report and a project are not the same thing.
Abstract - collection and presentation comprehensive information on a given topic from various sources, including the presentation of different points of view on this issue, the presentation of static data and interesting facts. When working on a project, there is a similar abstract stage, which, however, is only part of the entire project.
Research work - work related to solving a creative, research problem with a previously unknown result. If scientific research is aimed at finding out the truth, at obtaining new knowledge, then educational research has the goal of acquiring students the skill of research activity, mastering the research type of thinking. This kind of work is very similar to a project. However, in this case, research is only a stage of design work.
Project - work aimed at solution to a specific problem, to achieve in the optimal way pre-planned result. The project may include elements of reports, essays, research and any other types of independent creative work by students, but only as ways to achieve the result of the project.
Project as a teaching method
The project method is currently very widespread in teaching. It can be used in any school discipline where large-scale problems are solved, preferably for middle and senior students.
Although computer science began to be studied relatively recently, the project method of teaching began to be used immediately when studying this discipline. At first, projects were compiled at school using programming languages (Bacic, Pascal), but now they are studied little, and currently project activities in computer science are based on application programs (presentations, spreadsheets, databases, hypertext markup language HTMI).
Teaching methods such as the project method play a major role in the process of forming the professional self-education of schoolchildren.
Project activities are aimed at cooperation between teacher and student, development of creative abilities, is a form of assessment in the process of lifelong education, and provides an opportunity for the early formation of professionally significant skills of students. Project technology is aimed at developing the personality of schoolchildren, their independence, and creativity. It allows you to combine all modes of work: individual, pair, group, collective.
The implementation of the project method in practice leads to a change in the role and function of the teacher. With this approach, the teacher acts as a consultant, partner, and organizer of the cognitive activity of his students. In the process of working on a project, students have a need to acquire new knowledge and skills. There is a process of consolidating the skills of working on a separate topic or a large block of the course. The teaching method is complex, multidimensional, multi-quality education. “If we could build a spatial model of it, we would see a bizarre crystal, sparkling with many faces and constantly changing its color,” is how many authors define the concept of “teaching method.”
Project method in teaching
The main goal of the project is to develop students' creative thinking. There are many classifications of teaching methods, but almost all of them contain a research method, when students are given a cognitive task that they solve independently, selecting the necessary methods for this and using the help of a teacher. The project method can be classified as a research type, in which students individually deal with any given problem.
The educational process is based on cooperation and productive communication between students, aimed at jointly solving problems, developing the ability to highlight what is important, set goals, plan activities, distribute functions and responsibilities, think critically, and achieve significant results. In Russian pedagogy, this approach is associated with the use of teaching methods such as problem-based and project-based. Educational activities in this case are focused on successful activities in real society. The result of training is no longer the assimilation of knowledge, skills and abilities, but the formation of key competencies that ensure the success of practical activities.
An important feature of the project approach is humanism, attention and respect for the student’s personality, a positive charge, aimed not only at learning, but also at developing the personality of the students.
The word "project" in European languages is borrowed from Latin and means "thrown forward", "protruding", "conspicuous". Now this word is beginning to be understood as an idea, which the subject can and has the right to dispose of as his own thought. Currently, this term is often used in management, meaning in a broad sense any activity presented as a set of individual steps. This understanding is close, but somewhat different from that which has developed in Russian technical jargon. Here, a project is an idea for a new object (building, machine, mechanism or unit), materialized in drawings, diagrams and other documentation.
In the pedagogical literature one can find various definitions of an educational project. In any case, the educational project is based on the following points:
development of cognitive, creative skills of students, ability to independently search for information, development of critical thinking;
independent activities of students: individual, pair, group, which students perform for a certain period of time;
solving some problem that is significant for students, modeling the activities of specialists in a particular subject area;
presenting the results of completed projects in a “tangible” form (in the form of a report, paper, wall newspaper or magazine, etc.), and in the form of specific results ready for implementation;
cooperation between students and the teacher (“pedagogy of cooperation”).
For a student, a project is an opportunity to maximize their creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, bring benefit, and publicly show the results achieved. This is an activity aimed at solving an interesting problem formulated by the students themselves. The result of this activity - the found method of solving the problem - is practical in nature and significant for the discoverers themselves. And for a teacher, an educational project is an integrative didactic means of development, training and education, which allows you to develop and develop specific skills and design skills: problematization, goal setting, activity planning, reflection and self-analysis, presentation and self-presentation, as well as information search, practical application of academic knowledge, self-study, research and creative activities.
When working with a project, it is necessary to highlight a number of characteristic features of this teaching method. First of all, this is the presence Problems, which has to be solved during the work on the project. Moreover, the problem must be of a personally significant nature for the author of the project and motivate him to search for a solution.
The project must have a clear, realistically achievable target. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution and its own, unique embodiment. This embodiment is project product, which is created by the author in the course of his work and also becomes a means of solving the problem of the project.
There is one more difference in working with a project - preliminary planning work. The entire path from the initial problem to the implementation of the project goal must be divided into separate stages with their own intermediate tasks for each of them; identify ways to solve these problems and find resources.
The implementation of a work plan for a project is usually associated with the study of literature and other sources of information, selection of information; possibly with conducting various experiments, experiments, observations, research, surveys; with analysis and synthesis of the data obtained; with the formulation of conclusions and the formation on this basis of one’s own point of view on the original problem of the project and ways to solve it.
The project must have written part - report about the progress of work, which describes all stages of work (starting with the definition of the project problem), all decisions made with their justification; all the problems that have arisen and ways to overcome them; the collected information, experiments and observations carried out are analyzed, the results of surveys are presented, etc.; the results are summed up, conclusions are drawn, and the prospects for the project are clarified.
An indispensable condition for the project is its public protection, presentation work results. During the presentation, the author not only talks about the progress of the work and shows its results, but also demonstrates his own knowledge and experience of the project problem, acquired competence. The element of self-presentation is the most important aspect of working on a project, which presupposes a reflective assessment by the author of all the work he has done and the experience he has acquired through it.
At its core, the project-based teaching method is close to problem-based learning, which involves consistent and purposeful presentation of cognitive problems to students, solving which they actively acquire new knowledge under the guidance of a teacher. Problem-based learning ensures the strength of knowledge and its creative application in practical activities. In addition, the project method is similar to developmental learning. Developmental learning is an active-activity method of learning, in which purposeful learning activities are carried out. At the same time, the student, being a full-fledged subject of this activity, consciously sets goals and objectives for self-change and creatively achieves them.
Terms and meaning of words used for project activities proposed by M.Yu. Bukhara.
Term | Dictionary meaning | Pedagogical significance |
Method | A method of theoretical study or practical implementation of something | A set of techniques, operations of mastering a certain area of practical or theoretical knowledge, a particular activity, a way of organizing the process of cognition |
Project | Plan, intention, preliminary text of the document | - |
Project method | - | A method based on the development of students’ cognitive skills, critical and creative thinking, the ability to independently construct their knowledge, navigate the information space, see and formulate problem. A way to achieve a didactic goal through detailed development Problems, which should end in a very real, tangible, practical result, designed in a certain way. A method that offers a solution of some kind Problems, which involves the use of a variety of teaching techniques and integrated knowledge from various fields of science, technology, and creative fields. |
Problem | A problem that requires resolution and research. The subject’s awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation with the help of his existing knowledge and experience. The problem originates in a problematic situation. | A task containing contradiction, which does not have a clear answer and requires searching for solutions. It originates in a problematic situation. |
Problem situation | Circumstances and conditions of activity that contain contradictions and do not have a clear solution, in which the activity of an individual or group unfolds. | Circumstances and conditions of students’ activities that contain contradictions that do not have a clear solution |
Educational project | Modern educational, cognitive, creative or gaming activity students - partners, having a common target, agreed upon ways activities aimed at achievement the overall result of a decision Problems, significant for the project participants. |
Stages of work on the project. Motivation of students.
When organizing student project activities, there are a number of circumstances that must be taken into account during the work. A student cannot be offered a project for which he does not have any knowledge and skills, despite the fact that he has nowhere to find and acquire this knowledge and skills. In other words, to work on a project, the author must have a certain initial (even minimal) level of readiness. And, of course, work that is very familiar, has been performed many times before, does not require the search for new solutions and, accordingly, does not provide an opportunity to acquire new knowledge and skills cannot be a project. The first stage of the project is problematization- it is necessary to assess the existing circumstances and formulate the problem. At this stage, the primary motive for activity arises, since the presence of a problem gives rise to a feeling of disharmony and causes a desire to overcome it. The second stage of work - goal setting. At this stage, the problem is transformed into a personally significant goal and acquires the image of an expected result, which will later be embodied in the project product. The most important stage of working on a project is planning, as a result of which not only the distant goal, but also the nearest steps acquire clear outlines. When there is a work plan, available resources (materials, labor, time) and a clear goal, you can start working. The next stage of the project cycle is the implementation of the existing plan.
Upon completion of the work, the author must compare the result obtained with his plan, and, if possible, make corrections. This is the stage of comprehension, analysis of mistakes made, attempts to see the prospects of work, assessment of one’s achievements, feelings and emotions that arose during and at the end of work. The final stage of work - self-esteem and reflection.
The main stages of working on the project are problematization, goal setting, planning, implementation, reflection. However, within each stage there are smaller, but very important steps that must be completed during the work.
By formulating the purpose of the work, the author of the project creates a mental image of the desired result of the work - project product, which is an indispensable condition for work. During planning needs to be determined tasks, which have to be solved at individual stages of work and ways, with which these problems will be solved. Determine the order and timing of the work - develop schedule. At the stage implementation plan, it may be necessary to make certain changes to the tasks of individual stages and methods of work, and sometimes the author’s idea of the final result may change. Project product. The project usually ends presentations the method found by the author to solve the original problem, the design product he created and self-presentation competence of the project author. A presentation is a showcase of the project. Everything should be subordinated to one goal - to best show the results of the work and the competence of its author, which he acquired in the process of this work. Self-presentation, the ability to show oneself in a favorable light without losing a sense of proportion, is the most important social skill.
The presentation schedule, as a rule, provides no more than 7-10 minutes for presentation. In this short time, it is necessary to talk about the work that was carried out over several months, which was associated with the processing of a large amount of information, communication with various people, and discoveries made by the author.
So, the two main problems of presentation are speech and regulations. It is very important to teach children to choose the most important thing, to express their thoughts briefly and clearly. It is better if the text of the presentation is written in the form of abstracts.
During the presentation, the author of the project may have to answer questions from the public. You need to be prepared for this. It is better to begin the answer by thanking the person asking it (any question on the topic of the project indicates the public’s interest in the speech and gives the author another chance to show his competence).
It is advisable to rehearse the presentation.
The essence of students' project activities.
The program of the new educational field "Technology" provides for the completion of at least one creative project annually by students of grades II - XI. It is the creative project activities of schoolchildren that will contribute to technological education, the formation technological culture every growing person, which will help him take a different look at his environment, more rationally use the available resources of the Fatherland, increase natural resources and human potential. The reviving project-based teaching method, when applied skillfully, truly makes it possible to identify and develop the inclinations of a person and his abilities.
The project-based teaching method “Technology” assumes that design is carried out not under the tutelage of the teacher, but together with him, and is built not on pedagogical dictate, but on the pedagogy of cooperation.
Design also involves studying not only technologies, but also the actual activities of people in the production and non-production spheres of the economy. Thus, we can talk about the ergonomic content of the new educational field "Technology", which is a natural development of polytechnics in modern conditions.
Design as a method of cognition should provide students with practical assistance in understanding the role of knowledge in life and learning, when it ceases to be a goal, but becomes a means in true education, helping to master a culture of thinking. It is also aimed at the psychophysical, moral and intellectual development of schoolchildren, the activation of their inclinations and abilities, essential strengths and vocations, inclusion in successful work activities and the system of universal human values, the formation and satisfaction of their activity and cognitive demands and needs, the creation of conditions for self-determination, creative self-expression and continuing education.
A creative project is an educational and labor task that activates the activities of students, as a result of which they create a product that has subjective and sometimes objective novelty.
Organization and methodology for performing creative projects
By the method of projects in the educational field of "Technology" we understand the way of organizing the cognitive and labor activity of students. It involves the implementation of certain needs of people, the development of ideas for the manufacture of products or services to satisfy these needs, the design and creation of a product or the provision of a service, assessment of their quality, and determination of real demand in the goods market.
The project method is a flexible model for organizing the educational process, focused
It promotes the development of observation and the desire to find answers to them, and then check the correctness of their answers by analyzing information, conducting experiments and research.
The results of projects can be products, services, systems. Students receive technology, developments for environmental improvement and other skills in working with materials, tools and information as needed to complete a particular project. The system of projects is built on the principle of complication, therefore the curriculum is based on a number of provisions:
gradual increase in knowledge and skills;
implementation of projects in various areas, ranging from the more familiar (home, school, recreation areas) to the more complex (society, business, industry);
constant complication of the requirements for solving problems (using an integrated approach, taking into account a large number of influencing factors);
students gradually realize their own abilities and capabilities to meet the needs of the individual and society;
the ability to focus on local conditions, since problems for projects are selected mainly from the surrounding life.
Helping the student, tirelessly active guidance in choosing projects that are feasible for the student, that are actually carried out taking into account actually existing Material and other resources and, at the same time, the most promising from the point of view of expanding the experience, horizons, titles and skills of students, falls entirely on the shoulders of the technologist teacher,
These first functions of helping children freely choose a project are followed by a number of others: assistance in project planning, its practical implementation, and analysis of the final results.
The teacher must help students:
obtain various materials, reference books, information, tools, etc.;
discuss ways to overcome difficulties through indirect, leading questions;
approve or disapprove various phases of the work procedure;
teach how to briefly record the results of your activities;
give a brief analysis of the completed project.
When developing a project plan, students consult reference books, use the Internet, other sources of information, consult with family members, knowledgeable people, study the tools and materials necessary for the implementation of the project. The initial project implementation plan is constantly revised, possible omissions are corrected,
The technique of drawing up a plan, of course, can be as varied as the projects themselves. The most important thing is that the plan corresponds to the project and, and not vice versa,
Of particular importance is the project method, which allows schoolchildren in the system to master organizational and practical activities along the entire design and technological chain - from an idea to its implementation in a model, product, service, integrate knowledge from different fields, apply it in practice, while creating new ones knowledge, ideas, material things. The use of the project method as a leading method in the technological education of schoolchildren contributes to the implementation of didactic functions.
The educational function of the new approach to technology education involves introducing students to basic technological knowledge, skills and terminology.
The educational function of the new approach to technological education of schoolchildren is to develop personal qualities: efficiency, enterprise, responsibility, developing the skills of reasonable risk, etc. Project activities of students will allow them to realize their interests and abilities, teach them to take responsibility for the results of their work, and form the belief that success in business depends on the personal contribution of everyone.
The developmental function of using the project method in technological education is that schoolchildren realize the possibilities of using abstract technological knowledge and
Students develop skills in choosing one solution from multiple options1 and awareness of all the short-term and long-term problems of this choice
1. Introduction.
The concept of a project, project activities, project culture, Project structure. Typology of projects.
Students should know:
- concept of project, project activity,
- typology of projects.
- Students must be able to;
- distinguish between types of projects;
- determine the project structure.
1. Practice-oriented project.
Aimed at the social and interests of the project participants themselves.
The product is pre-defined and can be used in the life of the classroom, school, city, etc. etc.
The palette is varied - from a textbook for a physics classroom to a package of recommendations for the restoration of Russia.
2. Research project.
Concept of a research project. Features of a Research Project Basic concepts required to complete a research project; object of research, problem It includes justification of the relevance of the chosen topic, identification of research objectives, discussion of the results obtained,
3. Information project. Aimed at collecting information about some object or phenomenon for the purpose of analyzing it and generalizing the presentation for a wide audience.
4. Role-playing project.
The development and implementation of such a project is the most difficult. By participating in it, projects take on the roles of literary or historical characters.
5. Creative project.
It assumes the most free and unconventional approach to the presentation of results.
The concept of a creative project. Features of a creative project. The main stages of creative projects.
Elaboration of the structure of activities of participants in a creative project.
Presentation of results in the form of videos, articles, albums Students should know:
- concept of a creative project;
- main stages of a creative project
Students must be able to;
- choose and justify the topic of the project;
- select the necessary information for the implementation of the project;
- work out the structure of joint activities of participants; creative project;
- formalize the results of project activities,
6. Design and evaluation of the project.
Registration of the results of project activities. Preparation of a list of references and applications.
Criteria for assessing project implementation. Project protection, Criteria for assessing the protection of the completed project
Students should know;
- criteria for evaluating completed projects;
- criteria for assessing the protection of the completed project.
Students should be able to:
- evaluate the completed project;
- protect the project.
Selection and justification of projects.
The choice of projects is determined by the needs of various spheres of life of the individual and society (school, industry, leisure, home), the need to satisfy them, improve and modernize existing consumer goods and services.
1) The main problems that arise during the selection, analysis, and implementation of the project:
1. How to determine the scope of activity.
2. How to choose a project topic.
3. How to choose a model and product design.
4. How to develop technology for manufacturing a product.
5. How to carry out an economic calculation of a product.
6. How to prepare a project report.
2) Main criteria for selecting projects:
1. Originality.
2. Availability.
3. Reliability.
4. Technical excellence.
5. Aesthetic advantages.
6. Security.
7. Meeting social needs.
8. Ease of use (ergonomics).
9. Manufacturability.
10. Material capacity.
11. Cost, etc.
For greater clarity, you can use the “justification asterisk” (thinking), where in the center is the object of study, and on the periphery are the factors that determine its consumer properties that need improvement.
"Thinking Star"
Next, the feasibility of production, the outcome of the knowledge, skills and abilities acquired in technology lessons, the possibilities of logistics, economic and environmental feasibility, etc. are determined.
Basic requirements for product design
Manufacturability - the ability to manufacture a product as simply as possible, in particular on existing equipment, from available materials, with the least labor costs.
Creatively focused and entertaining. Creative activity and consideration of children's interests are expected.
Systematicity. The content of work to implement projects must reflect the material studied during the academic year, be polytechnic-oriented,
Strength. It assumes that the level of students’ training corresponds to their individual, age and physical abilities.
Economical. Requires the manufacture of a product at the lowest cost, with the greatest profit from the sale and operation of the product.
Environmental friendliness. The manufacture and operation of the manufactured product should not entail significant changes in the environment or disruption of human, animal and plant life.
Safety. Provided both at the project implementation stage and at the operation stage. Safety is associated with a system of labor protection measures, industrial sanitation, and hygiene. The project should eliminate the possibility of injuries and occupational diseases.
Ergonomics. Associated with the scientific organization of labor. Provides for organizing a workplace with the least amount of human energy consumption during maintenance.
Compliance with design requirements. The designed product must be externally aesthetically beautiful, fashionable, the color scheme and all details must be harmoniously combined, and the tank must be functional and practical.
Significance. The manufactured product must have a certain value and utility in the interests of society or a specific individual.
Area of knowledge used in technology projects
Anthropometry - measuring the human body and its parts when taking measurements, identifying the conformity of a product to the size and shape of a person.
Life safety is a system of measures for labor protection, industrial sanitation, hygiene, etc.
Biology - the structure of the human body, the characteristics of his body movements.
Geography - climatic conditions of various regions, temperature limits in a given climatic region.
History of costume - information about the history of development and modification of certain types of clothing.
Mathematics - calculation of formulas for constructing a pattern, calculation of costs of materials, funds, mathematical dependencies.
Materials science - the study of materials for the correct selection of products appropriate for a given model.
Mechanics, elements of mechanical engineering - the simplest adjustment (repair) of equipment on which work is performed.
Modeling (technical modeling) - changing the pattern drawing in order to obtain the desired model of the product.
Career guidance - information about professions, acquisition of professional knowledge and skills.
Psychology - features of human perception, for example, laws visual illusion in color, in artistic modeling.
Drawing - development of sketches of alternative models (elements of artistic modeling), laws of composition, drawing.
Technology - cutting, working with fabric, technological processes in the manufacture of products.
Chemistry, physics - physical and chemical properties of materials, dyes, various additives to fabric composition, information on fabric production.
Color science - the choice of color as an important informational quality of a suit: the influence of different colors on the characteristics of a given figure and overall appearance (the ability to emphasize advantages and hide flaws), a harmonious combination of colors, patterns of color combinations, color symbolism and the purpose of a suit.
Drawing - creating a pattern drawing.
Ecology - environmental friendliness of materials, influence of harmful dyes and other components that make up fabrics.
Economics, the basics of entrepreneurship - calculating the cost of a product, family economics, mini-marketing research, consistency of product quality, consistency of product quality and prices, that is, supply and demand), planning possible ways to sell your products.
Aesthetics is the embodiment of the desired aesthetic idea in a costume (taste, aesthetic sense, intuition, sense of color and shape, sense of proportion, understanding of rhythm and composition in a costume).
General appearance and structure explanatory note.
A project is an independent creative completed work of a student, completed under the guidance of a teacher. It usually consists of two parts: theoretical and practical. The latter is a specific product, layout, model, video film, computer development, etc., and the theoretical one is the explanatory note. Below are recommendations for its preparation. Of course, when using them, it is necessary to take into account the age capabilities of students, and an explanatory note to a fifth-grader’s project will differ significantly in content from that completed by a high school student.
The structure of the explanatory note depends on the type of work, and in general should contain:
- Title page.
- Table of contents (contents).
- Introduction.
- Heads of the main part.
- Conclusion.
- Bibliography.
- Application.
Structural elements of an explanatory note.
Title page
The title page is the first page of the explanatory note and is filled out according to certain rules.
The full name of the educational institution is indicated in the top field. On average, the name of the project is given without the word “topic” and quotation marks. It should be as short and precise as possible - consistent with the main content of the project. If it is necessary to specify the title of the work, then you can give a subtitle, which should be extremely short and not turn into a new title. Next, indicate the last name, first name, school number and class of the designer (in the nominative case). Then the surname and initials of the project manager.
The lower field indicates the place and year the work was performed (without the word “year”).
Following the title page is a table of contents, which lists all the headings of the explanatory note and indicates the pages on which they are located. They cannot be shortened or given in a different wording, sequence or subordination. All blanks are written with a capital letter and without a period at the end. The last word of each heading is connected by an accent to its corresponding page number in the right column of the table of contents.
Introduction to the work
It substantiates the relevance of the chosen topic, the purpose and content of the tasks set, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs who the project is intended for and what is its novelty. The introduction also describes the main sources of information (official, scientific, literary, bibliographic). It is advisable to list the equipment and materials used during the project.
Main chapters
The following is a statement of the goal, and specific tasks to be solved in accordance with it.
The first chapter of the project discusses the proposed methodology and technique for its implementation, and provides a brief review of the literature and other materials on the topic.
In the next chapter (search) it is necessary to develop a bank of ideas and proposals for solving the problem considered in the project.
In the technological part of the project, it is necessary to develop a sequence for executing the object. It may include a list of steps, technological map, which describes the algorithm of operations indicating tools, materials and processing methods.
Next, it is necessary to consider the economic and environmental assessment of the project. In the economic part, a complete calculation of the costs of manufacturing the designed product is presented. Next is project advertising and marketing research. Particular attention must be paid to the environmental assessment of the project: justification that the manufacture and operation of the designed product will not entail changes in the environment or disruptions in human life.
Conclusion
At the conclusion of the project, the results obtained are outlined, their relationship with the general goal and specific tasks formulated in the Introduction is determined, and students are given a self-assessment of the work they have done.
Bibliography
After the Conclusion there is a list of references used. All borrowings must necessarily have subscript references to where the given materials were taken from.
Applications
Auxiliary or additional materials that clutter up the main part of the work are placed in appendices. The application contains tables, text, graphs, maps, drawings. Each application must begin on a new sheet (page) with the word “Appendix” in the upper right corner and have a thematic heading. If there is more than one application in the work, they are numbered in Arabic numerals (without the No. sign), for example: “Appendix 1”, “Appendix 2”, etc. The numbering of the pages on which appendices are given must be continuous and continue the general numbering of the main text. Through it with applications, it is carried out through links that are used with the word “look” (see), enclosed together with the code in parentheses.
Literature
- Kruglikov G.I. Methods of teaching technology with a workshop. M.: 2003.
- Morozova N.G., Kravchenko N.G., Pavlova O.V. Technology grades 5-11: student project activities. Volgograd: Teacher, 2007.
- Stupnitskaya M.A. What is a learning project? M.: September 1st, 2010.
- Stupnitskaya M.A. Creative potential of schoolchildren's project activities. Development of creative abilities of schoolchildren and the formation of various models for taking into account individual achievements. M.: Center "School Book", 2006.