Technologies of project teaching in school

Those socio-economic changes that occur in the modern world, put forward new requirements for state educational institutions. The society needs active, active, creative young people who could adapt to modern realities, constantly develop themselves and raise their level of education.

Importance of project technology

Activity of thinking activity, critical thinking, desire to seek and find new knowledge and skills are the most important qualities of modern man. The pedagogical technology of project training is aimed at the formation of all these qualities among schoolchildren.

Teachers are convinced that the time has come to change the didactic paradigm, focused on the reproductive option (the classical form), on individual education. To solve this problem, new forms and methods, introduction of the latest technologies in educational institutions are needed.

The methods of the project technology of training emphasize individual self-employment and the development of communicative skills.

Importance of independent work in projects

This type of activity is an indispensable element of the modern educational process. It allows you to eliminate all the problems, knowledge gaps that children have. The technology of project teaching in the school is impossible without independent work, because it allows the teacher to identify talented and gifted children.

Independent activity promotes educational motivation, guarantees a transition from the level of material reproduction (reproductive approach) to creative learning. Own work, without which no project can do, teaches schoolchildren to plan their activities. The guys within the framework of technology of project training get skills of working with information sources (newspapers, magazines, the Internet). These skills are especially relevant given the huge amount of information that is falling daily on a modern person.

In the narrow sense, the term "independent work" implies the fulfillment of certain specific assignments by schoolchildren. Such actions are manifested in a variety of ways:

• Oral;
• Written;
• Frontal;
• group.

This element of technology of project training is used both in the classroom and in after-hours activities. Teachers note the increase in the quality of knowledge, the growth of the efficiency of children, the increase in the cognitive activity of their pupils involved in independent activity.

Rules of organization of project activities

In order to properly organize independent work on the project, it is important to consider the following features:

• Be sure to pre-plan all independent activities;
• Carry out serious work on the content part;
• The systematic nature of the knowledge is important;
• Periodic self-control.

In order for technology of project and problem-based learning to be effective, certain pedagogical conditions must be observed:

• Presence of positive motivation among schoolchildren;
• Precise setting of goals and objectives, concretization of the ways of their solution;
• The teacher's definition of the version of the report, its scope, form and time of delivery;
• Selection of consultative assistance, selection of evaluation criteria.

The creative personality of the pupil in the framework of technology of project training develops only if the teacher is able to manage this process skillfully. Only an enthusiastic and caring teacher, constantly increasing his own intellectual potential, is able to stimulate the child's desire to master new knowledge and work independently.

The teacher should direct the creative thinking of the student in the right direction, stimulate the process of cognition. Design and research training technologies give impetus to the analysis, systematization, the selection of their own ways of solving a certain problem.

History of project technology

In the world of pedagogy, technology for project training is not innovative. This technique appeared in the early 20th century in the United States of America. Then the project training was called a method of problems, and its founders were American educator and philosopher J. Dewey.

He offered to teach children on the basis of active work, taking into account the personal interests of the student himself. Problems Dewey suggested taking from everyday life - familiar and important for school children. Solving them, children make some efforts. The greater the importance of their work, the more important the problem for the child.

American teacher, whose meaning of life was the technology of using project training, offered his methodology. The teacher, in his opinion, should play the role of tutor (consultant), guiding the student's thoughts in the right direction, and prove the importance of the work performed. His technology of modern design training involves a transition from theory to practice and the unification of scientific knowledge with practice.

In order for the student to solve all the tasks assigned to him by the teacher, it is important to predetermine the results: internal and external. The external version is visible visually, it can be used, realized, analyzed. The inner result is the combination of skills and knowledge, values and competencies.

Project methodology in Russia

Educational technologies (project training) aroused interest among representatives of the Russian pedagogical school. Almost simultaneously with the development of American Dewey appeared Russian interpretation of the design work.

A group of enthusiasts led by the teacher S.T. Shatsky in the early 20th century introduces the technology of project training in primary school. Because of the revolution, collectivization, industrialization, all pedagogical experiments were suspended for some time. And by the decision of the Central Committee of the CPSU (b) the design and research technologies of training in 1931 were and are completely forbidden for use in public schools.

Even after such a ban was lifted, for a long time such a technique was not applied to the Shelter. Researchers distinguish several main factors, due to which the technology of project teaching in primary school did not take root:

• The lack of teachers ready to work on school projects;
• Illiterate connection of the project methodology with the classical program;
• There was no clear methodology for project activities in the school;
• The replacement of individual tests by collective control work and tests.

While in European countries there was active application of project technology in training, in the USSR they operated according to the classical method, which did not presuppose individual work with talented students.

In European countries, the methodology was improved, overgrown with technical and resource support, gave excellent results. Gradually in the UK, Belgium, USA the technology of modern project training has become a practical device that allows to adapt the child to the surrounding reality. Modernization of the method did not change its main goal - the practical application of theoretical knowledge.

Project technologies in the education of the XXI century

Many educational systems try to find a harmony between pragmatic skills and classical knowledge. So, the main thesis of the technology of project teaching in mathematics: "I understand why I learn. I know how I can use this knowledge. "

The development of critical thinking involves all modern educational technologies. Project-based learning solves this problem by involving students in independent activities. For a certain period of time, groups, couples, individual students are required to do the work given to them by the teacher. The result of it should be tangible - to solve a clear problem and be completely ready for practical application.

The use of project methodology in his work is an indicator of the teacher's professionalism, his desire to develop and improve himself.

Classification of training projects

American professor Collings proposed its own classification of student projects.

1. Projects are games. They include theatrical productions, dances, different games. The main goal of such projects is to involve schoolchildren in group activities.
2. Projects - excursions. Their purpose in studying some problems related to public life, the environment.
3. Narrative projects. They are aimed at transferring information through oral speech or musical accompaniment (poems, essays, songs, playing a musical instrument).
4. Constructive projects. They assume the creation of a practically significant product: the production of paving slabs, a school flowerbed.

In addition, we will outline the main requirements, according to which innovative learning technology is implemented. The project technology assumes:

• The practical importance of research, the ability to solve specific problems;
• The possibility of reproducing the results;
• Clear structuring of the project;
• Independent work of students on the project;
• The identification of the problem of research, the correct formulation of the tasks of the project, the selection of methods of work;
• Conducting research, discussing results, correcting conclusions.

Setting goals in project training

A special skill is the correct wording of the goal. It is from her begin work on the project. The goal is the driving force of any project activity, and the efforts of the members of the group are aimed at its full achievement.

The project work within the framework of GEF assumes the allocation of time precisely for the careful wording of the goal, since the final result depends on this stage of work. First, define several common goals, then carry out their detailedization, allocate for each team member (if the work is collective) its specific goal. The project involves a step-by-step transition from simple tasks to complex actions.

A teacher of higher qualification knows that one should not get carried away with excessive detail, since small elements can negatively affect the achievement of the overall result.

Goals in project training

For modern educational systems the following objectives are used:

1. Cognitive. They involve studying the surrounding reality, solving issues that are related to the objects of nature. Realization of such purposes forms at schoolboys skills of work with sources of the information and the laboratory equipment.
2. Organizational and active. They are included in the formation of skills for independent work planning. Students learn to set their own goals when working on a project, master the skills of scientific discussion, develop communicative skills.
3. Creative goals are related to creative activity: modeling, design and design.

How to choose the topic of the school project

Depending on the specific situation, the subjects of the training projects will be different. In some situations, the topic is taken in accordance with the requirements of the school curriculum. For example, in technology lessons, sewing or knitting projects are mandatory. And since some of the projects are offered by the teacher to deepen knowledge of the subject, their direction is chosen by the teacher himself. Ideal will be the situation when the student himself chooses the subject of the project, taking into account his interests: applied, creative and cognitive.

Most of the projects raise issues that are relevant to a particular region. For example, issues related to environmental pollution, the disposal of domestic waste or the construction of roads, can be considered by senior students. Such projects combine several directions at once: ecology, chemistry, physics, geography and biology. And junior schoolchildren are suitable topics related to the characterization of fairy-tale heroes.

The results of the projects made must be material, properly designed. As a confirmation of the results of the work may appear albums, almanacs, video films and newspapers. Solving the design problem, the guys attract skills and skills from a variety of sciences: physics, chemistry, geography.

Primary school students can be offered a project related to growing onions on the windowsill. For shershlasskolnikov suitable research related to the study of consumer demand, with sociological research, surveys.

Distinctive characteristics of the design method

Personal development in the pedagogical process is impossible without the use of design technologies. Education should be aimed at revealing the abilities of each student, mastering his self-educational skills and the formation of his personal parameters.

These requirements are fully met by John Dewey's pedagogical guidelines. When combined with information technology, the teacher solves an important task - the formation of a fully developed person. The learning process is transformed into a real self-study. The child participates in the choice of the educational trajectory, is fully included in the educational process. While working in a small team formed for the course project, students acquire the experience of social interaction.

Purpose of project training

The main purpose of project learning is to create conditions under which students could acquire knowledge from different sources on their own. Guys get communicative skills, working in creative groups. The thinking of schoolchildren also develops in the process of accomplishing practical tasks. In addition, children learn to identify the problem, collect information, observe, conduct an experiment, analyze the situation, build a hypothesis and generalize the results.

Theoretical aspects of project training

The student is at the center of the learning process, which is aimed at the formation of his creative abilities. The educational process itself is built on the logic of that activity, which is aimed at personal growth of the child and increasing his motivation for learning. For each member of the project team, their pace of work is selected, taking into account the individual characteristics of the child's development.

In addition, the project technology allows a comprehensive approach to the learning process, based on the mental and physiological characteristics of each student. Basic knowledge gained by students during traditional lessons can be deepened and developed by engaging in off-hour project activities.

Example project for high school students

At present, much attention is paid to the patriotic development of schoolchildren. The design methodology is fully suitable for this activity. For example, it is possible to offer schoolchildren a project related to the revival of old ways of obtaining salt from sea water.

In the course of working on this topic, the children get skills in drawing drawings, work with historical sources, communicate with old-timers. In addition to creating as a result a ready drawing saltworks and describing the methods of obtaining salt from sea water, children can become active participants in the practical implementation of the project. For example, they can be attracted as guides for groups of tourists who will visit the operating saltworks. This project will unite the efforts of schoolchildren, local authorities, museum representatives, creative art associations and private entrepreneurs.

Conclusion

In order for the project methodology to be as effective as possible, the teacher must perfectly master it. Each stage of the work has its own distinctive features, nuances, without which it is impossible to solve the tasks set at the beginning of the work.

The theme of the project can be offered by the teacher, students or parents. Whoever initiated the research, it should be interesting to the guys, otherwise the design technology will be meaningless. The direction of work should be narrow, otherwise it will be difficult for children to cope with the tasks that the teacher has set for them.

Graduates with project skills are easily adaptable in life. They are more successful during their studies in higher education institutions, it is easier for them to realize their ideas in specific cases.