Types of project activities at school. Project activity, project method in educational activities

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PROJECTACTIVITY

Introduction

Conclusion

Application

Introduction

The most important tasks of education are the formation in preschoolers of civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability for successful socialization in society and active adaptation in the labor market.”

The role of the kindergarten in solving these problems is defined in modern educational standards. Today, the teacher is called upon not only to form systemic knowledge in children, but also to teach them to apply the acquired knowledge and skills in practical activities and everyday life, and to create conditions for the comprehensive development of the individual.

The draft state standard for preschool education, differentiating the content of programs implemented in preschool educational institutions, identifies several areas, among which an important place is given to innovative activities, which include the tasks of developing a child’s positive attitude towards himself, other people, the world around him, and the communicative and social competence of children.

To successfully solve the problems of modernizing education, it is necessary to improve technologies and teaching methods. Therefore, at the present stage of development of preschool education, the problem of updating methods of teaching, upbringing and development of the child is once again becoming relevant.

Planning and work in a preschool educational institution according to the administrative-command system, the implementation by teachers of already developed and normatively approved projects, requiring only the distribution of teaching content in time, are becoming a thing of the past. Modern education has come to the conclusion about the need for an individualized pedagogical process, the content and organization of which are adapted to the developmental characteristics of a particular child and the real subject environment through which the educational process is carried out. Teachers are faced with the task, already in preschool age, of developing in children the skills of independence, activity, initiative in finding answers to questions, collecting information, experimenting and applying the acquired knowledge, skills and abilities in games and practical activities. This approach makes it possible to implement the project method (project method) discovered in the arsenal of world and domestic practice.

In modern preschool pedagogy, the level of child development becomes a measure of the quality of the teacher’s work and the entire educational system as a whole. The teacher focuses not only on preparing the child for school, but also on preserving a full-fledged childhood in accordance with the psychophysical characteristics of the developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for realization are mandatory conditions for development. The teacher should not only pay attention to the formation of knowledge, skills and abilities of the preschooler and his adaptation to social life, but also teach through a joint search for solutions, provide the child with the opportunity to independently master the norms of culture and behavior.

The project method is actively used in the school education system and in extracurricular activities. Over the past ten years, the project method as a general pedagogical technology has become the subject of many studies. Information on this method is available in the pedagogical and methodological literature.

In relation to kindergarten, project activities are actively used in environmental and patriotic education, in classes on cognitive development

An analysis of the state of preschool practice in the formation of children’s project activities allows us to conclude that modern kindergarten does not fully realize the pedagogical potential of project activities as a personally oriented learning technology.

1. Concept of project activities

preschooler project activity teacher

One of the fundamental characteristics of a modern person operating in the space of culture is his ability for projective activity. Projective (or project) activity belongs to the category of innovation, since it involves the transformation of reality and is built on the basis of appropriate technology that can be unified, mastered and improved. The relevance of mastering the basics of design is due, firstly, to the fact that this technology has a wide range of applications at all levels of organization of the education system. Secondly, mastery of the logic and technology of sociocultural design will allow one to more effectively carry out analytical, organizational and managerial functions. Thirdly, design technologies ensure the competitiveness of a specialist.

There are two points of view on the connection between project activities and the project method, so G.V. Terekhova says in her report that the project method and project activity are two concepts that cannot be confused, they exist independently of each other. Most authors are of the opinion that the project method and project activities exist in close connection with each other.

Concept of the project. The word “project” (literally translated from Latin as “thrown forward”) is interpreted in dictionaries as “a plan, idea, text or drawing of something that precedes its creation.”

The project method has become widespread in the domestic education system in recent years, but it is not often used in working with preschoolers. Currently, there is no unambiguous interpretation of the essential characteristics of the project. The project is understood as:

The final product, a solution to a problem of a material, social, moral, historical, scientific research and other nature

A form of organizing classes that provides for the complex nature of the activities of all its participants to obtain specific products in a given period of time

A didactic means of activating cognitive activity, developing creativity and forming certain personal qualities

In other words, a project is an integrated activity of children, as a result of which it is expected to obtain a certain product and its further use.

Project activities. Activity is a specific human form of 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. Project activities include:

Problem analysis;

Goal setting;

The choice of means to achieve it;

Search and processing of information, its analysis and synthesis;

Evaluation of the results and conclusions obtained.

Subject activity consists of three blocks: subject, activity and communicative. Project activity of children is one of the methods of developmental education, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained), promotes the development of creative abilities and logical thinking, combines knowledge gained during the educational process and introduces you to specific vital problems.

The goal of the project activity is to understand and apply by children the knowledge, skills and abilities acquired while studying various subjects (on an integration basis).

Objectives of project activities:

Learning to plan (the child must be able to clearly define a goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the entire 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).

Project activity requires great independence from children, which is not yet possible for preschoolers due to their age, so we will consider inextricably linked the project activity of preschoolers and the project method, as a form of organizing the project activity of preschoolers.

Interdisciplinary, practice-oriented projects have gained the most popularity in kindergarten. They allow children to rely on their personal experience and maintain interest in activities for a long time.

When creating educational projects with open, explicit coordination, the project coordinator performs his own function, unobtrusively directing the work of children, organizing, if necessary, individual stages of their activities. In the process of working on a project with hidden coordination, the coordinator acts as a participant in project activities. Both of these types of projects have become widespread in work with preschoolers.

When working with preschoolers, group projects are more often used, during the preparation of which they develop communication skills, the ability to cooperate and interact, which are perceived in modern society as integral positive characteristics of a person in all spheres of life.

In the practice of preschool pedagogy, L. Morozova conventionally identifies four groups of problems: family, nature, man-made world, society and its cultural values.

In the practice of teaching children in preschool institutions, the project method is traditionally used as part of classes on:

information, practice-oriented and creative projects are used to familiarize with social reality;

environmental education and education of children; most often, the projects that are carried out in these classes are of a research nature;

development of visual creativity (in particular, in the process of working on the production of collective collages): these projects are mainly of a research and creative nature;

museum pedagogy (for example, during the implementation of projects “History of Things, etc.”): most of the projects used are complex

development of theatrical activities of children and in the process of preparing for the holidays: projects of this kind are related to role-playing games

2. Mastery of project activities by preschoolers

The child's need for research is biologically determined; a child is born a researcher. It is this internal desire to explore that gives rise to appropriate behavior and creates the conditions for the child’s mental development to initially unfold as a process of self-development. Even a preschooler can carry out independent project activities - in the form of some types of games (role-playing, directing, etc.). The question is to select for each age period of primary school such types of project activities, the content and form of which would be age-appropriate. The child does not fit into the pedagogical myth that one’s own research should begin only when a person has enriched his memory with all the knowledge that humanity has accumulated. A creator and researcher is formed not during admission to graduate school, but much earlier than his arrival in kindergarten. Research leads the child to observations and experiments on the properties of individual objects. Both of these, when combined and generalized, provide a solid foundation of facts (not words) for children’s gradual orientation in the environment, for building solid knowledge and creating a scientific picture of the world in their own minds. It is also important that this whole process is colored with positive emotions, since it fully meets the needs of an active child’s nature.

How does a preschooler master project activities?

Until the age of five, a child develops at the imitative-executive level. The lack of necessary life experience does not allow him to fully exercise independence in choosing a problem and ways to solve it. Therefore, the main role in organizing work on the project belongs to an adult. Attentive attention to the needs of each child, studying his interests makes it possible to easily determine the problem “ordered” by children. Thus, as Evdokimova emphasizes, a child of middle preschool age acts as the customer of the project (explicitly or implicitly for himself), and its implementation occurs at the imitative-executive level. As practice shows, preschoolers of this age are happy to complete tasks offered by adults if these tasks satisfy their need for active activity. In addition, the child is fascinated by the process of joint activity with an adult.

Participation in a project “on the sidelines”, actions at the direct suggestion of an adult or by imitating him do not contradict the nature of a small child: at this age both the need to establish and maintain a positive attitude towards an adult and imitation are still strong.

By the end of the fifth year of life, children accumulate certain social experience that allows them to move to a new, developing level of design. Relationships with adults are being restructured: preschoolers are less likely to turn to them with requests, they are more actively organizing independent activities, and they are developing self-control. Children are able to adequately evaluate their own actions and decisions, patiently listen to the opinions of an adult and other participants in joint activities.

The following stages of development of project activities by preschoolers are identified.

Children 4-5 years old

1. Identification of the problem to adults (an intriguing start, taking into account the interests of children).

2. Determination by adults of the goal of the project and its motivation.

3. Involvement of children in planning activities.

4. Joint activity of adults and children to obtain results (“sharing together”), children performing certain simple tasks.

5. Joint analysis of project implementation, overall assessment of the result.

Children 5-6 years old

1. Identification (by adults or children) of a problem that meets the interests of both parties.

2. Joint determination of the purpose of the project, the nature of the upcoming activities, forecasting the result.

3. Planning activities by children with little help from adults; determination of means and methods of project implementation.

4. Children’s implementation of project actions, differentiated assistance from adults.

6. Determine the development prospects of design together with the children.

Children 6-7 years old

1. Identification (by children or adults) of a problem that meets the needs of children or the interests of both parties.

2. Children independently determine the goal of the project, the motive for the upcoming activity, and predict the result.

3. Planning activities by children (with the possible participation of an adult as a partner); determination of means of project implementation.

4. Children’s implementation of project actions: creative disputes, reaching an agreement, mutual learning, mutual assistance.

5. Discussion of work results, everyone’s actions, finding out the reasons for successes and failures.

6. Determination by children of the prospects for the development of design.

At the first stage of mastering project actions, the author recommends noting and encouraging the child’s attempts to solve the problem on his own: “You came up with a quick idea!”, “It’s good that you came to my aid in time!” This helps children become aware of their behavior, what they are doing right, and where they are making mistakes.

At the second stage of mastering project actions, the adult’s activity decreases somewhat. He not only generates his ideas, but also involves children in the implementation of their ideas. This approach helps to interest preschoolers and, as a result, expand the design problem.

The third and subsequent stages of mastering project actions are creative. They are characterized by children’s increased interest in new knowledge and the desire to gain independence.

In design, it is very important to maintain the necessary balance between the development of a preschooler, stimulated by the actions of an adult, and self-development, determined by the activity of the child himself. This balance is based on the optimal “child-adult” ratio, i.e. on their complicity in activities on a partnership basis.

In accordance with the principles of domestic pedagogy, children's design can be successful if the following conditions are met:

o taking into account the interests of each child;

o activities of children without coercion;

o providing children with independence and supporting their initiative;

o step-by-step goal achievement together with an adult;

o topic (problem) from the immediate environment of the preschooler, adequate for his age.

3. Organization of project activities

Do preschoolers need information and computer technologies? This question has long since lost relevance. Today, kindergarten should become a person’s first experience in the educational system - a place to test their educational strengths. At this stage of learning, it is important to develop initiative and independence, and maintain cognitive activity. It is these qualities of students that develop with the introduction of information and computer technologies into the educational process.

The system of work in a preschool institution for working with projects includes the following blocks:

The first block involves pedagogical support of the child in activities to master the surrounding world.

The second block helps to update the child’s knowledge, skills, and their practical application.

The third block stimulates the child’s need for self-realization, self-expression, and creative activity.

In setting the task, preparing the project, planning its main role belongs to the teacher and children. Children, parents, as well as all kindergarten employees take part in the practical implementation of the project.

The dominant methods used in working on a project can be playful, creative, educational, etc. Dagogs also develop various project themes.

Game project topics can be as follows:

- “Game-journey to the underwater kingdom”;

- “Theater” (role-playing game);

- “Building a city of the future” (game);

- “Journey to the Ancient World”;

- “We are building a fabulous snowy town.”

Topics of creative projects:

Autumn, spring, winter season (i.e. depending on the time of year);

Musical fairy tale (children's choice);

Tabletop theater (inventing a fairy tale, making characters, decorations and showing the play to kids and parents);

- “Fun Fair” (production of manuals, postcards, attributes, etc.);

Creation of a film library of hand-drawn filmstrips.

Topics of educational projects:

Arts Festival “Spring Kale”;

Magazine “Pochemuchka” (questions about nature, life safety, etc.);

- “Journey to the Kingdom of Mathematics”;

Competition “My Pedigree”;

Museum of Folk Culture; (history of tea drinking, history of lullabies, history of clothing, etc.);

- “Red Book” (creating a book from drawings of rare and endangered species of plants, animals, birds).

In terms of duration, projects in kindergarten can be short-term (from 1 lesson to 1 day) and long-term (from 1 week to 3 months), but more often projects use long-term ones.

Working on a project includes drawing up a well-founded action plan, which is formed and refined throughout the entire period and takes place in several stages:

1) goal setting;

2) search for a form of project implementation;

3) development of the content of the entire educational process based on the topic of the project;

4) organization of a developmental, cognitive, subject environment;

5) determining the directions of search and practical activities;

6) organization of joint creative, exploratory and practical activities with teachers, parents and children;

7) work on parts of the project, its correction;

8) collective implementation of the project, its demonstration.

Preschool teachers mainly use the project method with children of middle and senior preschool age. The project is a product of cooperation and co-creation of teachers, children, parents, sometimes and the entire kindergarten staff. In this regard, the theme of the project, its form and a detailed action plan are developed collectively. On this one?? developing the content of classes, games, walks, observations, excursions and other activities related to the theme of the project, the teachers pay attention and think through the organization of the environment in the preschool educational institution, so that it serves as a background for heuristic and search activities, developing curiosity in the preschooler .. For example, when working on a project for organizing an environmental museum, in the book corner you can put bright books, encyclopaedias for children, albums with images of plants, animals, birds, and the “Red Book” of nature. In the games corner you can organize and stage games on an experiential theme. In a group room, you can organize a “herbal bar”, and stick an image of this plant on the boxes of herbal tea. “Waiters”, when serving tea, can talk about its healing properties, encouraging children to learn new recipes. On the wall in the group room and in the reception area you can hang environmental posters made by the children of Erofeev T.I. Modern educational programs for preschool institutions. - M., 2000. - P. 30..

Parents and relatives should be involved in organizing the search and creative activities of children, since one child cannot cope with this activity. On the topic of the project, the teacher offers children tasks (prepare a model of a forest clearing, an album with drawings of wild plants, a poster in defense of animals, a herbarium of wildflowers, photographs of local wintering birds, etc.). The children, together with their parents, choose the task at their own discretion, and before distributing the tasks, the teacher carefully thinks it over, since it is important that they are not too labor-intensive and are completed with desire and joy, and if necessary, the teacher provides reference, practical material or recommends where it can be found.

The last stage of the project is protection. This is always the most spectacular moment. Guests, parents, and children are invited to the defense. It is at this very moment that the highest point of emotional intensity occurs and it must be strengthened by the social significance of the project. It should be explained for whom and why it was created and why it is needed. The form of project defense is bright, interesting and thought out in such a way as to highlight and demonstrate the contribution of each child, parent, and student.

The didactic meaning of project activities is that it helps to connect learning with life, develops research skills, develops cognitive activity, independence, creativity, the ability to plan, and work in a team. Such qualities contribute to the successful learning of children at school.

Analysis of the literature and the state of practice allowed us to identify the following stages of projects for preschoolers:

choosing a topic and type of project;

determining the potential of each project participant for its implementation, establishing opportunities for project implementation;

collection and processing of necessary information, its transformation by the coordinator into accessible information for preschool perception;

organization and implementation of the project;

project protection.

This logic of project implementation determines the activities of the preschool teacher. The teacher’s activities when implementing the project method are carried out in three main areas: the formation of a bank of tasks, the creation of conditions for the development and implementation of projects by children and equipping them with the necessary skills and abilities for this.

General didactic requirements related to conducting projects in educational institutions:

The first requirement is that the time allocated by the teacher to complete the task must be sufficient for a high-quality and calm solution to the problem.

The second requirement concerns the assessment of the child’s activities.

The third requirement is their systematic use: projects are offered throughout the year and represent a decent sequence of tasks, varied in form and content, gradually increasing in complexity.

A number of requirements for a teacher organizing project activities.

He must: define in detail the main and additional goals and stages of work that allow the formation of skills and development of the initiative of preschoolers;

constantly expand your knowledge on project topics;

provide the basis for the implementation of the project (demonstration, reference and visual aids, special tools, materials, etc.);

create a positive emotional background when completing a project (design, music, etc.);

primarily provide counseling to children;

during the work on the project, suggest only the general direction and main landmarks of routes for finding a solution to the problem, etc.

When organizing projects, teachers implement a variety of methods together with preschoolers in developmental classes.

The first group of methods is creative design methods.

Ш analogy method - a method for solving a given problem, which uses already existing solutions in other areas; the initial idea, borrowed by analogy, is gradually brought to a solution adequate to the plan;

III method of associations - a method of idea formation, which is based on creative imagination, turning to different ideas of the surrounding reality, drawing productive associations from there;

Ш method of neology - a method of using other people's ideas; During the borrowing process, it is necessary to answer the questions: what needs to be changed in the prototype? what can be changed in the prototype? how best to do this;

III heuristic combination method - a permutation method that involves changing elements and replacing them;

III method of anthropotechnics - a method that involves linking the properties of the designed object to the convenience of a person, to his physical capabilities;

The second group of methods are methods that provide new paradoxical solutions:

Ш inversion method - design method “by contradiction”;

Ш method of “brainstorming” - collective generation of ideas in a very short time;

III "brain siege" method - a method of conducting a quick survey of participants with a ban on critical comments, unlike the brain attack method, each idea is brought to its logical conclusion, so the process turns out to be time-consuming, hence the name siege;

Ш caricature method - a method of bringing the figurative solution of a design product to the grotesque, absurd; leads to finding a new unexpected solution.

Recommends the following project structure, consisting of several phases: initial phase - 1st stage of project development (preparatory) - concept development, answering the following questions: why was this particular project chosen? What is the current situation? What problems does this project solve? What is the result of this project?

The development phase, or drawing up a project plan - stages 2 and 3 of project development (practical and generalizing) - is a key phase of project activity. At the planning stage, it is important to realize that the project will be successfully implemented provided that a social component is included. In this case, it is necessary to find answers to the following questions: how will the project result be achieved? Which partners will participate in the project? What funds are needed for this? Who is interested in implementing the project? How will they be involved in the project? What is the division of responsibilities7When and how will the activities be carried out?

Implementation phase - stage 4 of project development - implementation of the main activities necessary for the set goal. Main activities - organization of work; development of necessary documents; direct implementation of work provided for by the project; operational planning; control and adjustment of plans; inclusion of a system of motivation and incentives for project participants.

Completion phase - 5th stage of project development (final). Its main components are summing up; evaluation of results; preparation of the final document.

The following features of the project stand out:

· having a goal

· changes (purposeful transfer of the educational process from the existing one to the desired state)

limited time

· uniqueness and originality

· limited resources required

Some tips for teachers on organizing project activities in a preschool institution.

1. familiarity with the theory of the issue and experience in working using the project method.

2. during the preparation of an educational project, in order to activate and include children in joint project activities, you can conduct a survey of children on the topic and record the children’s answers indicating their names.

3. to model project activities, you can use the table proposed by the author.

4. It is recommended to carry out work on the project in stages - the preparatory stage (analysis, diagnosis and assessment of the state of the object, finding contradictions, making a decision on the need, choosing a topic, theoretical, methodological and time support, goal setting, dividing the goal into a set of tasks, forming a design group, distribution rights and responsibilities, establishing communications, instructing);

main stage (work on the project: modeling, collection and analysis of materials, meetings of participants to discuss the implementation of tasks, construction of a design product, testing of the project and its adjustment, creation of the project and its design);

the final stage (presentation of the project, reflection, independent examination, identification of unresolved problems and identification of new project topics).

Whatever recommendations the teacher relies on when designing, it is important for him to remember that he is the organizer of children's productive activities, a source of information, a consultant, an expert. He is the main leader of the project, but at the same time he is a partner and assistant to the child in his self-development.

Design technology requires an appropriate organization of the subject-development space of the group. Documents, books, various objects, encyclopedias that are easy to understand are placed in the group. It is possible for children to go to libraries, museums or other institutions if necessary for the implementation of the project.

The project is a unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach.

Conclusion

Project activities have a number of characteristics that have a positive impact on the development of a preschool child.

First of all, during project activities, children’s knowledge about the world around them expands. This is primarily due to the implementation of research and creative projects.

The implementation of a project involves the formation of an original plan, the ability to record it using an available system of means, determine the stages of its implementation, follow the intended plan, etc.

During project activities, preschoolers acquire the necessary social skills - they become more attentive to each other, and begin to be guided not only by their own motives, but by established norms.

Project activity also affects the content of children’s play activities - it becomes more diverse, more complexly structured, and preschoolers themselves become interesting to each other.

L. Morozova emphasizes that she is impressed by the fact that she allows the child to fill his activities with personal meaning, to prove himself as an active subject of knowledge, does not set rigid boundaries, but is open, since the result of the project cannot be predetermined. The child is given the opportunity to show initiative, independence and creativity.

In its adaptive form, the project method can be useful and effective in the work of a preschool educational institution. in modern methods of teaching children (both in and outside of classes), the project method is considered as one of the options for integration (integration based on a single project).

The use of the project method in the practice of preschool institutions is the preparation of children for project activities in elementary school. At the same time, teachers sometimes do not differentiate it from the concept of problem-based learning and introduce both approaches into the pedagogical process. Meanwhile, project-based learning differs from problem-based learning in that the activities of pupils and students have the nature of design, implying the receipt of a specific result and its public presentation.

The project activity method can be used in working with preschoolers. This age stage is characterized by more stable attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as the desire for joint activities. The project can combine educational content from various fields of knowledge; in addition, it opens up great opportunities for organizing joint cognitive-search activities of preschoolers, teachers and parents.

The project method is relevant and very effective. It gives the child the opportunity to experiment and synthesize acquired knowledge. Develop creativity and communication skills, which allows him to successfully adapt to the changed situation of school learning.

List of used literature

1. Bakina M. Modern children, //Preschool education. 2005. No. 4. P.58.

2. Dybina O. Game is the way to knowledge of the objective world // Preschool education. 2005 No. 4. P. 14.

3. Are we playing? Let's play!!! Pedagogical guidance of games for preschool children / O.A. Skorolupova, L.V. Loginova. - M. "Publishing house Scriptorium 2003", 2005

4. Mishchenko O., Nikishkina O., Gomenyuk E., Osipova M. We remember the heroes // Child in kindergarten. 2007. No. 2. P.36.

5. Moleva I. Understanding the world around us through play // Preschool education. 2007. No. 7. P.24.

6. Organization of story-based games in kindergarten: A manual for educators / N.Ya. Mikhailenko, N.A. Korotkova. - 2nd ed. Ispra - M. Publishing house "Gnome and D", 2000 - 96 p.

7. Project method in the activities of a preschool institution: A manual for managers and practitioners of preschool educational institutions / Author. - comp. L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuikova. - 4th ed. Rev. And additional - M. ARK-TI, 2006 - 112 p.

8. Designing the development of preschool educational institutions. Methodical manual / S.V. Kuznetsova. And count. Auto. - M. Shopping Center Sphere. 2006 - 112 p.

9. Patranova I. Project method // Preschool education. 2007 No. 3. p81.

10. Growing by playing: Avg. And Art. doshk. Age: A manual for educators and parents / V.A. Nedospadova. 2nd ed. - M: Enlightenment. 2003 - 93 p.

11. Role-playing games for children / T.N. Obraztsova - M: Etrol LLC, IKTC Lada LLC. 2005 - 192 p.

12. Solntseva O. Playing story games // Preschool education. 2005 No. 4 p33.

13. Design technology in preschool educational institutions / E.S. Evdokimova - M.: Sphere shopping center. 2006 - 64 p.

14.http://doshvozrast.ru/metodich/konsultac04.htm - Project activities in kindergarten

Application

Project “Theater for everyone.

Type: practice-oriented, short-term.

Age: middle group.

Problem: External interest of children and parents in theater and theatrical activities.

Justification of the problem:

1. Insufficient attention of parents and children to the theater.

2. Children’s skills in “acting” have not been developed.

3. Superficial knowledge of parents about different types of theater in kindergarten and use for acting with children.

Goal: To develop an interest in theater and joint theatrical activities among children and parents.

1. Arouse the interest of children and parents in the theater.

2. Instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice, puppeteering).

3. To encourage parents to purchase and produce different types of theater and provide information on ways to perform it at home with their children.

Project implementation:

At the beginning and at the end of the project, teachers conducted a survey of parents: “Do you play theater with your child at home?” and research observation of children “Independent theatrical activities of children in kindergarten!”

Solving problems with children:

Watching a musical puppet show: “The Journey of a Tiger Cub” (Theater - Skaz studio) and talking about what they saw.

Conducting an excursion to the Drama Theater with a visit to the artist’s dressing room, stage, hall, dressing room, foyer, props warehouse, museum, etc.

Presentation for children of different types of theater “Kolobok’s Journey!”

Active use of different types of theater in joint activities with children.

Playing out etudes, nursery rhymes, mini-scenes, etc. in individual work.

Creating a gaming environment for independent theatrical activities of children in kindergarten (production of theaters, tickets; selection of music, props).

Rehearsals with children for further demonstration in the music hall to real viewers: children and parents.

Solving problems with parents:

Visual information for parents: the folder “Theater for Everyone” with a description of the history of the theater, its types, a master class on making theaters.

Full house of performances for children in the city, drama theater with an invitation to visit and take photographs.

Exhibition and presentation of different types of theater “Play with us!” (examination of theaters, options for their manufacture, puppeteering).

Rehearsals of the play for children "Masha and the Bear" with the help of the author's tack theater.

Production of new types of theater in the group.

Solving problems with children and parents:

(During the meeting, the children were shown options for playing out various works: the fairy tale “Turnip”, the nursery rhyme “A squirrel is sitting on a cart...”, the mini-skit “Parsley and the Hedgehog”, the sketch “Silence”. The parents showed the fairy tale “Masha and the Bear” for the children ).

Project result:

78% of the group’s families participate in the project.

Parents and children got acquainted with the history of the theater, its types, methods of production and performance.

When conducting a survey at the end of the project “Do you play theater with your child at home?”, the desire of parents to engage in theatrical activities at home with their children and attend the theater increased.

Many parents purchased and made theaters for home use.

Enthusiastic use of the theater center by children in the group in independent activities and good performance in “acting skills” for children 4-5 years old.

Photo report of the project “Theatre for everyone!”

Words of gratitude in the notebook of reviews and suggestions!

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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 of such creative work, a “project” is obtained - 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 pressing issue of 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. Here it is important to identify a relevant problem for research, which would correspond to 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 speak in front of an audience correctly.”

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 is to 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 - do projects in 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 students and advise them.
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 activities have 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 of students well, 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 a great 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 Concept of Modernization of General Education states: “The basic link of education is the general education school, the modernization of which presupposes the orientation of education not only on the student’s mastering a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of educational content. Relying on the rich experience of Russian and Soviet schools, the best traditions of domestic science, mathematics, humanities and arts education should be preserved.”

A complete system of universal (or general educational) knowledge and skills cannot appear otherwise than in a situation of solving supra-subject problems, in the experience of independent activity, and this is design. Intuitively, everyone who is associated with education today understands that the project activities of schoolchildren presuppose their activity in the educational process, and without the child’s activity, education is impossible.

The project method, developed back in the first half of the 20th century, is again becoming relevant in the modern information society. A project is often called any independent work of a student, say an essay or report. 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 we talk about the project as a teaching method, let's be clear. Research- work related to solving a creative, research problem with a previously unknown result.

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.

For the student a project is an opportunity to maximize your 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. A for the 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.

There are a number of circumstances that must be taken into account when organizing project activities for students. A student cannot be offered work as a project for which he does not have any knowledge and skills, despite the fact that he has no place for this knowledge and skills

find and purchase. 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.

There is another feature. In order for a project problem to motivate a student to actively work, its goal must initially be hidden and give rise to a problem. Problematization is the first stage of work on the project - 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. There is a kind of “appropriation” of the problem by the student, endowing it with personal meaning.

Thus, it becomes necessary to determine and formulate the purpose of the activity. Accordingly, the next, second stage of work is 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. At this moment, the author has a lot of ideas (not always

realistic), which further strengthens the motive for activity. The presence of an initial problem and an understanding of the final goal of the work force us to begin activities, which should begin with the development of a plan. Planning- the most important stage of work on the project, as a result

which not only the distant goal, but also the nearest steps acquire clear outlines. During this period, enthusiasm and a sense of novelty and significance of the upcoming work are dulled, which may somewhat reduce the motive for activity.

When there is a work plan, resources (materials, labor, time) are available and the goal is clear, you can start working directly.

Implementation existing plan - the next stage of the project cycle. This is the period of maximum fluctuation of the motive. For some people, the clarity of the upcoming steps and the presence of a clear plan increase the motive for activity, while others have a feeling of ease and accessibility of all work, a desire to relax and not stress. And sometimes the author of the project has already mentally achieved

the result of the work, emotionally experienced this achievement; or, conversely, the amount of work ahead leads to the author giving up and losing confidence in the successful completion of the project (all this largely applies to teenagers). Obviously, at the implementation stage, the teacher will have to find a way to maintain the motive to work, taking into account

personal characteristics of their students. Upon completion of the work, the author must compare the result obtained with his plan, and, if possible, make corrections. This is the stage

comprehension, analysis of mistakes made, attempts to see the prospects of work, assessment of one’s achievements, feelings and emotions that arose during and after the end of work. In addition, the author needs to evaluate what changes have occurred in himself, what he has learned, what he has learned, how his view of the problem has changed, what life experience he has gained. All this is the content of the stage self-esteem And reflections- the final stage of work.

Working on a project involves very close interaction between student and teacher. In this regard, two extremes arise - to completely leave the student to himself or, conversely, to significantly limit his independence, constantly interfering, directing, advising - depriving,

Thus, the child takes initiative in work. The pedagogical subtlety here is that the student must feel that the project is his work, his creation, his invention, the implementation of his own ideas and plans... He must see that the teacher respects his

point of view, even if it does not coincide with the point of view of the teacher.

Here it would be appropriate to turn to the idea of L.S. Vygotsky about the zone of proximal development.

In other words:

A1-A2 - if today the child does part of the work himself, and he does the other (difficult, inaccessible) part of the work together with an adult (with his help, under his guidance), then tomorrow he will be able to do the entire amount of such work completely independently;

B1-B2 - if today a child tries to do all the work, even that part of it that is not yet available to him, making mistakes, not achieving results, losing the motive for activity, then tomorrow he will not be able to do similar work;

C1-C2 - if today a child independently does only what he knows how to do, and an adult does difficult, inaccessible work, then tomorrow the child will never learn to do this work.

Therefore, only joint activity with the teacher during the work on the project will give the student the opportunity master new knowledge, skills and abilities and improve existing ones.

The methodological recommendations of the Moscow Department of Education recommend that project activities, with certain restrictions, begin in the 2nd grade of primary school. Thus, students are expected to be proficient in certain design techniques by 5th grade.

Nevertheless fifth and sixth graders need significant teaching and stimulating assistance from a teacher at almost all stages of work on projects. It is especially difficult for them highlighting the problem, goal formulation work, planning activities. Children of this age have not yet fully formed a subjective sense of time, so they cannot distribute it rationally and do not always objectively assess their own strengths. Younger adolescents are often unable to respond flexibly to new circumstances and make necessary changes to their work. It is difficult for them to maintain interest in work for a long time and not lose sight of the distant goal. In the flow of information, it is not always possible to separate the important from the unimportant, reliable information from dubious. In addition, many fifth- and sixth-graders read slowly, do not always understand what they read, do not know how to analyze, generalize, classify, and do not have other general intellectual skills necessary to work on a project. All this is a consequence of insufficiently developed general academic and project skills. Children of this age are not very reflective, do not know how to analyze their feelings and emotions, or give an objective assessment of their achievements. They have not yet developed presentation and self-presentation skills and lack vocabulary. All this assumes that the teacher will have to carry out a significant amount of work on the project together with the child, constantly supporting and inspiring him. At the same time, one should not forget that a project is, first of all, an independent work in which the author can express his own point of view, which may not coincide with the position of his teacher.

Seventh and eighth graders They can quite independently formulate the problem and goal of the project - their knowledge and school experience are sufficient for this. They may have difficulty when developing a plan, especially detailed: if the main stages of work are easily visible to them, then smaller steps fall out of sight. It is clear that this will certainly affect the quality of work. This will require the help of an adult. Implementation of the plan, as a rule, does not cause difficulties.

Students in grades 7-8 have enough academic experience to independently search, analyze, rank information from various sources, and carry out other intellectual operations within the framework of the project. The biggest problem for students of this age is motive for activity- this is their weak point. Teenagers quickly lose interest, especially if the work seems routine and the results are uninspiring. Analysis and self-esteem cause minor difficulties, since reflexive abilities at this age are still in the process of formation. In general, with dosed assistance, unobtrusive control and inspiration,

At least seventh and eighth graders successfully cope even with large, complex projects.

Ninth and tenth graders have all the objective capabilities to work completely independently at all stages of the project. They quickly formulate a problem, easily transform it into an activity goal, and develop a detailed plan, taking into account available resources. They already have enough knowledge and experience, a significant stage of school life behind them - all these are prerequisites for successful work on the project. This, however, does not mean that the teacher can withdraw from work. His help is needed for interim progress assessment, For discussion of various hypotheses, versions and ideas and so on.

In order to make the most of the educational potential of project activities, the teacher must not only take into account the age and individual characteristics of the student, his interests and characteristics of the motivational sphere, but also build optimal personal relationships with him during the work on the project. The teacher may be:

- head project, which bears serious responsibility for the progress and results of the work. In such a situation, the student may not be very proactive, since this is a familiar teacher-student relationship. As a rule, this position is occupied by teachers working with 5th-6th graders - this gives children the opportunity to gain the missing experience in psychologically comfortable conditions;

- work colleague, who is significantly involved in the process and performs a pre-agreed part of the work and will share with the author of the project future triumph or defeat. This is a relationship of equal partners who are passionate about common work and mutually enrich themselves with knowledge and experience, fueled by each other’s enthusiasm. This interaction is usually

develops among teachers working with 7th-8th graders who are drawn to those who share their interests and are passionate about a common idea;

- expert connoisseur, which is a source of information on the project problem, provides the necessary information and gives advice when the project author asks for it. Here the teacher is in a somewhat detached position, encouraging the student to be as active as possible, to be not only the initiator of work, but also the organizer of interaction with the teacher. This is how teachers can work with 9-10th graders who know how to value professionalism and competence and strive to expand their circle of communication in an area of interest to them.

- supervisor, which only inspires the author to work and creates conditions for its successful implementation. In this case, the student is the full author of the project and is fully responsible for both the success and failure of his work. This way you can work with proactive, responsible, well-performing students, regardless of their age.

So gradually, as the child gains experience, he gains more and more responsibility for his work and more and more freedom in its implementation. At the same time, a competently chosen position of the teacher is a subtle tool for the development of a teenager, the opportunity to exert an educational influence on him in

unobtrusive form.

Now a few words about written part of the project, report About work. This part of the design work is often not given much attention. It is worth emphasizing that the written part of the project is the most important component of the entire work. Regardless of what the project product is (even if it is in the form of a brochure or article, that is, executed in writing

form), a written part must be attached to the project, which is actually a report on the progress and result of the work.

Without the written part (report), the project largely loses its meaning, since it is here that the student makes a reflective assessment of all his work. Looking back, he analyzes what worked and what did not; why it didn’t work out as planned; whether every effort was made to overcome the difficulties encountered; the extent to which changes made to the original plan were justified. Here the author of the project evaluates his own actions and evaluates the experience gained.

To teach children in the 5th grade to write a report on their work, you can offer them to use a template as a draft.

Introduction

The topic of my project………………………………………………………………...

I chose this topic because……………………………………....

The purpose of my work is ……………………………………………………….....………..

The project product will be - .……………………………………

This product will help achieve the goal of the project because………………

My work plan (indicate the completion time and list all the procedures)

intermediate stages):

Choosing a topic and clarifying the title………………………………………

Gathering information (where and how I looked for information)………………………

Manufacturing the product (what and how you did it)…………………………….

Writing the written part of the project (how I did it)……………….

Main part

I started my work by ………………………………………..

Then I started to …………………………………………………….

During my work I encountered the following problems………………………

To cope with the problems that have arisen, I……………………….

I deviated from the plan (indicate when the work schedule was disrupted)

My work plan was disrupted because……………………………

During the work, I decided to change the design product, because

But still I managed to achieve the goal of the project because……………….

Conclusion

Having completed my project, I can say that not everything that was planned was

Mano, it turned out, for example……………………………………………..

This happened because……………………………………..

If I were to start over again, I would ……………………………

Next year I may continue this work in order to

I think I have solved the problem of my project, since………………..

Working on the project showed me that (what I learned about myself and the problem I was working on)

which he worked) ………………………………………………………………………………

Of course, it is not necessary to use this template in full. However, it is necessary that, when reporting on the progress and result of the work, the child analyzes his successes and failures, and reflects his feelings and emotions.

In high school, reports on work on a project should be more detailed and in-depth, so high school students must write them completely independently.

Few words about project protection. The most important skill that students acquire during project activities is the skill of public speaking in order to present the result of their work (project product) and self-presentation of their own competence. The ability to briefly and convincingly talk about yourself and your work is very much in demand in modern society.

Project defense usually takes place in the form of a presentation. That is, a short (7-10 minutes) public speech, during which the author introduces the audience to the results of his work.

Problems that most often arise during a presentation may be associated with anxiety, lack of visual materials, insufficiently rehearsed speech, inability to arouse the interest of listeners, violation of regulations (the student does not meet the allotted time). In order for the student to cope with these problems, it is necessary to rehearse his speech to defend the project. To do this, he will also need feedback from the teacher or members of the creative design workshop.

Use of visual aids

The entire presentation should be accompanied by well-selected and prepared visual aids in order to:

Attract the attention of listeners and maintain their interest;

Strengthen the meaning and significance of your words;

Illustrate something that is difficult to perceive by ear (for example:

numbers, dates, names, geographical names, special terms, graphics

fics, diagrams, etc.).

Visual aids should not be used solely to:

Make an impression;

Replace live communication with the audience with visual aids;

Overload the speech with a large amount of information;

Illustrate simple ideas that can be easily communicated

In order to use the project method as a means of teaching and education, it is necessary to have a good understanding of what underlies the typology of projects in order to competently choose the necessary type of project to achieve the didactic goal. That is why the typology of educational projects is widely discussed in the specialized literature.

E.S. Polat offers the following classification.

Classification of projects by subject area:

. Mono projects are implemented, as a rule, within the framework of one academic subject or one area of knowledge, although they can use information from other areas of knowledge and activity. The leader of such a project is a subject teacher, and the consultant is a teacher of another discipline. Mono-projects can be, for example, literary and creative, natural science, environmental, language (linguistic), cultural, sports, historical, and musical. Integration is carried out only at the stage of product preparation and presentation: for example, computer layout of a literary almanac or musical arrangement of a sports festival. Such projects can be carried out (with certain reservations) within the framework of a class-lesson system.

. Interdisciplinary projects are performed exclusively outside of school hours and under the guidance of several specialists in various fields of knowledge. They require deep meaningful integration already at the stage of problem formulation. For example, a project on the topic “The problem of human

dignity in Russian society of the 19th-20th centuries.” requires simultaneously a historical, literary, cultural, psychological and sociological approach.

Classification of projects by the nature of contacts

In-class.

In-school.

Regional.

International.

Classification of projects by nature of coordination

. With open, explicit coordination. In such projects, the project coordinator participates in the project in his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of individual participants (for example, if you need to arrange a meeting in some official institution, conduct a survey , interviewing specialists, collecting representative data, etc.).

. With hidden coordination. In such projects, the coordinator does not reveal himself in the activities of the participants in his real function. He acts as a full participant in the project.

Classification of projects according to the dominant activity of students

. Practice-oriented the project is aimed at solving problems that reflect the interests of project participants or an external customer. These projects are distinguished by clearly defined results from the activities of their participants from the very beginning, which can be used in the life of a class, school, neighborhood, etc. The value of the project lies in the reality of using the product in practice and its ability to solve a given problem. Such a project requires a well-thought-out structure, a plan for all the activities of its participants, defining the functions and contribution of each of them to the progress of the work and its result, and a clear idea of the design of the final product. What is especially important here is good organization of coordination work, step-by-step discussions, adjustment of joint and individual efforts in organizing the presentation of the results obtained and possible ways to implement them in practice, organization of systematic external

project assessments.

. Research project The structure resembles a scientific study. It includes justification of the relevance of the chosen topic, setting the goals and objectives of the study, mandatory

putting forward a hypothesis with subsequent testing of various versions, discussion and analysis of the results obtained. Such projects require a clear structure, thoughtful experiments and experiments, as well as methods for processing the results obtained. .

Information project is aimed at collecting information (data, statistics, facts, etc.) about any object or phenomenon, verifying it, analyzing it and summarizing it in order to present the received reliable information to a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses. The process of working on such a project looks something like this: defining the subject of information search - stages of search with the designation of intermediate results - analysis of collected facts and preliminary conclusions - adjustment of the initial direction (if required) - further search for information in refined areas - analysis of new facts and their generalization - conclusions and so on until data is obtained that satisfies all project participants - conclusion, presentation of results (discussion, editing, presentation, external evaluation).

Creative project involves the most free and unconventional approach to its implementation and presentation of results. Such projects, as a rule, do not have a detailed structure; it is only outlined and further developed, subject to the logic and interests of the project participants. At best, we can agree on the desired, planned

results (joint newspaper, essay, video, sports game, expedition, etc.).

Adventure, gaming, role-playing. The development and implementation of such a project is the most difficult. In such projects, the structure is also only outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes imitating

social or business relationships complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can only emerge towards the end. The degree of creativity here is very high, but the dominant type of activity is still role-playing and adventure.

Classification of projects by duration

. Mini projects can fit into one lesson or part of a lesson. Work on the project is carried out in groups, duration - 20 minutes (preparation - 10 minutes, presentation of each group - 2 minutes).

. Short term projects require the allocation of 4-6 lessons, which are used to coordinate the activities of project team members. Most of the work of collecting information, making a product, and preparing a presentation is done in extracurricular activities and at home. The work is carried out in groups, duration - 4 lessons.

Lesson 1: determining the composition of project groups, issuing assignments (collecting information on their elements).

Lesson 2: group reports on the collected information, development of the content of the project product and the form of its presentation.

3rd and 4th paired lessons: presentation of finished projects, their discussion and evaluation.

. Weekly projects performed in groups during the project week. Their implementation takes approximately 30 - 40 hours and is entirely carried out with the participation of the project manager. When implementing a week-long project, it is possible to combine classroom forms of work (workshops, lectures, laboratory experiments) with extracurricular activities (excursions and expeditions, field video filming, etc.). All this, thanks to deep “immersion” in the project, makes the project week the optimal form of organizing project work.

. Long-term(year-long) projects can be completed in groups or individually. In a number of schools, this work is traditionally carried out within the framework of student scientific societies. The entire cycle of implementation of a year-long project - from determining the topic to presentation (defense) - is carried out in

after-hours.

Student project activities

In Moscow, a program of work with intellectually gifted and interested students is being implemented in several areas. One of the areas is subject Olympiads and intellectual marathons. Another direction is research and project activities of students.

Project is a very fashionable word these days. In European languages, the word “project” is borrowed from the Latin language (projectus) - meaning “thrown forward”, “conspicuous”. In the “Explanatory Dictionary of the Russian Language” by S.I. Ozhegov and N.Yu. Shvedova: “a project is a preliminary text of a document; idea, plan." William Kilpatrick (American educator, founder of the project method) defined the essence of this approach as a method of “... expedient activity in connection with the solution of some school task in a real life situation.” In other words, the project method is when the student is directly involved in the active cognitive process, independently formulates an educational problem, collects the necessary information, plans possible solutions to the problem, draws conclusions, analyzes his activities, acquiring new educational and life experience.

For a teacher, a project is one of the forms of developing the creative activity of students. Therefore, at present, student project activities are becoming increasingly recognized and widespread. We raise children for society, forming a new type of personality capable of implementing large-scale, knowledge-intensive high technologies. This is reflected in the Moscow regional basic curriculum, in which it is recommended that the hours of the school component be used to organize project activities.

This form of work came from universities to secondary schools. Therefore, the development of the methodology of project activities began in general educational institutions that implement lyceum, gymnasium, and specialized education programs, in schools with in-depth study of individual subjects. Now such activities are practiced in regular schools in Moscow.

The experience of my school shows that only high school and middle school students, but also elementary school students began to engage in project activities. At any age, it is necessary to identify children who are inclined to explore and develop intellectual abilities throughout the entire period of schooling.

Existing pedagogical practice provides the basis for classifying projects:

Depending on the number of students, the project can be individual or group;
According to content they are divided into mono-subject and inter-subject;
According to the duration of project activities, short-term (1 - 2 lessons), medium-term (month), long-term (from a month to a year) are distinguished;
By dominant activity: information, research, practice-oriented and telecommunication projects.

The methodology for organizing work on a project includes the following stages: preparatory or planning of work on the project, analytical, generalization and systematization of information, presentation of the results obtained.

The planning stage of work on a project (preparatory stage) includes putting forward primary ideas based on existing knowledge; identifying the inclinations, interests, and capabilities of students; formation of possible project topics; formulation of hypotheses, goals, objectives; developing a plan; forming groups working on the same topic; selection of project managers.

At this stage, the teacher’s task is to formulate an interesting topic (problem); outline to students the conditions necessary for the implementation of the project, the deadlines; keep a project log (date, student activities, difficulties, notes). An important point is the provision of resources: the use of computer equipment, audio, video, copying equipment, library services.

During the analytical stage, each student searches and collects information, studying literature, the media, and the Internet. At this stage, possible results of work on the project topic are discussed. But first, the student, together with the teacher, identifies the existing knowledge on the chosen topic. Then the sources of information are determined. The teacher introduces the student to such methods of collecting information as observation, questionnaires, sociological surveys, conducting experiments, and working with literature. At the first stages of working with literature, the teacher teaches note-taking.

The student gains skills in obtaining information, comparing it, classifying it, analyzing it and synthesizing it; personal observation and experimentation, communication with other people.

Processing the information received requires the student to understand it, be able to interpret facts, and draw conclusions.

Systematization of the obtained data is the next stage. Data from experiments, sociological surveys, and questionnaires are processed here. At this stage, it is necessary to provide students with maximum independence in choosing forms for presenting the project.

At this stage, the teacher must think in advance about the forms of presentation of the project results for each student, taking into account their abilities.

A report on the implementation of project work (with the exception of creative projects) must consist of an introduction, main part, conclusion, and a list of sources of information.

In the introduction: the choice of the topic of work and the relevance of the problem are justified; the object and subject of the research are determined (only for research-type work); the hypothesis, goal, and objectives of the project work are formulated; describes the research methods that were used during the work; sources of information are analyzed.

The main part: describes the main stages of the work; the essence of the problem, the research conducted, and the results of the research are substantiated.

In conclusion: conclusions are formulated, sources of information are characterized in terms of their completeness and reliability; the interaction of group members, difficulties encountered, and what personal goals the group members achieved during the project are analyzed.

Schemes, diagrams, and drawings can be presented as appendices or included in the text of the main part of the report.

The report is printed on A4 sheets with one and a half intervals, 12-14 point.

The title page indicates: the full name of the school, class, last names, patronymic names of the authors, title of the topic, name of the form of work (project work), last name and position of the head of the topic, place and year of writing the report.

The stage of presenting the results (presentation) includes the following elements: preparing a presentation of the results; public presentation of project work; analysis of the work done during the project period; assessment of each project participant.

When preparing a presentation of project work, it is advisable to pay attention to the following points:

1. The presentation must be clearly planned in advance, since the evaluation of the work depends, first of all, on its quality.

2. The presentation is prepared in the form of a kind of “performance”, the main goal of which is to convince the audience.

3. When making a presentation, the use of visual aids (posters, drawings, videos, slides) is very important.

The presentation form must be consistent with the goals of the project, the characteristics of the results, and the age of the students. During the preparation of the project presentation, the teacher explains to students the basic rules of discussion and business communication, and strives to develop the skills of a constructive attitude towards criticism of their judgments by other students. For an oral presentation, a minimum of information is selected for each question, it is necessary to learn the first phrase of each thesis, definitions, the meaning of the speech must be formulated within the first three minutes, give an example from life for each question, and come up with an effective ending.

I would like to note that multimedia speeches based on a multimedia presentation increase the effectiveness of the speech and improve the speaker’s contact with the audience. During such a presentation, the student demonstrates on the screen previously prepared: names of sections, main theses, still and moving illustrations (photos, videos, animations). The effectiveness of the speech is increased due to: highlighting the main points of the speech on the screen, reducing the time for presenting abstracts, and the opportunity for listeners to prepare notes in notebooks during the speech. For a student who has difficulty speaking in front of an audience, this allows him to better organize his speech and not lose his composure.

The teacher provides a final event at which the project is presented. At my school, there has been a School Scientific Society for several years, which is headed by the Small Academy of Sciences. Every spring a Scientific and Practical Conference is held. Objectives of the conference: formation of a community of creatively active children and teachers, dissemination of innovative techniques; acquiring the skill of public speaking to defend your work in front of an audience. This helps to increase the effectiveness of schoolchildren’s project activities, since at the meeting of subject sections (biologists and chemistry, physics, economics and geography, etc.), which are held on different days, any interested student can come and listen and, perhaps, on the next year will be involved in this work. The jury at each section hears and evaluates the project; the best projects are presented at a school-wide conference. A score sheet may be used in the jury work of any subject.

Evaluation paper

criteria	points	notes
Orientation in sources of information		collected all the necessary information not enough information off-topic information
Use of special concepts and correct application		Well versed in the topic Average level Low level
Non-standard approaches to solving the problem		Present absent
Manufacturability of work		Meeting work deadlines Failure to meet deadlines There is an analysis of work performance Drawings, posters Use of technical means
Preparation of a work report		Meets the requirements (title page, table of contents, introduction, main part, conclusion, bibliography) The work format does not meet the requirements
Multimedia presentation		The design of the work helps to understand the content The design of the work distracts from the content Use of technical means (digital video camera, digital microscope, scanner)
Project defense (oral presentation)		The report was read from the notes The report is presented independently Grammatically correct speech Illiterate speech Ability to answer questions easily and answer correctly Composure, confidence, clarity of presentation of material Incorrect behavior when protecting a project Failure to comply with regulations
Total		maximum

It makes sense to post the results of the Conference of the School Scientific Society on the Internet, which plays a significant role in the implementation of the open school model, while the self-esteem of students increases noticeably.

Project work allows for a comprehensive assessment of the knowledge and skills of each student. The grade for the project work is assigned by the supervisors and can be used as the final grade in the subject.

In many schools, a creative report of project work is used as a form of final certification (exam). In this case, the teacher needs to prepare a review for each project work.

After the presentation, it is very important to discuss the results of the work with students, note the positive results, and analyze the shortcomings. Listen to students’ wishes to improve the methodology of project work.

In conclusion, it should be noted that within the framework of project activities, important prerequisites are created for the formation and development of both subject-specific (chemical experiment, qualitative and quantitative analysis) and general academic and communication skills in students. Thus, project activities contribute to the formation of a new type of student who has a set of skills and abilities for independent work, knows the methods of intellectual activity and is ready to cooperate.

Projective (or design) activity belongs to the category of innovative, as it involves the transformation of reality.

Project activities contain: problem analysis; goal setting; choice of means to achieve it; search and processing of information, its analysis and synthesis; assessment of the results and conclusions obtained.

Subject activity consists of three blocks: subject, activity and communicative. Project activities students is one of the methods of developmental education, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained), promotes the development of creative abilities and logical thinking, combines knowledge gained during the educational process, and introduces to specific vital problems.

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

Objectives of project activities:

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 entire 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).

Project(from Latin projectus, lit. - thrown forward), 1) a set of documents (calculations, drawings, etc.) for the creation of any structure or product. 2) Preliminary text of a document. 3) Concept, plan.

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the USA. It was also called the problem method and was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W. H. Kilpatrick. J. Dewey proposed building learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and meaningful to the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired. The teacher can suggest sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. All work on the problem thus takes on the contours of project activity. Of course, over time, the idea of the project method has undergone some evolution. But its essence remains the same - to stimulate students’ interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving these problems, the ability to practically apply the acquired knowledge. The project method attracted the attention of Russian teachers at the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was organized that tried to actively use project methods in teaching practice. The project method was used by domestic teachers only until the 30s of the 20th century. He developed actively and very successfully at a foreign school. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands, the ideas of J. Dewey’s humanistic approach to education and his project method have found wide circulation and gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems. problems of the surrounding reality in the joint activities of schoolchildren.

The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical and creative thinking.

If we're talking about project method, then we mean exactly way achieving a didactic goal through a detailed development of the problem (technology), which should result in a very real, tangible practical result, designed in one way or another. To achieve this result, it is necessary to teach children think independently, find and solve problems, using knowledge from different fields for this purpose, the ability to predict results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships.

The project method is always focused on independent activities of students - individual, pair, group, which students carry out over a certain period of time.

Basic requirements for using the project method:

1. The presence of a problem/task that is significant in research and creative terms, requiring integrated knowledge and research to solve it.

2. Practical, theoretical, cognitive significance of the expected results (for example, a report; joint publication of a newspaper, almanac with reports from the scene; action plan, etc.);

3. Independent (individual, pair, group) activities of students.

4. Structuring the content of the project (indicating stage-by-stage results).

5. Using research methods that involve a certain sequence of actions:

· identification of the problem and the research tasks arising from it (use of the “brainstorming”, “round table” method during joint research);

· putting forward hypotheses for their solution;

· discussion of research methods (statistical methods, experimental, observations, etc.);

· discussion of ways to formalize the final results (presentations, defense, creative reports, screenings, etc.).

· collection, systematization and analysis of received data;

· summing up, drawing up results, their presentation;

· conclusions, development of new research problems.

The implementation of the project method and the research method in practice leads to a change in the teacher’s position. From a carrier of ready-made knowledge, he turns into an organizer of cognitive, research activities of his students. The psychological climate in the classroom is also changing, as the teacher has to reorient his teaching and educational work and the work of students towards various types of independent activities of students, to the priority of activities of a research, search, and creative nature.

We should also stop at general approaches to project structuring:

1. You should always start by choosing the topic of the project, its type, and the number of participants.

2. Next, the teacher needs to think through possible options for problems that are important to explore within the framework of the intended topic. The problems themselves are put forward 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 appropriate here.

3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.

4. Independent work of project participants on their individual or group research and creative tasks.

5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).

6. Project protection, opposition.

7. Collective discussion, examination, results of external assessment, conclusions.

Classification of projects.

According to the dominant method in the project:

Research. They require justification of the relevance and social significance of the topic. The result is, as a rule, a research paper (abstract).

Creative. The result of the project can be a video film, a computer program, a photo album, a herbarium, a published almanac, etc.

Gaming. They represent a plot-role scenario, determined by the nature and content of the project. The result of the project is a performance, a conference, etc. A game project differs from a traditional literary and musical composition in the independence of students, the advisory role of the teacher, as well as the mandatory presence of a search and research stage and analysis of the resulting product.

Information. They represent generalized information and analytical material about any object or phenomenon, intended for a wide audience. The product of the project can be statistical analysis, monitoring results, etc.

Practically-oriented. They contain a clearly defined result of students’ activities, focused on the social needs of its participants. The result could be, for example, a plan for the reconstruction of a school canteen and so on.

By number of project participants, we can highlight the following projects:

· personal (between two partners located in different schools, regions, countries);

pairs (between pairs of participants);
group (between groups of participants).

By duration projects can be:

short-term (to solve a small problem or part of a larger problem). Such small projects can be developed in one or two lessons;
average duration (from a week to a month);
long-term (from a month to several months).

Activities of subjects of the design process at its various stages:

1. Determination of the topic, goals, starting position, formation of working groups.

2. Planning (problem analysis, task setting, information clarification, synthesis of ideas, plans).

3. Decision making (“brainstorming”, discussion of alternatives, selection of the optimal option).

4. Execution (work to complete the project).

5. Checking and evaluating results (analysis of project implementation, finding out the reasons for successes and failures).

6. Project protection (collective analysis of activities).

Project work includes four stages:

1) Preparatory: choosing a topic; defining goals and formulating objectives; searching for sources of information and determining the list of references; issuing recommendations: requirements, deadlines, implementation schedule, etc.

2) search and research: identification of information sources; planning ways to collect and analyze information (building an action plan); conducting research; collection and systematization of materials.

3) practical (design): finalization of the project taking into account the comments and suggestions of the teacher-consultant; receipt and processing of the product; writing an abstract; preparation for public defense of the project.

4) final (analytical): public defense of the project; summarizing and analyzing the defense and abstract with a teacher-consultant.

I. Planning (preparatory).

Planning work on a project begins with its collective discussion. This is, first of all, an exchange of opinions and agreement on the interests of students; putting forward primary ideas based on existing knowledge and resolving controversial issues. Then the project topics proposed by the students are brought up for discussion.

Purposes of the initial exchange of views:

1. Stimulating the flow of ideas. To stimulate the flow of ideas, the brainstorming method is relevant. The teacher should, if possible, refrain from commenting, and write down on the board ideas, the direction of work as they are expressed, as well as objections raised by students.

2. Determining the general direction of research work

When all possible areas of research have been identified, the teacher invites students to express their views on each. Then the teacher:

Highlights the most successful ones;

Determines the time frame required to obtain the final results;

Helps students formulate 5-6 related subtopics;

Considers the option of combining the highlighted subtopics into a single project for the class (parallels, several parallels, etc.).

Each project participant chooses a subtopic for future research. In this way, groups are formed working on one subtopic. The teacher’s task at this stage is to ensure that each group created includes students with different levels of knowledge, creative potential, different inclinations and interests.

Next, students, together with the teacher, identify the potential capabilities of each (communicative, artistic, journalistic, organizational, sports, etc.). The teacher should structure the work so that everyone can express themselves and win the recognition of others. You can also choose consultants, i.e. guys who will help research groups in solving certain problems at certain stages of work.

II. Search stage.

This stage of independent research, obtaining and analyzing information, during which each student:

Clarifies and formulates his own task, based on the goal of the project as a whole and the task of his group in particular;

Searches and collects information, taking into account: Own experience; The result of sharing information with other students, teachers, parents, counselors, etc.; Information obtained from specialized literature, the Internet, etc.;

Analyzes and interprets received data.

At the same stage, group members need to agree on the distribution of work and forms of control over work on the project.

Sequence of work:

1. Clarification and formulation of tasks.

The correct formulation of the project task (i.e., the problem to be solved) determines the effectiveness of the group’s work. The teacher's help is needed here. First, members of each group exchange existing knowledge in their chosen area of work, as well as ideas about what else, in their opinion, needs to be learned, researched, and understood. Then the teacher, using problematic questions, leads students to formulate the problem. If students a priori know the solution to the problem posed and easily answer the teacher’s questions, the tasks for the group are set incorrectly, since they do not meet the main goal of the project - teaching the skills of independent work and research. While working on a project, it is necessary that each group and each of its members clearly understand their own task, therefore it is recommended to set up a stand on which the following would be posted: general topics of the project, tasks of each group, lists of group members, consultants, responsible persons, etc. .

2. Search and collection of information.

First, students need to determine where and what data they will find. Then the actual collection of data and selection of the necessary information begins. This process can be carried out in various ways, the choice of which depends on the time allocated for this stage, material resources and the availability of consultants. Students (with the help of the teacher) choose a method of collecting information: observation, questioning, sociological survey, interviewing, conducting experiments, working with the media, and literature. The teacher’s task is to provide, as necessary, consultation on the methodology for carrying out this type of work. Here it is necessary to pay special attention to teaching students note-taking skills. At this stage, students gain skills in searching for information, comparing it, classifying it; establishing connections and drawing analogies; analysis and synthesis; working in a group, coordinating different points of view through: - Personal observations and experimentation; - Communication with other people (meetings, interviews, surveys); - Work with literature and the media (including via the Internet).

The teacher plays the role of an active observer: monitors the progress of research, its compliance with the goals and objectives of the project; provides groups with the necessary assistance, preventing the passivity of individual participants; summarizes the intermediate results of the study to summarize at the final stage.

3. Processing of received information.

A necessary condition for successful work with information is a clear understanding by each student of the purpose of the work and the criteria for selecting information. The teacher's task is to help the group determine these criteria. Processing the information received is, first of all, understanding it, comparing it, and selecting the most significant information to complete the task. Students will need the ability to interpret facts, draw conclusions, and form their own judgments. It is this stage that is most difficult for students, especially if they are accustomed to finding ready-made answers to all the teacher’s questions in books.

III. Information synthesis stage (practical).

At this stage, the received information is structured and the acquired knowledge, skills and abilities are integrated.

Students: - Systematize the data received; - Combine the information received by each group into a single whole; - Build a general logical diagram of conclusions to summarize. (This could be: abstracts, reports, holding conferences, showing videos, performances; publishing wall newspapers, school magazines, presentations on the Internet).

The teacher needs to ensure that students exchange knowledge and skills acquired in the process of various types of work with information (questioning and processing of acquired knowledge, conducting a sociological survey, interviewing, experimental work, etc.). All necessary activities at this stage should be aimed at summarizing the information, conclusions and ideas of each group. The process of summarizing information is also important because each of the project participants, as it were, “passes through himself” the knowledge, skills and abilities acquired by the entire group, since in any case he will have to participate in the presentation of the project results.

IV. Presentation of the obtained work results (presentation).

At this stage, students comprehend the data received and ways to achieve the result; discuss and prepare a final presentation of the results of the project (in school, district, city, etc.). Students present not only the results and conclusions obtained, but also describe the methods by which the information was obtained and analyzed; demonstrates acquired knowledge and skills; talk about the problems they encountered while working on the project. Any form of presentation is also an educational process during which students acquire skills in presenting the results of their activities. Basic requirements for the presentation of each group and for the general presentation: the chosen form must correspond to the goals of the project, the age and level of the audience for which it is being held. In the process of summarizing the material and preparing for the presentation, students, as a rule, have new questions, during the discussion of which the course of research may even be revised. The teacher’s task is to explain to students the basic rules for conducting discussions and business communication; teach them to react constructively to criticism of their judgments; recognize the right to the existence of different points of view in solving one problem.