During schooling, children should not only gain knowledge, but develop their abilities to the maximum. The formation of abilities is impossible outside the active, interested activity of students. I, as a teacher, am sure that by any one method it does not make it possible to use the full range of abilities of students. But, in my opinion, it is the research method, like no other, that makes it possible to turn a child into an active subject of joint activity. Keeping in mind the rule: “There are no untalented, but there are those who are busy with their own business”, the use of the research method makes it possible not only for successful, but also for weak students, to use their strengths. Confucius said: I hear and I forget
I see and remember
I do and I understand.
Research activity is an independent activity, but the teacher can manage the process of manifestation and overcoming difficulties, predict their appearance, and therefore, activate worldview positions in the educational process.
To explore means to see what everyone has seen, but to think in a way that no one has thought. A school graduate must adapt to changing life situations, independently think critically, be sociable, contact in various social groups. The school should create conditions for the formation of modern key competencies in students: general scientific, informational, cognitive, communicative. Among the various areas of modern methods and technologies, the most adequate to the goals, from my point of view, is the method of projects. I completed additional professional training as a tutor at a school learning site under Intel's Learning for the 21st Century program.
The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge and navigate the information space, and the development of creative thinking. The student becomes an active, interested, equal participant in learning. He has a departure from standard thinking, a stereotype of actions, which allows him to develop a desire for learning. Such work in the classroom and after school hours is of great educational, educational, and developmental value. The project method provides the teacher with the widest opportunities to change traditional approaches to the content, forms and methods of educational activities, bringing to a qualitatively new level the whole system of organization of the learning process. It can be used at any stage of learning, in working with students of different ages, abilities and in the study of material of varying degrees of complexity.
Chemistry is one of the complex sciences. The study of chemistry at school contributes to the formation of the worldview of students. However, in the context of reducing the time allotted for the study of chemistry while maintaining the volume of its content, it reduces the interest of students in the subject.
I think it is necessary to create conditions for the development of the cognitive activity of the student and his self-realization through the accumulation of his own experience.

Project activity, project method

Knowledge only then becomes knowledge

when it is acquired by the efforts of one's thought, and not by memory.

L. N. Tolstoy

The purpose of teaching a child is to enable him to develop further without the help of a teacher.

Elbert Hubbart.

Before considering the essence of project activity, it is necessary to consider the very concept of activity, and find out its components.

I.D. Chechel believes that activity is a specific human form of relation to the world around, the content of which is an expedient change and transformation in the interests of people; condition for the existence of society. Activity includes the goal, means, result and the process itself.

In turn, project activity is an activity aimed at the implementation of any specific projects.

Project activities include:

Problem analysis;

goal setting;

The choice of means to achieve it;

Search and processing of information, its meaning and synthesis;

Evaluation of the obtained results and conclusions.

The project activity of students is also one of the methods of developmental education, it is aimed at developing independent research skills, helps to develop creative abilities and logical thinking, combines the knowledge gained during the educational process, and attaches to vital problems.

The purpose of the project activity is the knowledge and application by students of the skills, abilities and knowledge acquired in the study of various subjects (on an integration basis).

The tasks of the project activity are:

Learning to plan (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal, throughout the work);

Formation of skills for collecting and processing information, materials (the student must be able to choose the appropriate information and use it correctly);

Ability to analyze (creativity and critical thinking);

Ability to write a written report (the student must be able to draw up a work plan, present information clearly, draw up footnotes, have an understanding of the bibliography);

To form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).

Principles of organizing project activities:

The project must be feasible to carry out;

Create the necessary conditions for the successful implementation of projects (form an appropriate library, media library, etc.);

Prepare students for the implementation of projects (conducting a special orientation so that students have time to choose a project topic, at this stage students with experience in project activities can be involved);

Provide project management by teachers - discussion of the chosen topic, work plan (including execution time) and keeping a diary in which the student makes a reflection - appropriate records of his thoughts, ideas, feelings. The diary should assist the student in reporting if the project is not written work. The student uses the diary during interviews with the project manager.

If the project is a group project, each student must clearly show their contribution to the project. Each project participant receives an individual assessment.

Mandatory presentation of the results of the project in one form or another.

Important design factors include:

Increasing the motivation of students in solving problems;

Development of creative abilities;

Shifting the emphasis from the instrumental approach in solving problems to the technological one;

Formation of a sense of responsibility;

Creation of conditions for cooperation relations between the teacher and the student.

The increase in motivation and the development of creative abilities is due to the fact that in the project activity there is a key feature - an independent choice.

The development of creativity and the transition from an instrumental approach to a technological one is due to the need for deliberate choice and planning of activities to achieve the best result. A sense of responsibility is formed subconsciously: the student tries to prove to himself that he made the right choice. We should also note that the desire to assert oneself is one of the main factors in the effectiveness of project activities. During the decision practical tasks cooperation relations with the teacher are naturally formed, since for each of them the task is of substantive interest and stimulates the desire for effective solution. This is especially intense in the tasks formulated by the students themselves.

For a student, a project is a chance to maximize their creative potential. This is an activity that allows you to express yourself personally or in a group, try your hand, apply your knowledge, make a great difference, show the publicly achieved result. This is an activity aimed at solving an important problem that the students themselves have formulated. The result of this activity is the discovered way of solving the problem, which is practical and significant for the discoverers themselves. And for a teacher, an educational project is a unifying didactic tool for development, training and education, which allows developing and developing design skills and abilities: problematization, goal setting, activity planning, reflection and introspection and self-presentation, as well as information search, practical application of academic knowledge, self-realization, research and creative activity

Most of the authors who define the project identify a number of characteristic features of the project as a teaching method. Initially, this is the presence of a problem that needs to be solved during the work on the project. Moreover, this problem should have an important character for the author of the project, motivate him to look for a solution. The project must certainly have a clearly defined, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case, this solution has its own, which is not repeated. This incarnation is the final product that is created by the author in the course of his work and also becomes a means of solving the problem of the project. Clarification of the initial problem, the formulation of the goal and the creation of an image of the project product are important characteristic features of the project.

Another difference of the project is the preliminary planning of the forthcoming work. The whole path from the initial problem to the implementation of the project goal should be divided into separate stages with their own intermediate tasks for each; as well as to identify ways to solve these problems and find resources; develop a detailed schedule of work indicating the timing of the implementation of each of the stages.

The implementation of the project work plan is associated with the following actions:

1. the study of literature and other sources of information, the selection of information;

2. conducting various experiments, experiments, observations, studies, surveys;

3. analysis and generalization of the obtained data;

4. formulating conclusions and forming on this basis their own point of view on the initial problem of the project and ways to solve it.

To implement the found method of solving the project problem, it is necessary to create a project product. The design product must have certain properties of consumers, i.e. meet the needs of any person who has encountered this problem, for the solution of which this project was implemented.

The project must have a written part - a progress report, which describes all stages of work (starting with the definition of the project problem), all decisions made with their justification; all the problems that have arisen and how to overcome them; the collected information, the conducted experiments and observations are analyzed, the results of surveys are given, etc.; the results are summed up, conclusions are drawn, the prospects of the project are clarified.

One of the most important conditions of the project is public defense, presentation of the result of the work. During the presentation, the author not only talks about the order of work and shows its results, but also demonstrates his own knowledge and experience in solving the problem of the project, acquired competence. The stage of self-presentation is the most important part of the work on the project, which involves a reflective analysis by the author of all the work he has done, as well as the experience that he has acquired.

The project method of teaching is close to problem-based learning, which involves the logical and purposeful presentation of cognitive problems to students, after solving which, under the guidance of a teacher, they have a dynamic perception of new knowledge.

Problem-based learning coordinates the stability of knowledge and its creative use in the student's practical activities. The project method has an analogy with developmental learning. Developmental learning is an active-activity method of learning, with it purposeful learning activities take place. The student, being the subject of this activity, consciously sets the goals and objectives of self-realization and self-determination creatively, achieves them.

The project method is not new in world pedagogy. It originated in the new century in the United States. It was called the project method and it was integrated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, and his student V.Kh. Kilpatrick. J. Dewey recommended that learning be developed on an active basis, through the expedient work of the student, together with his personal interest in this knowledge. At the same time, it was extremely important to show students their personal interest in the acquired knowledge, which can and must be useful to them in later life. This requires a problem that was taken from real life, familiar and valuable to the child, for the solution of which he needs to apply all the acquired knowledge, new knowledge that has yet to be obtained. The teacher has the right to suggest sources of information, or he can incline the students' thoughts to the desired orientation for self-searching. But in the end, students are obliged to solve the problem independently and in joint work, applying proper knowledge from various fields, to get a real and significant result. All work on this problem is restructured into project activities. Over time, the concept of the project method has evolved. Originating from the idea of ​​independent education, at the present time it is becoming an integrated component of a fully developed and organized system education. But its essence remains unchanged - to stimulate the attention of students to a variety of problems, involving the possession of certain knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the knowledge gained, the development of reflex (in the terminology of John Dewey or critical thinking). The meaning of reflex thinking is a long-term search for facts, their analysis, reflections on their reliability, logical alignment of facts for learning new things, for finding a way out of doubt, developing confidence based on reasonable reasoning. The project method interested Russian teachers already at the beginning of the twentieth century. The ideas of project training arose in Russia in fact in parallel with the study of American professors. Under the guidance of the Russian teacher S.T. Shatsky in 1905, a small group of employees was assembled who tried to energetically use project methods in teaching practice. At the same time, in a foreign school, he had an active and very successful development. In such countries as: the USA, Great Britain, Italy, Finland, Belgium, Israel, Brazil, the Netherlands and many other countries, where the ideas of a humanistic approach to The project method has found wide application and gained immense popularity in view of the rational combination of theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of students. “Everything I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the current understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic knowledge. skills. The very essence of the project method is the process of developing students' cognitive skills, the ability to independently distribute their knowledge, the ability to navigate the information flow, the development of critical and inventive thinking.

The project method is a term from the field of didactic science, private methods, if it is used within a specific subject. Method is a didactic category. This is a set of techniques, operations for acquiring a certain area of ​​​​practical and theoretical knowledge, a particular type of activity. This is the stage of cognition, a way of organizing true cognition. Therefore, if we are talking about the method of projects, then we understand it as a way to achieve an instructive goal through a detailed development of the problem (technology), which involves the completion of a real practical result, formalized in one way or another. To solve their didactic tasks, teachers turned to this method. The principle of the project method was based on the idea that is the essence of the concept of the project, its pragmatic orientation towards the result that can be obtained by solving one or another practically or theoretically significant task. The result obtained can be comprehended, seen, and also applied in existing practical activities. In order to obtain such a result, it is necessary to teach children or students not only to think independently, but also to identify and solve problems, using knowledge from various fields for this purpose, the ability to predict the outcome and the possible outcome of different solutions, the ability to find cause-and-effect relationships.

The project method is aimed at independent work of students - individual, pair, group, which students perform for a certain period of time. This method is inseparably combined with group methods. The project method involves solving a problem. The solution of the problem involves the use of a complex, a variety of methods, teaching aids, as well as the need to integrate knowledge, the ability to use knowledge from various fields of science, technology, engineering, and creative fields. The method of projects as a pedagogical branch assumes a commonality of research, search, versatile, problematic methods and tasks that are creative in their entirety.

Now we will look at a few basic requirements for using the project method itself:

Firstly. there must be a significant and researchable problem or task that requires generalized knowledge, research advanced search for its possible solution

Secondly, the practical, cognitive, theoretical significance of the results that we assumed (for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends that can be traced in the development of this problem; joint publication of a newspaper, an almanac with reports from places of events; forest protection in different areas, action plan, etc.);

Thirdly, independent (pair, group, individual) activities of all students.

And finally, fourthly, structuring the main content of the project (with the obligatory indication of consistent results).

In the use of research methods, a certain sequence of actions should be provided:

the initial definition of the problem with the research objectives arising from it (using the method of "brainstorming" or "round table" in the course of a generalized study);

subsequent hypotheses as well as their solutions;

immediate discussion of the methods of a particular study (as statistical methods, and experimental observations, etc.);

discussion of various ways of designing the final results (presentations, reports, defense, creative reports, discussions of views, etc.).

final collection, systematization and discussion of the obtained data;

preliminary summing up, processing of results, their presentation;

final conclusions, the promotion of unsound new problems in the study.

Teachers have to redirect their educational work and the work of students to various types of independent activities, to the priority of research, search, and creative activities.

The dependence of the nature of this assessment is expressed in the conditions of the project, its type or content. In the case when a research project is considered, it is necessary to have a staged implementation. It should be remembered that the success of the project is ensured by the correct organized work in separate areas. Let's dwell on the general approaches to structuring the project:

1. You should definitely start with the choice of the topic of the project, its type and, accordingly, its type and number of participants.

2. Then the teacher needs to think through all the possible options existing problems that need to be explored within the framework of this topic. The problems themselves are expressed by the students at the suggestion of the teacher (leading questions, situations that contribute to the definition of problems, a video sequence with the same purpose, etc.). Also relevant here is " brain attack with its subsequent collective discussion.

3. The next step will be the distribution of tasks into groups, as well as a discussion of research methods, information retrieval, creative solutions.

4. Independent work of the project participants on their individual-activity group-research, approaches ..

5. There are also intermediate discussions of the data obtained in groups (in the classroom or in the classroom, in the scientific community, media library, however, in the library, etc.).

6. Protection of projects and their opposition.

7. Panel discussion, external evaluation results, expertise, and no doubt conclusions.[ 4]

Thus, the project activity or design method is a new, scientifically based method of educational work, in which the student is the organizer, motivator, performer and controller of his educational activity, which meets the requirements of the concept of modernizing the dynamically developing Russian education.

“Everything that I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .

Currently, the project method is the most adequate among the various areas of modern pedagogical methods and technologies.

List of sources used

2. Panina T.S., Vavilova L.N. State and prospects for the development of modern pedagogical education//Professional education in Russia and abroad. 2011. No. 4. S. 45-51.

3. Pakhomova N.Yu. The study project method in educational institution: A Handbook for Teachers and Students of Pedagogical Universities. - 3rd ed., Rev. and additional - M.: ARKTI, 2005. - 112 p.

4. Polat E.S. PROJECT METHOD. Internet resource. URL: http://distant.ioso.ru/project/meth%20project/method%20pro.htm (Accessed 05/27/2013)

5. Kuznetsov V.S. Research and design activities as a form of educational cooperation at the university. Internet resource. URL: http://www.childpsy.ru/dissertations/id/18863.php (Accessed 05/27/2013)

6. Pakhomova N.Yu. The method of the educational project in an educational institution: A manual for teachers and students of pedagogical universities. - 3rd ed., Rev. and additional - M.: ARKTI, 2012. - 112 p.

PROJECT ACTIVITY IN SCHOOL.

TYPES OF PROJECTS. STAGES OF WORK ON PROJECTS.

A project is an idea, a plan; developed plan of construction, mechanism; the preliminary text of any document.

Types of projects at school

Monosubject project- a project within one subject(academic discipline), it fits into the class-lesson system.

At the end of any event, whatever it is and where it is, deep down there is a good sense of accomplishment, have you noticed? Duty is almost allied with obligation and is often so common when we talk about institutions. But in fact, when this event is more than one day on the agenda, this feeling is not an obligation, but a satisfaction - because everything has come together.

Types of projects at school

And here's the parenthesis, which is correct? How are our rates of success and excellence? With our busy days and ever-increasing demands, do we appreciate what really matters? Precisely in these hours, after what we have to put repairs: what is ideal? This is because they are not yours, not mine, not everyone, but every student, their emotions and efforts.

Interdisciplinary project- a project involving the use of knowledge in two or more subjects. Often used as a supplement to lesson activities.

Oversubject project- an extracurricular project, carried out at the junctions of areas of knowledge, goes beyond the scope of school subjects. It is used as a supplement to educational activities, has the character of research.

From each comes a celebration of what they have done, they could and have achieved in a shared solidarity that only children know how to provide. Those who were present were called because we could feel every deposit of the attitude and commitment of the students with this day.

Stages of the project

In the joint thought between teachers and students about the seminars, the preparation of each work, the commitment to their preparation and assembly, the sounds and forms that we wanted to tell about our country, about that Brazil that has been hit lately, and also about everything else in the world, somewhat. It is that "A Little Bit of Brazil", a tradition in the village, is a genuine recognition of our space in the rich Brazilian popular culture, which can never be abandoned by the ballast of globalization.

project work		Activity students Diagnostics of students (identification of propensity for research and social activities) We have always marked Brazil here, and having built this thought with our children and young people, we retain the pride of recognizing that we have the best, but also the worst, to courageously extend the good or really contribute to the necessary changes.	Activity
Training And how good, if so, to be perfect among your different and equals. In fact, another year great satisfaction. Fernanda de Lima Passamay Perez. In its nearly 7 years of existence, the reading club has read several titles that have sparked heated discussions and sensitized the group, but none like Iqbal. Introducing the title, there was a problem that transcended the language, there was a real fact: the murder of a child. Iqbal, the Pakistani boy whose story serves as the guiding thread of the story, was left by a very small family to work as a weaver in one of his country's countless tapestries, without any rights. And, unlike many other children working in a similar situation, Iqbal did not stop dreaming, he did not give in to the fate that they had drawn for him.	Definition of the theme and goals of the project, its initial position. Selection working group	Discuss the topic of the project with the teacher and get additional information if necessary	Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises student work. The sleazy, smiling boyish saga became world famous. Although he shortened his life, Iqbal left a legacy. Members' empathy with this character was intense. Although the story of Iqbal is a fiction, unfortunately it is based on real facts. While reading, the group reflected and knew that this scenario is not exclusive to a distant Asian country. Even here in Brazil, there were children and teenagers who worked in conditions that were not conducive to their development, which in some way hindered their access to education.
Planning	a) Identification of the sources of the necessary information. b) Determine how information is collected and analyzed. c) Determining how the results will be presented (project form) d) Establishment of procedures and criteria for evaluating project results. Project activities at school It was then that the Statute of the Child and the Adolescent appeared in the discussions. Why develop a law to protect children's rights? And if she is poor, she cannot help the family? The meeting started with the members' presentations on the book and the reception of the reading by the group. Gradually, the participants realized the importance of having specific laws that guarantee children and adolescents access to education, culture and special conditions labor to provide fair opportunities for these young people to develop as citizens. Iqbal's story has raised a number of other rights issues beyond children and adolescents, such as the situation of the elderly in Brazil. As a challenge, our guest suggested that the group look for a reading that sparked a discussion in this regard. In conclusion, Chikao showed a desire: We have more and more doubts. Can we ask more and more. That we don't accept anything. e) Distribution of tasks (duties) between members of the working group	Form the tasks of the project. Develop an action plan. They choose and justify their criteria for the success of project activities. ¹Chichao worked in the Praça da Se Children's Pastoral. Cecilia Galoro, mother of students from the Granja Viana division. Our blog goes on vacation today and resumes posting in August with new posts on the work done at the school as well as our reflections on contemporary educational issues. Good reading and well deserved vacation! By this time, schools are giving students guidance on how school work should be done while on vacation. Something like one or two books to read and some movie to watch, in the case of high school village schools. For some specific cases, this will be an opportunity for the student to resume content that may not be well assimilated by him in the turmoil of his school days. We know that the school has its own rhythm, as educators prepare for some changes, there is a calendar that moves forward, relentless, like any measure of time.	Offers ideas, makes assumptions. Supervises student work.
Study	1. Collecting and clarifying information (main tools: interviews, surveys, observations, experiments, etc.) There are students for whom this measure has surpassed their learning opportunities that exist, but for whom a more frantic situation is required. One way or another, we see that the faces of students are disfigured in expressions of discontent, complaints about excessive content, lack of peace and time for rest. Often, parents also express their discomfort, especially when holiday activities intersect with family vacation opportunities hard-earned during long periods of professional tension. The sequence of work on the project If the holidays are holidays, why the hell is the school invading this precious time with readings and assignments? In fact, the school is not required to use this period. And what is taken into account in order to follow this path is many factors. First, in middle school, we rely on the breath of our students. And that's what usually frustrates first-time parents with their kids in the first year of this segment, already in the change of pace and grid of questions that will become part of the kids' routine. But they soon see and are surprised that they generally respond positively to the depth and variety of these materials. 2. Identification ("brainstorming") and discussion of alternatives that have arisen during the implementation of the project. 3. Choice of the optimal variant of the project progress. 4.Step-by-step implementation of the research tasks of the project	Perform project tasks step by step Types of projects. stages of work on projects Uncommon in the first trimester, some complain that their son studies until dawn for a test the next day. It is more than obvious that we did not measure the degree of didactic effectiveness of our students' eyes. But among the requirements is to study the procedures for studying and improving their position of students as elements to be conquered in order to anticipate and organize their tasks. However, it is clear that, in some cases, research can intrude on sleep hours. On the other hand, the demand of full-time students for holidays can be seen as the main demand in this melting pot of contradictions that characterize this stage of life: difficult and intense negotiations about everyday school and family life what they want to keep from childhood, such as comfort and stretch, and what they want from adulthood, lurking on the horizon, such as seemingly wide and unbridled independence.	Observes, advises, indirectly directs the activities of students
	Information analysis. Formulation of conclusions	Perform research and work on a project by analyzing information. Draw up a project But we need to take a closer look at things if we want to get out of common sense, and if we are going to bring up the elements that will help us cope with those that we intend to teach. And if there is anything that can characterize our role, it is the tension that characterizes educational practice and that can vary in intensity and intensity in the joy we are teaching, whether children or students, but it never stops. Both at school and in the family there are moments of affection, communication, exchange with these adults, no doubt. In the case of a family, holidays are an opportunity to have some of these experiences more often than in everyday life. But in all cases, it must be borne in mind that there is a light that never completely disappears. It's like the pilot flames of the old gas heaters that kept the device ready to boil tap water at any time of the day or night for its entire existence. And perhaps that's what wears you the most as an educator: the fact that we've never completely shut down.	Observes, advises (at the request of students)
Presentation (defense) of the project and evaluation of its results	Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of the report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, results achieved (successes and failures) and the reasons for this As much as we intended to do it, being in a movie theater or picking up a newspaper and letting yourself be consumed by petty news is already an option. And, like every option, it carries the responsibility of choosing. Those children who are parents today are faced with many other resources that have numbed the tension in education. And, like all anesthesia, they consist of a simple masking of pain or tension. And with them is the constant encouragement of pleasures and restrictions to be extrapolated, with urgent necessity, as a reference to personal fulfillment. Adults often complain about the spontaneity of young people who are intimidated by homework or school. Some students are not even afraid, but simply do not understand where to start, because there is a sense of duty that was not developed there. In addition to thinking about a world that is heavily watered by drugs and gadgets, it is necessary to consider that the latter make up the everyday family at the hands of adults themselves.	Represent the project, participate in its collective self-analysis and evaluation.	Listens, asks appropriate questions in the role of an ordinary participant. Directs the review process as needed. Assesses student effort, report quality, creativity, quality of use of sources, project continuation potential As stated, the pilot flame voltage is highly dependent on these adults. This is why anesthesia is not only a choice for children and teenagers. It plays the role of a stretch in that when children are hypnotized by the pill, adults can read the paper, talk, do the dishes, work or relax. Little attention is given to weekend times to help the family complete some of the adult-only tasks. A teenager making his bed, unloading groceries from his car, helping his father at work, or changing a lamp are images that seem far from a country, especially when compared to the everyday life of middle-class Sao Paulo.

Project evaluation

(individual card of the student defending the project)

	Criteria for evaluation	Self-esteem		on command
	Submission (15 points)
Answering questions (15 points)
design	Intellectual activity (10 points)
Creativity (10 points)
Practical activities (10 points)
Ability to work in a team (10 points)
	Achieved result (15 points)
Decoration (15 points)

85 - 100 points - "excellent";

70 - 85 points - "good";

50 - 70 points - "satisfactory";

less than 50 points - "unsatisfactory".

	Criteria for evaluation
	Relevance and novelty of the proposed solutions, the complexity of the topic
Scope of development and number of proposed solutions
Practical value
Level of autonomy of participants
The quality of the design of notes, posters, etc.
Evaluation by the project reviewer
	Report quality
The manifestation of the depth and breadth of ideas on the topic being presented
The manifestation of the depth and breadth of ideas on a given subject
Answers to teacher's questions
Answers to students' questions

180 - 140 points - "excellent";

135 - 100 points - "good";

95 - 65 points - "satisfactory";

less than 65 points - "unsatisfactory".

	Criteria for evaluation
Design and implementation of the project	Relevance of the topic and proposed solutions, practical orientation
Volume and completeness of developments, independence, completeness, preparedness for defense
The level of creativity, the originality of the disclosure of the topic, approaches, proposed solutions
Argumentation of the proposed solutions, approaches, conclusions
Note quality: design, compliance with standard requirements, heading and structure of the text, quality of sketches, diagrams, drawings
	The quality of the report: composition, completeness of the presentation of the work, approaches, results; reasoning and conviction
The volume and depth of knowledge on the topic (subject), erudition, the presence of interdisciplinary (interdisciplinary) connections
Project activity in the educational process used by teachers of both primary and secondary schools, but it is especially widely represented in the senior profile school. Students master educational design in the lessons of biology, geography, chemistry, physics, MHK, history, and social science. The results of the completed projects are “tangible”: if this is a theoretical problem, then its specific solution, if practical, a specific result ready for implementation. Some types of projects involve making posters, writing reports, essays, research, etc. as an end product. Project-based learning creates positive motivation for self-education. Search the right materials, components requires systematic work with reference literature. In carrying out the project, as our observations show, more than 70% of students turn not only to textbooks, but also to other educational and methodological literature, Internet resources, and the school media library. Thus, the inclusion of project activities in the educational process helps to increase the student's competence in the field of problem solving and communication. Another type of project activity is interdisciplinary and overdisciplinary projects which are developed at the intersection of several academic disciplines and require great erudition and integration of acquired knowledge, skills and abilities from students. Project activity of a subject and meta-subject nature is carried out by students of their free choice, is developing, personal in nature. An example is the work of school students: “Illusions of Perception”, “The Influence of Color on the Psychophysical State of Schoolchildren”, “Fast Food - an Imminent Disease”, “Does Money Make Happiness?”, “Demographic Problems of the City of Rasskazovo”, “Extraterrestrial Life Forms” etc. Such projects contribute to raising the level of key competencies among the participants, as they require solving complex problems from different scientific and social fields, attracting knowledge obtained from various sources, quick response, skills of cooperation, understanding, ability to work in a team, reasoning decisions and defending their opinions. Research activities require certain skills from students scientific work. To this end, for high school students developed, and the third year is taught special course "Introduction to research". The purpose of studying a special course is the development research competence students through their mastering the methods of scientific knowledge and the skills of teaching and research activities. The content of the special course "Introduction to Research" is based on the classical canons of scientific work, the basics of the methodology of scientific research and the traditions of the design of such texts, the classes are designed to accompany the work of schoolchildren on educational research from the stage of formulating a topic to mutual review of completed works and preparing a report for their defense . The selection of the content of the special course was carried out taking into account another type of extracurricular work - the functioning of the school scientific society of students. Activity school scientific society of students regulated by normative documents: Regulations on the NOU, Charter of the NOU. Requirements for the design of student work, criteria for evaluating research work have been developed. The activities of the NOU are carried out through meetings of subject sections, lectures, seminars, consultations with scientific supervisors, and expeditions. We believe that one of the main results of our work with NOU is the creation of an atmosphere of scientific research. In order to create conditions for the formation of an intellectually developed personality, ready to self-develop, self-improve, instilling skills in project activities for elementary school students, a program has been developed additional education"Erudite". The program is aimed at developing the intellectual skills of students based on the formation of the child's ability to manage creative processes: fantasizing, understanding patterns, solving complex problem situations. It gives the student the opportunity to discover many of the qualities that underlie creative thinking. The program is designed to help students become more relaxed and free in their intellectual activities. General course The program is designed for 2 years in the areas of humanities and mathematics. Project activities in primary school backed up by the curiosity of younger students, as well as the motivation of parents to show the success of their children. In the activities of the mini-school "Pinocchio" (classes of pre-school education) for the past three years, the development of joint creative projects of children - preschoolers and their parents has been practiced. At the school scientific - practical conference mini-school students, along with high school students, present their projects. Primary school students traditionally present at the school scientific and practical conference interesting, meaningful projects carried out using various research methods (exploratory, heuristic, discussion, brainstorming and role play). Often the projects of elementary school students are long-term and are group work (“My city of Rasskazovo”, “Ecology in fairy tales and colors”, “In the world of fairy tales”, “What caused dinosaurs to die out”, etc.). Our school has a long tradition patriotic education, therefore, we devote a large place in the project activities of students projects of military-patriotic, local history and search orientation. This work is carried out within the framework of the activities of the club "Memory". Club members research and collect material about the exploits of fellow countrymen - participants in military events. Their projects are aimed at protecting the historical monuments of their native city, as well as organizing educational and cultural work among students and community residents. In the Room of Military-Historical Glory named after the Hero of Russia A. Komyagin, based on the materials of the search work, lessons of Courage and excursions are conducted (materials of the research projects “Our Countryman A. Komyagin”, “Tambov Region during the Great Patriotic War”, “Teachers and graduates of our school are defenders of the Fatherland”, “The streets of the city are named after them”, etc.). As part of the work of the school "Small Ecological Academy" we are implementing another area of ​​project activity - the development of environmental and social projects related to environmental protection and improvement of the native city. The projects implemented by schoolchildren are aimed at raising the level of environmental education of the population, involving them in environmental activities by involving them in environmental actions and work in volunteer teams for the improvement of the city and nearby recreational areas (“Down with the landfill”, “Rhododendron Day”, “School Yard ”, “Day of Birds”, “Biomonitoring of the Arzhenka River”, etc.). The school children's organization "Unification" has great opportunities in the implementation of project activities. The projects implemented within this movement are organizational -, educate the civic position of schoolchildren, form their leadership qualities. The project of the president of the school children's organization "School City" as a model of school self-government, which is based on the structure and structure of a modern city, turned out to be very interesting. The collective projects of elementary school students "My Dream School" and "School of the Future" provide an opportunity to trace the attitude of schoolchildren to modern problems of the school, as well as to show activity and initiative in realizing the dream of an ideal school. However, the main organizational and social project is the organization of a scientific and practical conference of school students. The school scientific and practical conference is the main and key form of presentation of students' achievements in research, project educational and extracurricular activities, contributing to the formation of key competencies, in particular, organizational ones. The purpose of the conference is to identify gifted children, support the creativity of schoolchildren, a competitive review of the brightest and most interesting things that students have done over the past year in all types of research, practical and creative activities. The school has a regulation on the conference and the rules of its organization, planning every action of the organizing committee exactly in time. Information instructive materials on the content of the activities of each of the groups have been developed. Every year something new appears at the conference: an invitation for alumni, parents, authors of reports from other schools, a poster session, etc. Since last year, the conference has grown into Science Day. This academic year, the Governing Board of the School decided to reward students annually who submitted the best work to the school scientific and practical conference. The best work of students is stored in school library and anyone can use the materials to prepare for the lesson, write a report or essay, computer presentations serve as a good illustrative material for the teacher in the classroom. In the modern sense, the project is six "P": Problem, Design (planning), Search for information, Product, Presentation. The sixth "P" of the project is its Portfolio, i.e. a folder in which all working materials are collected, including drafts, reports, etc. The technology of maintaining a student portfolio has been practiced in our school for several years. Moreover, if initially many children, parents and even teachers were negative about the idea of ​​a portfolio, not understanding its meaning, now a portfolio is a kind of business card student. And the more a student is motivated for creative and project activities, the more valuable a portfolio is for him, reflecting not only his achievements, but also his personality. For the successful implementation of project activities, the school has the necessary information - technological equipment: two computer labs, one of which is connected local network and has access to the Internet, two multimedia projectors, an interactive whiteboard, two video cameras, a digital camera, chemical and biological laboratories, a large media library. In addition, from this academic year with the acquisition software product"KM-School", developed by the company "Cyril and Methodius", the school has the opportunity to effectively implement a single information educational space. This educational content complies with modern educational standards and contributes to effective organization educational process. Teachers and students of the school do not have to turn to other sources to search for the necessary information within the framework of project activities and independent educational research, since the completeness of the content is maximum. The teacher is the decisive link in the implementation of project-based learning in the school's UVP. For the successful implementation of the competency-based approach, project activities require a competent organization methodological support for teachers. To this end, within the framework of the comprehensive-targeted program “Formation of key competencies through project activities of students”, training seminars “Technology of Competence-Based Education. Method of projects”, “Pedagogical portfolio technology”, meetings of the methodological council were held on the following topics: “Technologies of competence-oriented education. Development of critical thinking through reading and writing”, “Technology of competence-based education. Debates”, at meetings of school methodical associations the issue "Development of the thematic field of project activities" was considered. Such work has its positive results: every year the number of participants in the school scientific and practical conference is growing, the quality of the research papers themselves is getting better, the requirements for content and design are met in most of them. The number of students taking prizes in competitions of projects and research works at the municipal and regional levels has increased, and winners of all-Russian competitions have appeared. Teachers themselves show considerable interest in the development of pedagogical projects. So, since this academic year, a project developed by the creative group of class teachers “Again a deuce” has been successfully implemented, in which a model of social and pedagogical interaction with parents of children with learning difficulties is being worked out. Since 2006, the school has been implementing a project developed by a creative group of teachers of an elementary school and a mini-school "Pinocchio" of the summer specialized camp "Preschooler". The school administration has developed and is currently implementing the project "Small Ecological Academy". The project "We choose life", developed in co-authorship of the school principal and school psychologist, on all-Russian competition psychological projects ranked third. The modern development of society, economy, education calls for the development of mechanisms for the formation of a person of the XXI century - a person capable of analyzing the existing situation, actively participating in socio-cultural activities, independently and responsibly making decisions in constantly changing conditions. Therefore, the words of the writer Clark are now more relevant than ever: “It’s not enough to know, you have to apply. It’s not enough to really want, you have to do it!” These words can also be considered the motto of project activities in our school. Literature: 1. Bobienko approaches to the problem of key competencies // www. *****/science/veatnik/2003/issue2/ 2. Kudryavtsev, A. Design and management of the development of a unified information environment of the school / A. Kudryavtsev // Director of the school. - 2007. - No. 1. - P. 14–20. 3. Markachev, project method in school practice / , // Chemistry at school. - 2007. - No. 2. - P. 34–36 4., Ukhova of key competencies in project-based learning // School technologies No. 4. - p.61. Stages of the project Preparatory or introductory (immersion in the project). 1.1. The choice of the topic and its concretization (determining the genre of the project). 1.2. Determination of the goal, formulation of tasks. 1.3. Formation of project teams, distribution of responsibilities in them. 1.4. Issuance of written recommendations to project team members (requirements, deadlines, schedule, consultations, etc.). 1.5. Approval of the subject of the project and individual plans group members. 1.6. Establishment of procedures and criteria for evaluating the project and the form of its presentation. Search and research stage. 2.1. Identification of sources of information. 2.2. Planning how to collect and analyze information. 2.3. Preparation for research and its planning. 2.4. Conducting research. Collection and systematization of materials (facts, results) in accordance with the goals and genre of work, selection of illustrations. 2.5. Organizational and consulting classes. Interim reports of students, discussion of alternatives that arose during the implementation of the project. Translation and design stage. 3.1. "Project Defense". 3.2. Finalization of the project taking into account comments and suggestions. 3.3. Preparation for the public defense of the project: 3.3.1. determination of the date and place; 3.3.2. determination of the program and scenario of public defense, distribution of tasks within the group (media support, audience preparation, video and photography, etc.); 3.3.3. poster information about the project. The final stage. 4.1. Public defense of the project. 4.2. Summing up, constructive analysis of the work performed. To the project leader (organizer) Suggest project topics with different dominant methods (research, social, creative, informational, practice-oriented, playful, etc.). Justify their relevance. Indicate the age of students for which this project task is designed. Describe and complete the projects in other ways (nature of contacts, nature of project coordination, duration, number of participants). Choose the one that is most relevant (based on the results of a discussion in a group of course participants). Indicate the problem, formulate the goals and objectives of the project, educational material on the subject and interdisciplinary connections (in the form of didactic units) that should be involved in the course of the project. Consider the practical/theoretical significance of the project. Indicate what developmental goals you set (intellectual, moral, cultural development of students). List the creative methods that will be used to complete the project. Indicate how this project fits into classroom and extracurricular activities. Consider how the results of the project might be framed. Designate the forms of control over the stages of the project. Suggest criteria for assessing the success of the project. Think about how this project might affect social adaptation and professional self-determination of a teenager, on motivation to work in a chosen field (only for high school students). Consider what psychological and pedagogical effect is possible as a result of this project. General rules for the project manager Get creative with this work. Don't hold back student initiative. Encourage independence, avoid direct instructions, teach children to act independently. Remember the main "pedagogical" result - do not do for the student what he can do (or can learn to do) on his own. Do not rush to make value judgments. When evaluating, remember: it is better to praise ten times for nothing than to criticize once for nothing. Pay attention to the main components of the learning process: - learn to trace the connections between objects, events and phenomena; - try to develop the skills of independent research problem solving; - try to teach the student the ability to analyze, synthesize, classify the information he receives. In the process of work, do not forget about education. Student Diagnostics (identification of propensity for research and community activities) What area of ​​human knowledge interests you the most? What school subject are you most interested in? What subjects are you interested in reading extra literature on? What educational literature have you read in the last year? Name her. Do you study in circles, sections, do you attend electives? What and where? Which of the scientific problems of our time seems to you the most relevant (significant)? Would you like to participate in the study of some problem? What real social event with the involvement of your comrades would you like to hold within the framework of the school, district, city? Are you a member of any youth associations? Name them. Which of the teachers of the school could become your consultant, adviser in the organization and implementation of the project? Would you like to involve parents in your work? (Not really). Questionnaire for students Locate the following sources educational information decreasing their importance to you: teachers, textbooks, parents, friends, television, radio, books, newspapers, magazines, Internet Write the names of your five favorite newspapers and magazines in decreasing their importance to you. How often do you use a school textbook to prepare homework for...? Do you have a computer at home? Do you have access to the Internet? How often do you use Internet information to prepare homework? What subjects? (specify which ____________) APPENDIX 2 The presentation of the project involves the preparation of the following documents, which are compiled jointly by the student - the author of the project and the teacher - project leader. The list of documents submitted for the defense of project and educational and research work of students Passport of design or educational research work of students (see table). Feedback from the head of the submitted project or educational research work. Review of the submitted project or educational research work. Analysis of project or educational research work to identify didactic units used by students in the process of creating an educational product. List of equipment (educational, scientific, self-made) used in the implementation of the goals and objectives of the project. (Required only for research projects.) A list of pedagogical goals (tasks) set by the supervisor in the framework of a specific educational project. List of methods used by students in the work on the project. A list of articles, publications, monographs, scientific and popular science books (from the presented bibliographic list), on which abstracts, reviews, annotations were written in the process of work, notes were compiled. (Attach one example of a compiled abstract, review, annotation, synopsis to the list.) A brief annotation of the content of the project (project goal, justification of relevance, project hypothesis, summary project, the results obtained or the achievability of the planned results). These documents allow you to track the formation of the necessary learning skills, determine how the work performed helps the student to master the basic material. 1. Passport of the research project Project name. Project goals. Authors of the project (school, class, number of participants). Scientific adviser(s) of the project (specialty, teaching experience, title, academic degree) Consultant(s) (specialty, title, academic degree). Project type. 6.7. By the nature of contacts (degree of coverage): within the class, within the school, within the district, on the scale of the city, on the scale of the region, on the scale of the country. The educational area in which the educational project was completed: philology, social science, mathematics, computer science, natural science, art, technology, basics of life safety, Physical Culture. Academic subject within which the educational project was completed: Russian language, literature, foreign language, mathematics, computer science and ICT, history, social science, geography, economics, law, physics, chemistry, biology, natural science, music, fine arts, technology, physical culture, basics of life safety. Methods used in the work on the project. Project presentation form: poster, album, video film, booklet, abstract, layout, other (write in). Educational and cultural institutions on the basis of which the project was carried out: school base, library (s), museum (s), higher educational institution (department), research institute (laboratory), zoo, planetarium, technical center, other ( indicate). Sources of information used by the authors in the process of implementing the project: popular science journals, academic journals, bulletins, textbooks and teaching aids, popular science books, scientific publications, monographs, dissertations, abstracts, deposited manuscripts, dictionaries, reference books, encyclopedias, foreign books (English, German, French, Spanish), Internet (website). Dictionary of the researcher (conceptual apparatus). 2. Passport of a social project (To be filled in by the authors and the supervisor of the project. Submitted to the expert commission along with the project) Project name. Project goals. Authors of the project (school, class, number of participants). project leader(s) (specialty, teaching experience, title, academic degree). Consultant(s) (specialty, title, academic degree). Project type. 6.1. According to the activities that dominate in the project: research, creative, gaming, information retrieval, practice-oriented (takes into account the social interests of the participants, clearly focuses on the result). 6.2. By subject area: cultural (literary, musical, linguistic), natural science, environmental, sports, geographical, historical. 6.3. By the nature of project coordination: with open coordination (hard), with hidden coordination (flexible). 6.4. By the number of project participants: individual, pair, group. 6.5. By the breadth of content coverage: mono-subject, inter-subject, extra-subject. 6.6. By duration: short, long. 6.7. By the nature of contacts (degree of coverage): within the class, within the school, within the district, on the scale of the city, on the scale of the region, on the scale of the country. Area of ​​social research. The educational field, with which the content of the project is related: philology, social science, mathematics, computer science, natural science, art, technology, basics of life safety, physical culture. Methods used in the work on the project. Project presentation form: poster, album, video film, booklet, abstract, layout, other (write in). Educational and cultural institutions on the basis of which the project was carried out: school base, library (s), museum (s), higher educational institution (department), research institute (laboratory), zoo, planetarium, technical center, other ( indicate). Sources of information used by the authors in the process of implementing the project: popular science journals, academic journals, bulletins, textbooks and teaching aids, popular science books, scientific publications, monographs, dissertations, abstracts, deposited manuscripts, dictionaries, reference books, encyclopedias, foreign books (English, German, French, Spanish). Dictionary of the researcher (conceptual apparatus). APPENDIX 3 Examination of design works allows organizing work in the form of an intra-school competition, in the form of a direction of work of a student scientific society with a final conference, etc. But at the same time, it must be understood that a clear system for examining projects allows not only to objectively determine the winner (if a competition of design works is organized) , but also to objectively assess the quality of the work of the author of the project and his manager with the ability to monitor successful and unsuccessful elements of the work on the project. An expert commission is formed for an expert assessment. It is desirable to involve parents with the necessary qualifications in this commission. It is possible to attract teachers and graduate students of universities with which the school works under a contract. It is also possible to involve teachers from other schools in the area. The examination is carried out in two stages: first, an examination of the submitted documents is carried out, and then an examination is carried out directly during the presentation of the project. The examination of the submitted documents is carried out by at least two experts who are competent in this educational field (again, it is desirable to involve specialists from higher educational institutions competent in the indicated fields of knowledge). The results of the examination are brought by the chairman of the expert commission to the attention of all its members in advance. The overall assessment in points for the project is made up of the assessment of the materials submitted to the commission and their independent analysis by experts, as well as the presentation itself. If there are a lot of projects, it is advisable to present the projects not in the form of a conference, but in the form of poster presentations. In the latter case, a list of projects for mandatory evaluation is formed for each expert. TABLE 1 Evaluation of the presentation of research project No. _______________ For each position in the “available” column, 1 point is awarded, thereby assessing the presence of one or another element, which is being evaluated. Then the quality of the execution of the present element is evaluated on a three-point scale. The score is reflected in the corresponding column. The expert, filling in the table, puts only the signs "+" in the appropriate columns - the columns "high", "average", "satisfactory", "unsatisfactory". TABLE 2 Evaluation of the presentation of the social project No. _________________________ For each position in the “available” column, 1 point is awarded, thereby assessing the presence of one or another element, which is being evaluated. Then the quality of the present element is evaluated on a three-point scale. The score is reflected in the corresponding column. The expert, filling in the table, puts only the signs "+" in the appropriate columns - the columns "high", "average", "satisfactory", "unsatisfactory".

Research, scientific, project activities as a means of self-education and self-development of the potential of the personality of students.

(speech at the section of the school's deputy directors for water resources management)

The only way that leads to knowledge is activity...

Bernard Show

Success in the modern world is largely determined by the ability of a person to organize his life as a project: to determine the long-term and short-term prospects, find and attract the necessary resources, outline an action plan and, having implemented it, achieve the goals set.

Numerous studies conducted both in our country and abroad have shown that the majority of modern leaders in politics, business, art, sports are people who have project thinking and have mastered the skills of project - research activities.

A modern educated person should be able to independently find necessary information and use it to solve problems that arise. The more information, the sometimes more difficult to find exactly what you need. The skills of searching for information and effectively using it to solve problems are better mastered in the course of design and research activities.

When we talk about the development of the creative potential of the child's personality, we, as As a rule, we mean work with gifted children, we often confuse work with gifted children with research work, and research work with design technology. Let's understand the concepts.

Research work
The research method is designed for the independence of students. The activity of the teacher is to prepare tasks that would ensure the creative application of knowledge, in the implementation of advisory assistance and control. The issue of students' independent work is being studied by many domestic and foreign psychologists and teachers, who argue that the emergence of students' mental activity during the teacher's explanation is not enough - there is no awareness of the material. The path to awareness lies through independent work. Scientific studies have shown that studentskeep in memory : 10% of what they read, 20% of what they listened to, 30%; of what they observed, 50% of what they saw and heard, 70% of what they said and discussed, 90% of what they said and practically carried out.

Stages of the research process:
1. Observation and study of facts and phenomena.
2. Definition of incomprehensible or contradictory phenomena (problem statement).
3. Putting forward hypotheses.
4. Building a research plan.
5. Implementation of this plan.
6. Formulation of the decision, explanation.
7. Verification of the solution.
8. Practical conclusions about the possibility and necessity of applying the acquired knowledge.
Selection of methods in this case is carried out on the basis of the principle of problematic learning.
Problem task - a learning task designed in such a way that students find themselves in a situation that is perceived by schoolchildren as an intellectual difficulty that requires new knowledge. The questions posed require the trainee to independently find an answer through thinking (as opposed to questions that require only memory strain). Problematic issues are usually built using words: why, how to explain, how to prove what follows from this, etc. (cf., in memory questions, words are used: what, where, when, how much, etc.).
Conditions for creating a problem situation :
- the presence of a problem (already resolved by science, but new for students;
- optimal difficulty of the problem;
- availability of sufficient knowledge in this area;
- the significance for students of its resolution.
The structure of the problem statement:
- formulation of the problem;
- the course of the decision and its logic;
- decision process, possible difficulties and contradictions;
- decision and proof of its correctness;
- disclosing the meaning of the decision.
At the same time, the student not only perceives information, but he has doubts, questions, assumptions of the following reasoning.

Methodological apparatus of textbooks promotes the use of research activities in the classroom. The value of research work lies in the fact that students, operating with concepts on a global scale, perform work on local material, learn to foresee the consequences of their actions. The motto of their work is the expression: "Think globally, act locally."
Work form can be individual, pair or group. The most effective are individual studies of students. Guided by their cognitive interests and abilities, as well as the advice and recommendations of teachers, students prepare creative reports and reports.
The effectiveness of the lessons will be greatest if the theoretical knowledge gained in the lesson is implemented in the practical activities of the student or theoretical knowledge is achieved in the course of their own research. It is necessary to organize the educational process so that the student can master the knowledge, skills and abilities at the required level, most fully reveal their abilities and move further in their development.

Project activity
The science and practice of teaching has repeatedly proved the existence of individual differences in the creative abilities of children. The differentiation of students in each age group in terms of their creative potential is quite significant. However, the focus on the "average" student is still preserved. The accumulated theoretical material is still insufficiently used in solving the problems of developing the creative abilities of students. There is no doubt that creative activity should be a necessary component of modern education, since every person in the course of life faces not only recurring tasks, but also new, unexpected problems. Therefore, it is important for students to master the ability to transfer methods of activity, to transform them in accordance with the new situation, to apply knowledge in various fields. In this way,The student must be an active participant learning process, and not a passive extra.
One of the methods that increase the creative activity of students isproject activity . Action planning in project activities comes "from the student" taking into account his abilities, interests, needs. The result of project activity is a graphical or theoretical solution to the problem.
Stages of project activity :
1. The study of facts and phenomena
2. Statement of the problem
3. Building an activity plan (using an instructional map compiled by the teacher)
4. Implementation of the plan, explanation
5. Graphic or theoretical drafting of the project
6. Protection of the project (problem solving)
Undoubtedly, the work on the project for students with a low level of assimilation of the material will be reduced only to stating the facts. But this should not become an obstacle in the project activity. An attempt to express one's thoughts (even if weak) helps to increase the student's creative potential. The main thing is not to limit the freedom of thought, to give free rein to the student's imagination, while requiring scientific substantiation of all ideas.

Presentations as a product of project activities
The development of new information and communication technologies requires a different approach to teaching school subjects. An increasing flow of information is better absorbed by students if it is presented in an accessible, visual form. These requirements are met by working with presentations.
Ready-made presentations can be offered by the teacher as a visual and concise aid when learning new material, consolidating knowledge, correcting knowledge. The most effective is the work in cooperation "student - teacher - teacher of computer science". At the same time, conditions are created for the realization of the creative potential of students, the development of interest in the subject. The student himself, creating a presentation, rethinks the information received and passes it on to classmates. This improves the quality of knowledge of the student himself.
The presentation of the material in the form of presentations takes a little lesson time, while the effectiveness of training is not lost. This is most valuable when reviewing material and preparing for exams.
The acquired skills of working with scientific literature, Internet resources contribute not only to educational activities and the choice of a profession, but also enrich the life experience of a teenager.
The teacher, working in collaboration with the students, creates a methodical collection of presentations, which can be used both in the study of new topics, and in repetition, and in the individual correction of knowledge.

In this way,
1. Project and research activities of students contribute to a better assimilation of educational material.
2. There is an increase in interest in the subject when using different teaching methods.
3. Project and research activities contribute to the development of students' independent work skills, a creative approach to problem solving.
4. Skills of working with various sources are being developed additional information.
5. Working according to his own action plan, the student changes the types of work (practical work alternates with theoretical work), which is important to reduce fatigue and implement a health-saving approach to learning.
6. A methodical box of manuals (including presentations) is being created, which can be used both when studying new topics, and when repeating, and for individual correction of knowledge.

The technology of the class-lesson system over the centuries has proved to be the most effective for the mass transfer of knowledge, skills and abilities to young recruits. The changes taking place in modern times in public life require the development of new methods of education, pedagogical technologies that deal with the individual development of the personality, creative initiation, the skill of independent movement in information fields, the formation of a student's universal ability to set and solve problems to solve problems that arise in life - professional activity, self-determination, everyday life. The emphasis is shifted to the upbringing of a truly free personality, the formation in children of the ability to think independently, acquire and apply knowledge, carefully consider decisions and clearly plan actions, effectively cooperate in groups that are diverse in composition and profile, and be open to new contacts and cultural ties. This requires widespread implementation in educational process alternative forms and methods of conducting educational activities .

The pedagogical community should realize the project and research activities of students as an integral part of education, a separate system in education, one of the directions of modernization of modern education, the development of the concept of a specialized school.

The organization of project and research activities of students in educational institutions requires a competent scientifically based approach and the solution of a set of tasks of organizational, managerial, educational and methodological, staffing, organizational-methodical, informational, didactic and psychological-pedagogical. These tasks can be solved in any educational institution if there is an initiative group of like-minded teachers headed by a manager, organizer of the educational process and scientific management of the development of this activity by a specialist or scientific institution. These teachers will need a certain level of scientific and methodological training, knowledge of design technology and the research method.

AT organized learning in a general education institution it is recommended to include research activities within the framework of an integrated program of general and additional education. At the same time, research activities can be included: in the courses included in the basic academic plan(invariant component - technology, elements design study within government programs in the main subjects); during the hours of the school component (courses on the methodology and history of scientific research, theoretical specialized subjects); to the block of additional education (group theoretical and practical classes on individual thematic areas, individual lessons and consultations on the topics of ongoing research), a system of theoretical and practical training, independent research during field events during vacation time (excursions and expeditions). Based on the technology of research activities, a model of a specialized school can be implemented both on the basis of a general education institution and in cooperation with institutions of additional and higher professional education.

The research activity of students is additional education technology , since it has two features that are mandatory for additional education:

flexible educational programs, built in accordance with the specifics of the task being performed, the inclinations and abilities of a particular student;

the presence of individual forms of work of the teacher and the student - group and individual classes and consultations, field events, seminars and conferences.

For each participant in the educational process, it is important to place their own accents when planning and organizing this type of student activity.

The head teacher needs to understand the following questions:

How to create a class schedule to use the resources (information, logistical, classroom, personnel) necessary in an educational project or research?

How to harmonize the thematic plans of the courses of subjects within which an educational project or research is being carried out. (Together with teachers) ?

How to organize monitoring of the formation of ZUN necessary for the implementation of a training project or research?

How to choose educational projects and research that correspond to the specifics of the school, the characteristics of the class, and the tasks of the UVP. (Together with teachers) ?

How to organize monitoring of the formation of independence skills used in the implementation of a training project or research?

How to build a series of projects or studies of one student for the consistent formation of specific skills and abilities of project and research activities. (Together with teachers) ?

The teacher needs to know:

How to draw up an educational and thematic plan of the course, which provides for the project or research activities of students?

How do you prepare students to work on a learning project or research?

How to adapt a well-known educational project or research to the characteristics of your class, educational institution and the conditions of the available support?

How to develop a study project or research?

How to evaluate the fulfillment of pedagogical tasks as a result of the implementation of an educational project or research?

How to carry out a study project or research. What forms of educational activity to use?

Whom to consult on the content of project research activities?

Most the decisive link in this innovation is the teacher . The role of the teacher is changing, and not only in project-based research education. From a carrier of knowledge and information, an omniscient oracle, the teacher turns into an organizer of activities, a consultant and a colleague in solving a problem, obtaining the necessary knowledge and information from various (maybe non-traditional) sources. Working on an educational project or research allows you to build a conflict-free pedagogy, relive the inspiration of creativity together with children again and again, turn the educational process from boring coercion into productive creative creative work.

Learning project or research from a learner's point of view This is an opportunity to maximize your creative potential. This a activity will allow you to express yourself individually or in a group, try your hand, apply your knowledge, benefit, show a publicly achieved result. This is an activity aimed at solving an interesting problem, often formulated by the students themselves in the form of a task, when the result of this activity - the found way to solve the problem - is practical, has an important applied value and, which is very important, is interesting and significant for the discoverers themselves.

Teaching project or research from the teacher's point of view is an integrative didactic tool for development, training and education, which allows students to develop and develop specific design and research skills and abilities in students, namely to teach:

problematization (consideration of the problem field and the allocation of sub-problems, the formulation of the leading problem and the setting of tasks arising from this problem);

goal-setting and planning of meaningful activities of the student;

introspection and reflection (the effectiveness and success of solving the problem of the project);

presentation of the results of its activities and the progress of work;

presentations in various forms, using a specially prepared design product (layout, poster, computer presentation, drawings, models, theatrical, video, audio and stage performances, etc.);

search and selection of relevant information and assimilation of the necessary knowledge;

practical application of school knowledge in various, including atypical, situations;

selection, development and use of a suitable manufacturing technology for a design product;

conducting research (analysis, synthesis, hypotheses, detailing and generalization).

Mastering independent design and research activities by students in an educational institution should be built in the form of purposeful systematic work at all levels of education.

Types of design and research work

An analysis of the works presented at the conference and competitions allows us to distinguish the following types:

Problem-abstract - creative works written on the basis of several literary sources, involving a comparison of data from different sources and, on the basis of this, their own interpretation of the problem posed.

experimental - creative works written on the basis of performing an experiment described in science and having a known result. They are rather illustrative in nature, suggesting an independent interpretation of the features of the result, depending on changes in the initial conditions.

naturalistic and descriptive - creative works aimed at observation and qualitative description of any phenomenon. May have an element of scientific novelty. Distinctive feature is the lack of a correct research methodology.

Research - creative works performed with the help of a method that is correct from a scientific point of view, having their own experimental material obtained using this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study. A feature of such works is the uncertainty of the result that research can give.

Assessing student success

in the execution of a project or study

When assessing the success of a student in a project or research, it is necessary to understand that the most significant assessment for him is the public recognition of solvency (success, performance). positive evaluation worthy of any level of results achieved. Assessing the degree of formation of the skills and abilities of project and research activities is important for a teacher working on the formation of appropriate competence in a student. You can rate:

the degree of independence in the implementation of various stages of work on the project;

the degree of involvement in group work and the clarity of the performance of the assigned role;

practical use of subject and school-wide ZUN;

the amount of new information used to complete the project;

the degree of understanding of the information used;

level of complexity and degree of mastery of the methods used;

originality of an idea, a way to solve a problem;

understanding the problem of the project and formulating the goal of the project or research;

the level of organization and presentation: oral communication, written report, provision of visual objects with objects;

possession of reflection;

creative approach in the preparation of visual presentation objects;

social and applied significance of the obtained results.

There is an opinion of authorities from pedagogy that there are no ungifted (non-talented) children. This is not entirely true: one can probably agree with this point of view, but it should still be borne in mind that not all children will optimistically accept your offer to work on a project, even if this project is in their favorite subject: some children there is a tendency to analyze scientific information, others have a persistent desire to change this work from to an active activity that is not related to sitting at books, designing an experiment, etc.

Therefore, it is more correct to speak not about the total giftedness of children, but about increased motivation for a certain type of activity. Before starting work on the development of research skills, it is necessary to diagnose the inclinations of students, talk with parents in order to determine what this child needs, what attracts him - history, physics or technical creativity, i.e. determine the type of giftedness of the child. AT scientific papers devoted to the problem of giftedness, we are talking about the following types of it:

Humanitarian talent

Mathematical

natural science

Art Criticism

Sports

Questionnaire may include the following questions:

What school subject are you most interested in?

What area of ​​expertise are you most interested in?

What clubs are you in?

Would you like to participate in the work of SHNO? In what section?

Which teacher could be your consultant? Etc.

After diagnosing giftedness, teachers form the composition of sections from students who wish to engage in design and research activities (write an application), draw up a program for the section for a year. The program includes intellectual activities, as well as various events aimed both at increasing motivation to study individual disciplines, and at the development of students in general. In small schools, as practice has shown, it is also possible to successfully engage in project and research activities, although the choice of children is limited (up to 25% of school students are in NOU).

Work on the development of giftedness in children is impossible without work on increasing educational motivation, for this there are a lot of pedagogical techniques, this is a separate issue. On the other hand, there are teachers who can ignite a child with zero educational motivation, they are in every team - it is to them that children will come to a section in a non-profit educational institution, to a circle, a club, etc., as it is interesting there.

Identification, support, development and socialization of gifted children are becoming one of the priority tasks of modern education in Russia, since the intellectual and economic potential of the region, region, state ultimately depends on its solution. Thus, it is necessary to search for conditions that would make it possible to qualitatively improve the work on identifying, supporting and additional development of gifted children while maintaining a high level of universal education.

The pedagogical staff considers the following conditions for successful work with gifted students of our school:

Awareness of the importance of this work by each member of the team, and in this regard, increased attention to the problem of forming a positive motivation for learning;

Recognition by the team of teachers and school management that the implementation of the system of work with gifted children is one of the priority areas of the school's work.

Work to develop the creative potential of schoolchildren, in our opinion, in a small rural school can have the following structure :

Lessons in all subjects (individual and group work)

Extracurricular activities ("School D*obra"):

Circles, sections, studios, clubs, etc.

Lesson as a means of self-development of the student has tremendous opportunities for work in this area. The teacher should think in advance about when and with whom he will engage in project activities in the course of teaching. You can plan this work in the KTP (a separate column "Creative tasks" - when studying new material, in the course of non-traditional forms of organization of the UVP). It is most appropriate to prepare projects of a problem-reference and descriptive type. It should be noted that the teacher should carry out individual work of a project-research nature not only with children who have increased motivation to the study of his subject, but also with others - this will help increase interest in studying the subject among children who are poorly performing, with low learning motivation. The possibilities of the lesson in this regard are endless: when studying the biography of A.S. Pushkin, for example, you can give tasks in advance to students to prepare projects on the topics: “Girlfriend of my harsh days ...”, “Children of A.S. Pushkin”, “My friend wife”, etc.). When preparing a project, students study additional sources (including Internet resources), prepare multimedia support for work. At the same time, the role of the teacher changes significantly: he does not give ready-made material, but directs the student's independent activity in mastering the new - these are the elements of the ACTIVITY APPROACH.

When planning literature lessons, for example, we indicate in advance the topics of future projects in the KTP, and then we monitor the work of students in this area. The work of a philology teacher here is very closely connected with the work of a computer science teacher. We began to create an electronic catalog of student projects, a bank of projects. When checking classrooms twice during the school year, we now pay attention not to the number of all kinds of cards and supports made by the teacher, as it was before, but to the planning of design and research work with children for the school year, the creation electronic catalogs, a bank of student projects. The formation of research skills is served by lessons with unconventional form: lessons-research, lessons-, lesson-court, lesson-dispute, etc. Project activities start at preschool age , and not in the 5th grade, as is sometimes believed! The task of the teacher is to leadmonitoring creative achievements of each student (we demand during the review of classrooms), the task of the leader is to create a bank of projects on a school scale (by year, teachers, students).

One of the most effective forms of work with gifted children outside of school hours is the organization of project and research activities of students within the framework of school NOU.

We created NOU "Erudite" in 1998, when we realized that the organization of work with gifted children requires a special structure that would concentrate the efforts of teachers in this area of ​​work. In 2000, they approved the “Regulations on the NOU “Erudite”, in 2002 - the “Regulations on the“ School of D * Ora ”(additional education). We keep a chronicle of the NOU (portfolio with photos, copies of diplomas and diplomas, minutes of conferences, programs of Science Days, etc.). Each head of the section has a portfolio of the section, the general chronicle is maintained by the deputy director for water resources management.

Design and research activities are one of the most important areas of the Russian School Development Program, created on the basis of I.F. Goncharov, which we have been introducing into the practice of the school since 1996. For example, in 1999, when the whole world celebrated the 200th anniversary of the birth of A.S. Pushkin, the participants of our NOU (all sections) prepared projects:

A.S. Pushkin and N.N. Goncharova (literature section)

Pushkin and the Decembrists (history)

Pushkin time (history)

Pushkin's early historical views (history)

Pushkin and mathematics

Favorite sports of the poet, etc.

Costume of the Pushkin era (technology) - a 10th grade student Olya S., under the guidance of a technology teacher (head of the technology section), sewed a dress for the performer of the role of the poet's wife in the play prepared by the Harlequin folk theater (based on the famous painting - a portrait of Natalie by K. Bryullov ). By the 100th anniversary of the city of Svobodny, we also plan to create projects based on local history material in connection with the anniversary (all sections).

We pay great attention to projects based on local history material (especially at the Department of Humanities), which also follows from the concept of "Russian School". Thus, philologists prepared 22 projects on the work of the Amur writers P. Komarov, G.A. Fedoseeva, N. Fotieva, I. Ignatenko, B. Mashuk, O. Maslova. If we consider that there are almost no literary sources on these topics, then the work in the full sense refers to research. For example, in the past academic year, 6th grader Andrey D. and I prepared a project on the topic “Artistic features of the story by G.A. Fedoseev "The Evil Spirit of Yambuya". The work captivated the teenager so much that he decided to read all the books of the Amur author. In order to interest him in the topic, I suggested that he first read excerpts from the story, then watch the movie, then, without my recommendations, he finished reading the story on his own, while I gave him the task of marking the means of artistic expression in the text (I introduced him in advance to the concepts that he could not yet know: antithesis, inversion, etc.). The child not only got acquainted with a wonderful literary work, but also learned to analyze the linguistic features of the source.

For almost 15 years, we have managed to create our own system of working with children to develop the creative potential of the individual. Our NOU has the following structure: (see diagram).

Sections are held by leaders weekly throughout the year, 1 hour per week (paid from the incentive part of the payroll as one-time hours). In these classes, children learn to work with dictionaries and reference books, get acquainted with the features of working on a project (abstract, scientific research), learn the ability to draw their own conclusions, express their own opinion on the problem, listen to others and themselves. It is proved that such activities are able to develop observation, originality of thinking, associative thinking. For this purpose, we use 100 Afanasyev's creative competitions (Internet).

In addition to intellectual classes (there is a special program), the head of the section conducts individual consultations on the preparation of the project (as a rule, 2-5 people work in the section). Consultations can be held more often if this is due to the timing of project preparation, preparation for subject Olympiads, etc.

Structure of NOU "Erudite"

In addition to the design and research work with NOU participants, we include in the program of work of the NOU:

scientific and practical conferences (held annually as part of the Science Festival),

excursions to the district and regional local history museums,

trips to the Amur Regional Drama Theater with a performance and a tour of the theater, meetings with actors

participation in school and district exhibitions of arts and crafts

participation in competitions of innovators within the framework of the regional meeting of the UPB (3 times were winners)

participation in district and regional scientific and practical conferences, subject Olympiads

meetings with creative people: Amur poets, journalists (V. Rylsky, A. Padalko, A. Sivuda, V. Zolotareva, N. Gubanova, V. Simachev, etc.)

Meetings with former school graduates, now university students

Gatherings of excellent students (with tea drinking, awards, intellectual marathon)

Participation in regional profile shifts, seminars (children's literary seminar "Silver Lyre")

Organization of "ambulance training" for the weak (do not write off, but help)

Conducting subject weeks at school, etc.

The word "project" (literally translated from Latin - "thrown forward") is interpreted in dictionaries as "a plan, idea, text or drawing of something that precedes its creation." This interpretation was further developed: “The project is a prototype, a prototype of an object, type of activity, etc., and design turns into the process of creating a project”;

A learning project from the student's point of view is an opportunity to do something interesting on their own, in a group or on their own, making the most of their abilities; this is an activity that allows you to prove yourself, try your hand, apply your knowledge, benefit and show the publicly achieved result; this is an activity aimed at solving an interesting problem formulated by the students themselves in the form of a goal and a task, when the result of this activity - the found way to solve the problem - is practical, has an important applied value and, which is very important, is interesting and significant for the discoverers themselves .

Student design is the process of working on an educational project, the process of achieving the intended result in the form of a specific “product” (project).

Educational project (from the point of view of the teacher): a) this is both a task for students formulated in the form of a problem, and their purposeful activity, and a form of organization of interaction between students and the teacher and students among themselves, and the result of the activity as a way they found to solve the problem of the project; b) it is an integrative didactic tool for development, training and education, which allows you to develop and develop specific skills and design skills.

The project method is a joint activity of a teacher and students aimed at finding a solution to a problem, a problem situation. The project method is a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a very real, tangible practical result, designed in one way or another.

Differences in research, design, design and research activities

The research activity of students is the activity of students associated with the solution by students of a creative, research problem with a previously unknown solution (as opposed to a workshop that serves to illustrate certain laws of nature) and involves the presence of the main stages characteristic of research in the scientific field, normalized based on from the traditions accepted in science: the formulation of the problem, the study of the theory devoted to this issue, the selection of research methods and their practical mastery, the collection of own material, its analysis and generalization, scientific commentary, own conclusions. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

The project activity of students is a joint educational, cognitive, creative or gaming activity of students, which has a common goal, agreed methods, methods of activity, aimed at achieving a common result of the activity. An indispensable condition for project activities is the presence of pre-developed ideas about the final product of the activity, design stages (development of a concept, definition of goals and objectives of the project, available and optimal resources for activities, creation of a plan, programs and organization of activities for the implementation of the project) and project implementation, including its comprehension and reflection of performance results.

Design and research activities - design activities own research, involving the allocation of goals and objectives, the allocation of principles for the selection of methods, planning the course of the study, determining the expected results, assessing the feasibility of the study, determining the necessary resources. It is the organizational framework of the study.

Ratio of design and research

Design: development and creation of a prototype of an object or its specific state; solution of a practical problem; preparation of a specific option for changing the elements of the environment	Exploration: the process of searching for the unknown; obtaining new knowledge; creation of a new intellectual product; does not involve the creation of a pre-planned object
The most popular forms of projects among students: educational project, social project, environmental project, information project, overview project, video film, electronic booklet, commercial, event scenario, educational subject presentation, scenario for changing the territory or environmental element, etc.	The most popular forms of research among students: research work, educational research, expedition, local history research, ecological campaign, essay, sociological research, illustrated report, educational subject presentation, scientific article, scientific report, review, etc.

Classification of projects.

There are many approaches to classifying projects. Here are some of the most popular ones.

According to A.S. Sidenko:

Design types:

l Reproductive design.

l Productive design.

l Innovative design.

Project classification:

1. By the nature of the result (information, research, review, production, dramatization project, almanac, collection of illustrations, collection of own creative works or folklore finds, wall newspaper, film script, publication in the media, travel booklet, website, etc. ).

3. By the nature of the activity that dominates in the project (search, research, creative, role-playing, applied, familiarization and orientation).

ь A practice-oriented project is aimed at solving social problems that reflect the interests of project participants or an external customer. These projects are distinguished by the result of the activity of its participants, clearly marked from the very beginning, which can be used in the life of a class, school, microdistrict, city, state. The form of the final product is varied - from study guide for the physics classroom to a package of recommendations for the restoration of the Russian economy. The value of the project lies in the reality of the use of the product in practice and its ability to solve a given problem.

b A research project is similar in structure to a scientific study. It includes the substantiation of the relevance of the chosen topic, the formulation of the research problem, the obligatory advancement of a hypothesis with its subsequent verification, discussion and analysis of the results obtained. Methods to be used in the execution of the project modern science: laboratory experiment, modeling, sociological survey, etc.

b Information project is aimed at collecting information about any object or phenomenon in order to analyze, summarize and present information to a wide audience. Such projects require a well-thought-out structure and the possibility of its correction in the course of work. The output of the project is often a publication in the media, including on the Internet.

b creative project involves the most free and unconventional approach to its implementation and presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, video films, etc.

l Role project. The development and implementation of such a project is the most difficult. By participating in it, the designers take on the roles of literary or historical characters, fictional heroes in order to recreate various social or business relations through play situations. The result of the project remains open until the very end. How will the trial end? Will the conflict be resolved and an agreement concluded?

4. According to the profile of knowledge (single projects - in one academic subject; interdisciplinary - in 2-3 academic subjects, projects "at the intersection of sciences". Such a typology is developed in the works of V.V. Guzeev, E.S. Polat, I.D. Chechel.

5. By the nature of coordination (with open, or explicit, coordination:

- in such projects, the coordinator participates in the project in his own function, directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of its individual participants; with hidden coordination: in such projects, the coordinator does not find himself either in the networks or in the activities of groups of participants in his function, he acts as a full participant in the project).

6. By the level of contacts (intra-school (local), inter-school or regional: these are projects organized either within one school, in lessons in one subject or interdisciplinary, or between schools, classes within a region, one country; international: project participants are representatives of different countries).

Here is a more detailed description:

ь 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 head of such a project is a subject teacher, a consultant is a teacher of another discipline. Monoprojects can be, for example, literary and creative, natural sciences, environmental, linguistic (linguistic), cultural studies, sports, historical, geographical, musical.

ь Integration is carried out only at the stage of product preparation and presentation: for example, computer layout literary almanac or musical arrangement of a sports festival. Such projects can be carried out (with certain reservations) within the classroom system.

ü Interdisciplinary projects are carried out outside school hours and fit into the classroom system. And also proceed under the guidance of several specialists in various fields of knowledge. Often used as a supplement to lesson activities. They require deep meaningful integration already at the stage of problem statement. For example, a project on the theme “The problem of human dignity in Russian society XIX - XIX centuries. requires simultaneously historical, literary, cultural, psychological and sociological approaches.

ь Supra-subject projects - non-subject projects performed at the junctions of knowledge areas. Go beyond school subjects. They are used as a supplement to educational activities, it is in the nature of research.

By the nature of contacts, projects can be:

b intraclass,

b intraschool,

l regional (within one country),

l international.

The last two types of projects are still telecommunications, since they require the coordination of the activities of the participants, their interaction on the Internet and, consequently, the use of modern computer technologies.

7. By the number of participants (personal - individual, pair, group).

8. By duration (mini-projects; short-term for 1-5 lessons; medium-term - for 1-2 months; long-term - up to 1 year).

Here is a more detailed description:

ü Mini-projects can fit into one lesson or part of a lesson. Example: the project "Calculation of the cost of buying a car on credit", economics course 10-11 grade. Work on the project is carried out in groups according to options, depending on the amount to buy a car and its brand. Duration - 20 minutes (preparation - 10 minutes, presentation of each group - 2 minutes). (Other examples: calculating the cost of organizing a trip, calculating the cost of a family meal for a month, starting your own business, etc.).

ü Short-term projects require the allocation of 4 - 6 lessons, which are used to coordinate the activities of project team members. The main work of collecting information, making a product and preparing a presentation is carried out within the framework of extracurricular activities and at home. Example: the project "Wonders of Russia" about unique natural objects, geography course, grade 8. It can be carried out in the form of a conclusion, generalization of knowledge in the section " general characteristics nature of Russia. Work is carried out in groups, duration - 4 lessons. Lesson 1: determining the composition of project teams, issuing a task (collecting information on their elements, for example: Rivers of Russia, Lakes of Russia, Mountain systems of Russia, Unique natural monuments of Russia, recommendations for the preparation of the finished product). 2nd lesson: group reports on the information collected, and development of the content of the project product and the form of its presentation. 3rd and 4th paired lessons: presentation finished projects, for example - electronic travel brochures, their discussion and evaluation.

Weekly projects are completed in groups during the project week. Their implementation takes approximately 30 - 40 hours and takes place entirely with the participation of the project manager. When implementing a weekly project, it is possible to combine classroom forms of work (workshops, lectures, laboratory experiment) with extra-curricular activities (excursions and expeditions, outdoor video filming, etc.). An example is ethnographic trips and expeditions, environmental projects.

l Long-term (one-year) projects can be carried out both in groups and individually. In a number of schools, this work is traditionally carried out within the framework of student scientific societies. The entire cycle of the implementation of a one-year project from the definition of the topic to the presentation (defense) is carried out outside of school hours. For example, space projects, socially significant projects “Veteran lives nearby”, “Children for orphans”, etc.

9. By the type of design object (morphological (designing things, creating new models); social (aimed at social issues); existential (designing the personal development of the human "I").

Project types:

l Educational project.

b Educational project.

l Management project.

l Organizational project.

l Regulatory project.

ь Socially significant project.

b Political project.

l Legislative project.

ь The project is an illustration of the educational topic.

ь Project - the study of a scientific problem in a particular academic discipline.

ь The project is a statement of the problem.

b Overview draft.

b Current study project.

b Final training project.

According to E.S. Polat:

1. According to the method or activity dominant in the project:

l research,

b creative,

role-playing,

information,

b practice-oriented (applied).

2. On the basis of the subject area:

l monoprojects,

l interdisciplinary projects.

3. By the nature of contacts:

l internal or regional,

l international.

4. By the number of project participants:

l individual,

b paired,

l group.

5. By project duration:

b short-term,

b medium duration,

b long-term.

6. According to the results:

l report, album, collection, catalogue, almanac;

l layout, scheme, plan-map;

l video film;

l exhibition; and etc.

According to S. Haynes:

1. Message projects or research projects (Information and Research projects).

2. Survey projects.

3. Project-production (Production projects).

4. Projects-role-playing games and dramatic performances (Performance and Organizational projects).

According to the American professor E.W. Collings:

(Savchenko N.P., Theory and Practice of Additional Education No. 6, 2010, p. 35: / .... In the 1910s, Collings, the organizer of a long experiment in one of the rural Missouri schools, proposed the world's first classification training projects into four groups…/):

1. "Game Projects" - children's activities, the immediate purpose of which is to participate in group activities, such as: various games, folk dances, drama, all kinds of entertainment, etc.

2. "Excursion projects", which involved the expedient study of problems related to the surrounding nature and social life. One of these projects, carried out in the middle group of students, was called "Visit to Mr. Smits' house to find out the cause of typhoid diseases."

3. "Narrative projects", developing which, the children had the goal of "enjoying the story in the most diverse form" - oral, written, vocal (song), artistic (picture), musical (playing the piano), etc.

4. "Constructive projects" aimed at creating a specific, useful product: making a rabbit trap, making cocoa for a school lunch, building a stage for a school theater

By subject of work:

o Man is a man. Man is nature.

b Man is technology. Man is an artistic image.

b Man is a sign system.

By scope:

b School. A family. Leisure.

b Production. Professional self-determination.

By interest:

b Cognitive. Ecological.

b Commercial. Gaming. Professionally - labor.

b Scientific. Complex.

According to the material embodiment:

b Intelligent.

l Informational.

b Complex.

According to the prevailing technological processes:

b Archaic (manual technologies),

l Traditional (machine technology),

ь Innovative (technologies based on radio electronics and telemechanics)

According to the purpose of the project activity:

b Gnostic.

b Exploration.

b Transformers.

By execution time:

b Long-term (from 20 to 60 hours),

ь Medium-term (block 8 - 10 hours),

b Short-term (2 - 4 hours)

Organization of project activities:

b Individual.

b Link.

b Group.

b School.

By content structure:

b Monomodular (cover one module of the program)

b Polymodular (connection of several blocks or modules)

b Integrated (interdisciplinary)

Creativity level:

b Reproductive.

l Creative tasks.

l Creative project.

Specificity.

The role of the teacher. Project activity requires the teacher not so much to explain "knowledge" as to create conditions for expanding the cognitive interests of children, and on this basis - the possibilities of their self-education in the process of practical application of knowledge. That is why the teacher - the project manager must have a high level of general culture, a complex of creative abilities. And, above all, a developed fantasy, without which he cannot be a generator of the development of the child's interests and his creative potential. The authority of the teacher is now based on the ability to be the initiator of interesting undertakings. Ahead is the one who provokes independent activity of students, who challenges their ingenuity and ingenuity. In a certain sense, the teacher ceases to be a “subject specialist”, but becomes a generalist teacher.

How exactly does the teacher have to create conditions for the development of students in the course of project activities? The answer to this question gives a list of roles that the teacher will have to "live" in the course of project management:

l an active, competent and competent user foreign language;

l an enthusiast-innovator in the field of learning and language acquisition, able to expertly assess, stimulate and inspire productive foreign language communication, supporting, encouraging and guiding students towards achieving the goal;

ь specialist (possesses knowledge and skills in several - not in all! areas);

l a consultant who is always ready to help (organizer of access to resources, including other specialists);

ь leader, organizer and manager of educational activities (especially in matters of time planning); “a person who asks questions” (according to J. Pitt - one who organizes a discussion of ways to overcome emerging difficulties through indirect, leading questions; one who detects errors and generally supports feedback);

l coordinator of the entire group process (facilitator);

l an experienced expert adviser (gives a clear analysis of the results of the completed project).

This is how the role of the teacher changes significantly compared to the traditional model. It is in the design activity that a foreign language teacher acquires such a role-playing communicative repertoire.

The role of the student. The role of the student participating in the project activity is also changing, which becomes:

The initiator of the work;

idea generator;

Independent performer;

An independent participant with an opinion;

problem researcher;

Assistant for other participants;

Evaluator of the results and products of foreign language communication activities.

The most difficult is the question of the degree of independence of students working on the project. Which of the challenges facing project team, the teacher must decide which ones are the students themselves, and which ones are soluble in their cooperation? There is no ready answer to these questions. Obviously, the degree of independence of students depends on many factors: on the age and individual characteristics of children, on their previous experience in project activities, on the complexity of the project topic, on the nature of relations in the group, etc. It is important for the teacher to avoid excesses in both the other side.

It should be noted that one of the main directions of criticism of the method of projects in the 1920s. was precisely "belittling the role of the teacher." In the domestic practice of design activities at the beginning of the XXI century. the opposite extreme prevails. Even in projects completed by high school students, the "hand of the leader" is often clearly felt. But the developing effect of project activity is directly dependent on the degree of its independence. The question is to select for each age period such types and products of project activities that would be adequate for the age. So, in an elementary school, a project can be a drawing, some kind of composition made by one's own hands, etc. It is just as important that the topic of the project should not be rigidly set by adults. As a last resort, let's choose one of the proposed topics. Even better is the joint development of the topic in the group "students + teacher" according to the principle of covert coordination. Planning, implementation and evaluation of projects should also be carried out primarily by the children themselves. It should not be forgotten that the student spends most of his time in traditional class-lesson teaching, where he is doomed to play only one role - the role of an executor.

All stages of work organized in the conditions of project activities are accompanied by:

Specially created atmosphere of communication;

Organized group, pair, team and individual work;

group formation technique;

Techniques for managing learning activities during the preparation of projects.

Thus, the design aspect of the formed communicative competence of schoolchildren allows:

1. Strengthen the intensity of learning by increasing the role of speech-cogitative activity of students in the volume of the lesson in relation to organizational activities teachers.

2. To develop interpersonal interactivity (pragmatic and strategic competencies) in the learning process through group work, create role-playing situations addressed to the interlocutor in the act of communication.

3. To form socio-cultural and discusive competencies in the course of constructing communicative situations and tasks using communicative strategies, background information about culture, realities, traditions of the countries of the language being studied.

The sequence of work on the project

project work		Activity students	Activity
Training	Definition of the theme and goals of the project, its initial position. Working group selection	Discuss the topic of the project with the teacher and get additional information if necessary	Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises student work.
Planning	a) Identification of the sources of the necessary information. b) Determine how information is collected and analyzed. c) Determining how the results will be presented (project form) d) Establishment of procedures and criteria for evaluating project results. e) Distribution of tasks (duties) between members of the working group	Form the tasks of the project. Develop an action plan. They choose and justify their criteria for the success of project activities.	Offers ideas, makes assumptions. Supervises student work.
Study	1. Collection and clarification of information (main tools: interviews, surveys, observations, experiments, etc.) 2. Identification ("brainstorming") and discussion of alternatives that have arisen during the implementation of the project. 3. Choosing the best option for the project. 4. Phased implementation of the research tasks of the project	Perform project tasks step by step	Observes, advises, indirectly directs the activities of students
	Information analysis. Formulation of conclusions	Perform research and work on a project by analyzing information. Draw up a project	Observes, advises (at the request of students)
Presentation (defense) of the project and evaluation of its results	Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of the report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, results achieved (successes and failures) and the reasons for this	Represent the project, participate in its collective self-analysis and evaluation.	Listens, asks appropriate questions in the role of an ordinary participant. Directs the review process as needed. Assesses student effort, report quality, creativity, quality of use of sources, project continuation potential

Project evaluation

(individual card of the student defending the project)

REMINDER

for creating educational projects and presentations

Project method is a system of education, a flexible model of the organization of the educational process, focused on the self-realization of the student's personality, the development of his intellectual qualities and creative abilities.

the purpose of the forthcoming actions is formulated;

the main stages are outlined;

the results of each stage are defined in the form of tasks;

set deadlines for the project;

executors are defined, functions of each are distributed;

the sources of funds to achieve the goal are outlined;

the form of reporting on the results of the project was determined;

Project activity- this is an educational, cognitive, creative or gaming activity that has a common goal, agreed methods, methods of activity, aimed at achieving a common result of the activity.

Types of Learning Projects

1.Research. Under research project refers to the activity of the author, aimed at solving a creative, research problem (task) with a previously unknown solution and assuming the presence of the main stages characteristic of scientific research.

2.Creative. This type of project involves a clear planning of the final results and the form of their presentation. The structure of the project is only outlined and developed further in the course of work, obeying the genre of the final result and the interests of the participants, but already at the very beginning it is stipulated what the project will be. It can be a joint newspaper, an essay, a video film, and so on.

3. Introductory and indicative (informational). This type of projects is aimed at working with information about some object, phenomenon. It is supposed to familiarize the project participants with specific information, its analysis and generalization for a wide audience. Such projects, like research projects, require a well-thought-out structure and the possibility of its correction in the course of work.

4. Practice-oriented (applied). These projects are distinguished by the future result of the activity of its participants, clearly indicated from the very beginning. For example, a document created on the basis of the results of a study; program of action, recommendations.

The project should contain the following parts:

title page

brief annotation

• main part

  conclusion (summary)

  bibliography

Stage 1

Choice of topic wording- This is the initial and very serious stage of any research. The topic should be relevant, i.e. practically useful and of scientific interest. When choosing a research topic, the author should be guided by several rules:

the topic should be interesting, should captivate, correspond to the inclinations of the author,

the topic must be feasible, its solution must be of real benefit,

The topic must be original

the topic must be feasible, achievable and comprehensible literary sources.

1. initial stage any project is the rationale for the relevance of the chosen topic. Explanation of relevance should be laconic. The main thing is to show the essence of the problem situation, to explain why the study is being conducted.

2. Goal Statement, i.e. posing a question that needs to be answered. At the same time, the proposed goal should be specific and accessible. The work must be necessary. Its results should be of interest not only to the author himself, but also to some other circle of people.

3. After highlighting the target, you need to point to specific tasks to be solved (study, describe, establish, find out, derive a formula, etc.).

4. Necessary condition design work is to define it object and subject. In the object, the part that serves as the subject of research is singled out.

Object of study- a process or phenomenon that generates a problem situation and is chosen for study.

Subject of study- everything that is within the boundaries of the object of study in a certain aspect of consideration.

5. Hypothesis is a necessary attribute of any research.

Hypothesis is a scientific hypothesis put forward to explain some phenomena. The hypothesis arises as possible variant problem solving.

2 - stage

Carrying out project work:

Collection of experimental data, comparing them with literature data and theoretical predictions.

After the topic is chosen, the questions that need to be answered are formulated - you need to try to collect as much information as possible about the subject of study.

Work planning implies the need to choose a research methodology, calculate what the required volume of observations or the number of experiments should be, estimate what part of the work, how long it will take you.

Choice of working method depends on the purpose and subject of the study: observation, comparison, experiment, analysis, synthesis, etc.

3-stage

Registration of the results of the work

After a detailed study of all scientific literature on the topic of research and a final discussion of the results of one's own research, the stage of literary design of the work begins - its writing.

Work structure:

Title page,

Introduction,

Main part,

Conclusion,

Bibliography,

Applications.

Title page- the first page of the work (not numbered). The table of contents lists the work items with page indications. Introduction is brief rationale relevance of the chosen topic, goals and objectives. The purpose, tasks and research methods are indicated. A review of the literature on this topic is carried out. The main part presents and analyzes the results obtained. The reference number in the text of the work must correspond to the serial number in the bibliography. The appendix contains diagrams, graphs, tables, figures.

Project work plan:

Introduction (substantiation of relevance, definition of the goal, task, object, subject, research hypothesis).

The main part (literature review, research methodology, description of the study).

Conclusion (conclusions and results).

Bibliography.

1. The introduction should include the formulation of the problem, reflect the relevance of the topic, determine the goals and objectives set for the performer of the work, characterize the object, subject, research hypothesis, characterize the personal contribution of the author of the work to solving the chosen problem.

Introduction is a very important part of the job. The introduction should clearly answer the following questions:

Why is this problem interesting from the point of view of science or its practical application? What is the place of the results of this work in common decision tasks? Why was the work done, what was its purpose and to what extent was it achieved?

2. Main part should contain a brief overview of the literature and sources used with the author’s conclusions, the degree of knowledge of this issue, a description of the main facts under consideration, a description of the methods for solving the problem, a comparison of the old and proposed methods known to the author, justification of the chosen solution (efficiency, accuracy, simplicity, visibility, practical significance, etc.). The main part is divided into chapters (paragraphs). At the end of each chapter (paragraph) there should be conclusions. The conclusions essentially repeat what was already said in the previous chapter, but is formulated concisely, already without detailed proofs.

3. Conclusion should contain in a concise form the conclusions and results obtained by the author (indicating, if possible, the direction of further research and proposals for the possible practical use of the research results).

4. Bibliography contains in alphabetical order a list of publications, editions and sources used by the author, indicating the publisher, city, total number of pages.

Generally accepted standards for the design of design work

Font: Times New Roman, 14, not bold (except for emphasizing the titles of sections, subsections, etc.).

Line spacing: one and a half.

Fields: top - 2 cm, bottom - 2 cm, left - 3 cm, right - 1.5 cm.

Pagination- from the second (page with a plan or content).

paragraphs- indent from the left border of the main text by 1.5 cm.

Text alignment in width.

The page is at least 40% full.

Each section starts on a new page (but not a subsection). Do not put a dot after the section name.

Applications are not included in the scope of work.

Basic principles for developing training presentations

1. Optimal volume. The most effective visual range is no more than 8 - 20 slides. A presentation of a larger number of slides causes fatigue, distracts from the essence of the phenomena being studied.

2. Availability.It is obligatory to take into account the age characteristics and the level of training of students. It is necessary to provide an understanding of the meaning of each word, sentence, concept, to reveal them, based on the knowledge and experience of students, to use figurative comparisons.

3. Variety of forms. Implementation of an individual approach to the student, taking into account his ability to perceive the proposed educational material in terms of complexity, volume, content.

4. Accounting for the peculiarities of perception of information from the screen. Concepts and abstract positions reach the consciousness of students more easily when they are supported by concrete facts, examples and images; so you need to use different kinds visibility.

It is necessary to alternate static images, animation and video clips.

5. Amusement. The inclusion (without prejudice to the scientific content) in the presentation of funny stories, cartoon characters enlivens the lesson, creates a positive attitude, which contributes to the assimilation of the material and stronger memorization.

6. Beauty and aesthetics. An important role is played by color combinations and consistency of style in the design of slides, musical accompaniment. Visual education is based not on abstract concepts and words, but on specific images that are directly perceived by the audience.

7. Dynamism. It is necessary to choose the optimal pace for the transition of slides, animation effects for perception.

Creating a presentation consists of three steps:

I. Presentation planning is a multi-step procedure that includes setting goals, studying the audience, forming the structure and logic of presenting the material.

II. Presentation development - methodological features of preparing presentation slides, including vertical and horizontal logic, content and correlation of text and graphic information.

III. Presentation rehearsal- This is a check and debugging of the created presentation.

Presentation requirements

Slides design

Keep a consistent style.

Avoid styles that will detract from the presentation itself.

Auxiliary information (control buttons) should not prevail over the main information (text, illustrations).

Cold tones are preferred for the background.

Use of color

Animation effects

Use the power of computer animation to present information on a slide. You should not abuse various animation effects, they should not distract attention from the content of the information on the slide.

Use short words and sentences.

Headlines should grab the audience's attention.

Location of information on the page

Preferably a horizontal arrangement of information.

Most important information should be in the center of the screen.

If there is a picture on the slide, the caption should be placed under it.

Avoid solid text. Better to use bulleted and numbered lists.

Fonts

For headings - at least 24. For information - at least 18.

You cannot mix different types of fonts in the same presentation.

Use bold, italic or underline to highlight information.

You can not abuse capital letters (they are read worse than lowercase).

Ways to highlight information

Frames should be used; borders, fill, hatching, arrows; drawings, diagrams, diagrams to illustrate the most important facts.

Amount of information

You should not fill one slide with too much information: people can remember no more than three facts, conclusions, definitions at a time. An underfilled slide is better than an overflowing one.

Greatest Efficiency is achieved when key points are displayed one at a time on each individual slide.

Make your slide easier. The audience has only about a minute to perceive it.