Project in extracurricular activities of students. Extracurricular activities "project activities". The purpose and objectives of the course “Project activities”
Project activities in educational work
In modern methodological literature, there are several types of educational projects that can be used in Russian language lessons:
- informational,
- role-playing
- practice-oriented
- creative
- research
An information project is aimed at collecting information about some object or phenomenon for the purpose of analyzing, summarizing and presenting it to a wide audience. For example, biographical data of a particular writer or poet, the creation of a book, a description of a part in the Russian language. Such projects include “Speech portrait of a schoolchild”, “SMS as a new speech genre”, “Features of statements in direct youth communication”, “Language of entertainment programs”.
As an example of this type of project, an algorithm for the work of 6th grade students on the topic: “Is the image of Lefty Leskov modern?”
Problem Are the Russian people talented?
Rationale There is not enough information about whether craftsmen like “Lefty” Leskov have survived in Russia. Who are they? What are they doing? Attitude towards them in society.
What to do? Collect information about modern craftsmen, be able to briefly talk about their achievements. Create a colorful presentation
How? Using ICT
What i need to get?(result) Student presentations about modern Lefty. Give an oral presentation to the class on this topic. To form patriotic personality qualities, communication, information competence, general educational skills, research skills.
In a role-playing project, students take on the roles of literary or historical characters or fictional heroes. For example, a dramatization of an episode of any work, a fairy tale in the Russian language. In the form of a role-playing game, you can present an analysis of I.A. Krylov’s fables, for example, on the topic “Linguistic expressiveness of I.A. Krylov’s fable “The Wolf in the Kennel.”
The practice-oriented project on the Russian language is aimed at the social interests of the project participants. For example, why are the rules of the Russian language studied? Will knowledge of the rules be useful in life? The result of developing the topic “Reasons for the appearance of neologisms in the Russian language” may be a selection of materials “Neologisms of the twentieth century.” The organization of a practice-oriented project can be considered using the example of a lesson on the topic: “Paronyms”.
Objective of the project: organize purposeful activities of students, during which their knowledge is updated and linguistic competence is formed.
Tasks:
- to develop general educational skills and vocabulary skills;
- teach interaction when working in a group;
- increase cognitive interest in the study of linguistic phenomena;
- contribute to preparation for the Unified State Exam in the Russian language;
Problematic question: How to distinguish similar words in a language?
Project issues:
- what are paronyms?
- what dictionaries exist?
- What is the need to develop a paronym dictionary?
- Do you have enough knowledge and skills to complete the project?
- why create another dictionary?
- What new things will we learn in the process of project activities?
- Introductory lesson.
- Technological.
- Creating a dictionary.
- Defending a project as part of an extracurricular activity.
- the student is a subject of his own activity, a researcher and a creator;
- the teacher is the partner and coordinator of the student’s personal creative activity;
- the parent is an assistant who supports motivation and ensures the child’s independence when performing project activities;
- librarian – consultant and expert.
A creative project involves the most free and unconventional approach to the presentation of results. Creative and role-playing projects have something in common with each other, for example, “Modern Russian literary language in our lives.”
The organization of a creative project can be considered using the example of a literature lesson in 6th grade based on a story by V.P. Astafiev "Vasyutkino Lake". By offering tasks such as selecting proverbs on a specific topic, compiling a catalog of these proverbs in certain sections, compiling a dictionary of phraseological units, a dictionary of Siberian dialects, I give students the opportunity to obtain the necessary information from different sources, communicate with other participants in the mini-project, outline an action plan and see the result of their work in the preparation of small reporting works.
Project activities in the Russian language include the relevance of the chosen topic, denotes the objectives of the project, the obligatory formulation of a hypothesis with its subsequent verification, discussion of the results obtained and their distribution by duration.
Mini-projects can be created in one lesson. For example, “A Tale about a Part of Speech”, “A Tale Using Indefinite Pronouns”, I work on such projects in groups.
Short-term projects in the Russian language take from two to four lessons. For example, “Lessons in kindness. My image of a teacher” (based on V. Rasputin’s work “French Lessons”).
Weekly projects are completed in groups. The eighth-graders’ project “That Was the Time of Rebellious Storms” turned out to be deep and meaningful. This project was launched during the study of A. S. Pushkin’s novel “The Captain’s Daughter”. The subject of the study was the historical image of Emelyan Pugachev. The students were asked a fundamental question: Is Pugachev a villain and impostor or a people's defender? The development of various types of hypotheses served as a reason for in-depth research. One group considered the role of the popular uprising led by Pugachev, the image of a leader in history. The other is the image of Pugachev in the historical chronicle of A. S. Pushkin “The History of Pugachev” (Pugachev appears as a folk hero, the true leader of the peasant uprising). The third group worked on the topic “Grinev’s perception of Pugachev” (based on the novel by A. S. Pushkin “The Captain’s Daughter”).
To successfully work at the presentation stage, you need to teach children to concisely express their thoughts, construct a logically coherent message, prepare visual aids, and develop a structured manner of presenting the material. Here you will need techniques of introspection and reflection. In this regard, the role of the teacher, who generalizes, summarizes, and gives an assessment, increases significantly. Undoubtedly, an important result of the students’ work is the evaluation of the results, where project participants share their opinions, the teacher evaluates the students’ activity, creativity, quality and volume of use of sources.
Project activities outside of school hours
Research project
Organizing project activities outside of school hours has a number of advantages. There is more freedom in choosing project topics, and there are no time limits for their completion. Having become familiar with the project method in the classroom, students more boldly take on research work, carry it out competently and successfully defend their projects at any level.
However, it is not always easy to prepare a research project: you need to interest the student (choose a topic that interests him), together with him select the appropriate scientific literature, teach him how to work with the book, and look through all the materials on the topic on the Internet. And the most important thing is to make the student believe in himself and prove that his performance will be the most interesting.
When choosing a research topic, you must adhere to certain rules:
- the research topic should be of interest to the student not only today, but also in the near future: he should see the possibility of implementing the knowledge acquired during the research;
- relevant and original;
- must involve a solution to any current problem, have scientific or practical application;
- specific: the aspect of analysis, the subject of research and the material must be strictly defined. General topics provoke descriptiveness and declarativeness in their disclosure.
The general idea of organizing project activities outside of class time in high school is as follows: it is a search for a solution to an interesting “life” problem that requires knowledge. The implementation and design of such projects involves the integration of knowledge in various subjects.
- When working on a project, the teacher draws up a rough work plan.
- Selecting and formulating a topic.
- Selection of literature (at least 5 - 8 sources).
- Selection and systematization of material, drawing up a plan.
- Determining the relevance and significance of the work.
- Identification of the object and subject of research.
- Setting goals and formulating tasks.
- Formulating a research hypothesis.
- Determination of research methods (analysis of literature on this topic, observation, questioning, etc.).
- Work on the project (teacher consultations): Processing, analysis and systematization of materials on the research topic.
- Presentation of research results. Preparation of a report, submission for verification.
- Preparation for project defense.
- Project defense (presentation)
All work must meet the criteria for research activity:
- Relevance of the selected study.
- A qualitative analysis of the state of the problem, reflecting the degree of familiarity of the author with the current state of the problem.
- The ability to use known facts and knowledge beyond the school curriculum.
- The author's knowledge of special and scientific apparatus.
- Formulation and reasoning of one’s own opinion.
- Practical and theoretical significance of the study.
- Clarity of conclusions summarizing the study.
- Competency in the design of the work: it must be clearly structured and meet the requirements.
- studying the project method at the theoretical and methodological levels;
- inclusion of educational projects in thematic planning of course lessons;
- preparing students to work on an educational project;
- involving students in the creation of projects in different academic subjects, using interdisciplinary connections;
- the use of collective, group and individual activities;
- organizing monitoring of the development of design skills;
- diagnostics of the level of development of design skills;
- assessment of the implementation of pedagogical tasks as a result of the educational project;
- participation in scientific and practical conferences at school, municipal and regional levels;
- organizing school-based regional seminars for computer science teachers on the content of students’ design and research activities;
- generalization of experience in teaching schoolchildren the project method as a method of educational activity.
- Mental activity: putting forward an idea, problematizing, goal-setting and formulating a problem, putting forward a hypothesis, asking a question (searching for a hypothesis), formulating a hypothesis, a reasonable choice of a method or method, paths in activity, planning one’s activities, introspection and reflection.
- Presentation: constructing an oral report on the work done, choosing methods and forms for a visual presentation of the results of activities, preparing a visual presentation of the results of activities, preparing a written report on the work done.
- Communicative: listen and understand others, express oneself, find a compromise, interact within a group, find consensus.
- Search engines: find information in catalogs, conduct contextual searches, in hypertext, on the Internet, formulate keywords.
- Informational: structuring information, highlighting the main thing, receiving and transmitting information, presenting it in various forms, orderly storage and retrieval.
The more fluently students have design skills, the more actively they use the project method to organize independent educational and cognitive activities.
When introducing the project method into the classroom-lesson system for organizing the educational process, the following must be taken into account:
- Project-based learning, introduced into an already existing subject-based classroom-lesson system for organizing the educational process, cannot and should not replace meaningful subject-based learning.
- Project-based learning should be built on the principles of coexistence and complementarity in relation to the subject system.
- By the time the first project is completed, students should have developed elements of project activity as separate skills at least at the most basic level. You can start working on a project only when students can work at almost all stages independently or with a little advisory help.
- It is necessary to organize educational projects that would also solve the problems of mastering program material.
- There cannot be many educational projects implemented in an academic year.
Focusing on the global goals of the education system and taking into account the specifics of the subjects I teach “Russian Language” and “Literature”, I define the goal: to prepare graduates who are proficient in modern technologies and therefore able to adapt to a rapidly changing world.
In my activities, I assign a large role to project technology, suggesting that if the project method is used as a planned and permanent component of the educational process, then conditions will be created for:
- increasing students’ mental activity and acquiring logical thinking skills on problems related to real life;
- speech development of students, improvement of communicative competence in general;
- development of individual characteristics of students, their independence, need for self-education;
- changes in the role of the teacher in the educational environment;
- more effective solution of problems of education, development and upbringing of the student’s personality
I begin the work of organizing design and research activities in the classroom by conducting diagnostics to study the interests, aptitudes and design skills of students.
This allows students to comprehend the skills acquired in other lessons and through other forms of educational and cognitive activity and combine them into a way of organizing educational work. But such diagnostics can be used if students have already completed projects and are familiar with the algorithm for carrying out this type of activity. The proposed survey can be carried out at the beginning and at the end of the project.
I would like to note that the degree of activity of students and teachers when working on a project at different stages of activity is different.
The learning project requires students to work independently. However, the role of the teacher is undoubtedly great in the first and last stages of project development. The fate of the project as a whole depends on how the teacher plays his role at the first stage in formulating and justifying the relevance of the chosen topic. There is a threat here to reduce the work on the project only to the formulation and implementation of tasks for independent work by students.
At the last stage (formulating conclusions and evaluating the results obtained), the role of the teacher is great, since students are not able to generalize everything that they have learned or researched, build a bridge to the next topic, or perhaps come to unexpected conclusions that the teacher will help make with his rich worldly experience, scientific outlook, and analytical thinking. During the implementation of the project, my role is to organize independent cognitive, creative and practical activities of students.
When assessing a student’s success in a project or research, it is necessary to understand that the most significant assessment for him is public recognition of consistency (success, effectiveness). Any level of results achieved is worthy of positive assessment.
Project method in extracurricular activities
The work was completed by a primary teacher. classes Ivanova Natalya Anatolyevna, Syktyvkar 2015
The main purpose of extracurricular activities is to meet the constantly changing individual and educational needs of children.
Project and research activities are always focused on the independent activities of students - individual, pair, group, which the children perform for a certain period of time and acts as the main form of organizing extracurricular activities of schoolchildren.
The project method is a truly effective pedagogical technology. Its merit is that it gives every student the opportunity to be successful, regardless of abilities, inclinations, and character traits.
Every child has the makings of a creative personality; it is only necessary, using a variety of methods and techniques of work in extracurricular activities, to discover these inclinations and, based on them, to form the child’s unique creative personality.
“Both upbringing and education are inseparable. You cannot educate without passing on knowledge, but all knowledge has an educational effect.”
L.N. Tolstoy
6 Goals of project-based learning :
- Develop research skills in schoolchildren.
- To provide a mechanism for developing the child’s critical thinking and the ability to look for ways to solve a given problem.
- To develop in students the ability to creatively approach the way of presenting material.
- To develop “team spirit” and “a sense of community” in students; communication and collaboration skills.
- Contribute to increasing personal confidence and responsibility of each participant in project-based learning.
There are 4 main stages of project activity: preparatory, design, technological, final.
At the first stage Students are faced with the problem of understanding the needs and requirements in all spheres of human activity. At this stage, students must understand why and why they need to complete the project, what its significance is in their life and the life of society. They are given a goal: to obtain a useful product as a result of their activity, which can be both social and personal in nature.
At the second stage emerging images of the future product. The final element of this stage is the planning of manufacturing technology, where students carry out such actions as selecting tools and equipment, determining the sequence of technological operations, and choosing the optimal manufacturing technology for the product. The means of activity are the personal experience of students, parents, the experience of the teacher, as well as working tools and devices that are available. The results of students' activities are the acquisition of new knowledge and skills.
On the third At the technological stage, students perform technological operations, adjust their activities, perform self-monitoring and self-assessment of work. The goal is high-quality and correct performance of labor operations. The subject of activity is the created material product, knowledge, skills and abilities. Tools – tools and equipment with which the student works. The result is the acquisition of knowledge, skills and abilities.
On the fourth At the final stage, final control, adjustment and testing of the project takes place, determining whether they have achieved their goal, what is the result of their work? At the end of everything, they formalize the results of design research and defend their project in front of classmates, parents, and school.
In the section “Extracurricular project activities” of the sample programs of primary general education (materials of the second generation state standard) it is clarified that “a project is understood as a set of interrelated actions taken to achieve a specific goal during a given period within the framework of available capabilities. Project activities refer to different types of activities, having a number of common characteristics:
2) include the coordinated implementation of interrelated actions;
3) have a limited duration in time, with a definite beginning and end;
4) to a certain extent inimitable and unique.
The purpose of working on projects in elementary school
Personal development and creating the foundations for students’ creative potential.
Tasks
1. Formation of positive self-esteem and self-esteem.
2. Formation of communicative competence in cooperation:
— the ability to conduct a dialogue, coordinate one’s actions with the actions of partners in joint activities;
- the ability to treat people kindly and sensitively, to empathize;
— socially adequate ways of behavior.
3. Formation of the ability to organize activities and manage them:
- fostering determination and perseverance;
— developing skills in organizing workspace and rational use of working time;
— developing the ability to independently and jointly plan activities and cooperation;
— developing the ability to make decisions independently and jointly.
4. Formation of the ability to solve creative problems.
5. Formation of the ability to work with information (collection, systematization, storage, use).
Work on the project is preceded by the necessary stage - work on the topic, during which children are asked to collect a wide variety of information on a general topic. In this case, students themselves choose what exactly they would like to learn within the framework of this topic. During further work on projects, the compiled general encyclopedia or card index can serve as one of the main sources of information on the topic.
Suggested course of action:
1. Introducing the class to the topic.
2. Selection of subtopics (areas of knowledge).
3. Collection of information.
4. Selection of projects.
5. Work on projects.
6. Presentation of projects.
The teacher chooses a general topic or organizes its choice by students. The criterion for choosing a topic may be the teacher’s experience on this topic, the wealth of various sources of information on a specific topic, the desire to implement any project related in plot to any topic.
When choosing a subtopic, the teacher should not only offer a large number of subtopics, but also suggest to students how they can formulate them themselves.
Classic sources of information- encyclopedias and other books, including from the school library. In addition, these are videotapes, encyclopedias and other materials on CDs, stories from adults, and excursions.
The stories of adults mean not only the stories of parents to their children, but also conversations and interviews with specialists in some field of activity, including during specially organized meetings of specialists with children at school.
Possible excursions- these are excursions either to museums or to operating enterprises (it may turn out that one of the parents works there). In addition, adults can help children obtain information from the Internet.
After information on most of the subtopics has been collected, the teacher states this fact, reminds those who are late to hurry up, and discusses with the children what projects (crafts, research and activities) are possible based on the results of studying the topic. The result of work on the topic is a collected and systematized card index on the topic.
Projects differ from each other:
Result:
— crafts (toys, books, drawings, postcards, costumes, layouts, models, etc.);
— events (performances, concerts, quizzes, KVN, fashion shows, etc.);
Number of children:
— individual activity (the resulting product is the result of the work of one person); in the future, personal products can be combined into a collective product (for example, an exhibition of student work);
— work in small groups (crafts, collages, layouts, preparation of competitions and quizzes, etc.);
- collective activity (a concert or performance with general preparation and rehearsals, one large common craft, a video film with the participation of all interested children in any specialization, etc.);
Duration (from several hours to several months);
The number of stages and the presence of intermediate results (for example, when preparing a performance, the preparation of costumes can be distinguished as a separate stage);
Set and hierarchy of roles;
The ratio of time spent performing activities at school and outside of school;
The need to involve adults.
Children are completely free to choose which of the projects proposed by the teacher they will participate in. To ensure freedom and expand the field of choice, it is recommended to offer projects of different characteristics (long-term and short-term, individual, group and collective, etc.).
Additionally, if you know that a child is good at something in particular, you can tie the project to a theme and give the child the opportunity to show off what they are good at doing.
When assigning roles in projects, in addition to the actual wishes of the children, it is recommended to be guided by the students’ abilities and their psychological characteristics known to the teacher. The issue of hierarchy in projects is a delicate issue and, on the one hand, allows you to create favorable conditions for the development of leadership qualities and the ability to collaborate in a team, and on the other hand, it requires careful monitoring of the joint activities of children in situations of cooperation and subordination (temporary subordination within the framework of one project ). It will be especially successful if such observations can be carried out by a child psychologist.
Each project must be brought to successful completion and leave the child with a sense of pride in the result. To do this, in the process of working on projects, the teacher helps children balance their desires and capabilities. After completing the project, students should be given the opportunity to talk about their work, show what they did, and hear praise addressed to them. It’s good if not only other children, but also parents are present at the presentation of the project results. If the project is long-term, then it is advisable to highlight intermediate stages, as a result of which children receive positive reinforcement.
For example, when preparing a puppet show, you can arrange a presentation of the character dolls you have made. Some projects are, as it were, self-presenting - these are performances, concerts, live newspapers, etc. The presentation of projects that culminate in the production of models, layouts, crafts must be organized in a special way<...>».
The priority value in the age of information is information. Analysis of the current stage of the state of society indicates the rapid development of computer technology, information and communication technologies, their active implementation in the structure of professional activities of specialists in various fields. This objective process of social development leads to increased competition in the labor market, encouraging all specialists to master new technologies for collecting, searching and processing information. The path to success in many areas is access to information and the ability to work with it, and not only in your native language.
How to teach children to navigate the vast information space in a classroom-lesson system, where the main source of information is the teacher and the textbook? How to make sure that the desire to study a language does not fade away, but rather grows? How can we help children who want to study a subject in more depth without increasing the number of teaching hours and without transferring these children to a separate class or school? These are the questions that I have identified as priorities for myself.
The main goal of teaching a foreign language, taking into account modern trends in updating the content of education, is the formation of communicative competence; related goals (educational, educational, developmental) are realized in the process of achieving this main goal.
Having studied modern pedagogical technologies, I came to the conclusion that the most complete implementation of these goals and objectives corresponds to comprehensive organization of project activities for schoolchildren.
Of course, to organize the above activities, I was required to study the project method in detail.
The project method is not fundamentally new in world pedagogy. As a pedagogical idea, technology and practice, it arose in the first third of the twentieth century. This method reflected the approach to education of the American philosopher and educator J. Dewey (1859–1952), as well as his student W.H. Kilpatrick. Dewey believed that the role of childhood is not limited to preparation for future adult life. Childhood itself is a full-fledged period of human existence. This means that education should provide not only the knowledge that an adult will need in the future, but also knowledge, skills and abilities that can help a child today in solving his pressing life problems. To achieve this, teaching must be oriented towards the interests and needs of the students and be based on the child's personal experiences. The main task of education is the actual study of the surrounding life. Teacher and students walk this path together, from project to project. The teacher can suggest new sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. Thus, the problem takes on the contours of project activity. The project that students complete should arouse their enthusiasm, captivate them, and come from the heart. Any action performed individually, in a group, with the support of a teacher or other people, children must independently plan, perform, analyze and evaluate. Naturally, they must clearly understand the purpose of the project. To complete each new project (conceived by the child himself, a group, a class, independently or with the participation of a teacher), it is necessary to solve several interesting, useful and real-life problems. The child is required to be able to coordinate his efforts with the efforts of others. To succeed, he has to obtain the necessary knowledge and, with its help, do specific work. The ideal project is one that requires knowledge from various fields to solve a whole range of problems. By solving specific life problems, building relationships with each other, learning about life, the children received the knowledge necessary for this life, and not in a discrete form, but already synthesized, as it is in real life, they learned to study independently.
The project method has found wide application in many countries of the world, mainly because it allows students to organically integrate knowledge from different fields when solving one problem, and makes it possible to apply the acquired knowledge in practice, while generating new ideas.
A distinctive feature of the project method from the traditional approach is that the educational process is built not in the logic of the academic subject, but in the logic of activity, which has a personal meaning for the student, which increases his motivation to learn. The complex nature of activities in project-based learning creates conditions for the balanced development of the basic physiological and psychological functions of schoolchildren. The permissibility of completing a project at an individual pace creates opportunities for the development of students’ personalities and helps to increase personal confidence in each participant in project-based learning.
Having studied in detail the attitudes of various researchers and practitioners to the project method, I adhere to the following basic requirements for using the method projects, put forward by E.S. Polat:
- The presence of a problem/task that is significant in research, creative terms, requiring integrated knowledge, research to solve it (for example, researching a demographic problem in different regions of the world; creating a series of reports from different parts of the globe on one problem; the problem of the impact of acid rain on the environment , etc.).
- Practical, theoretical, cognitive significance of the expected results, for example, a report to the relevant services about the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper, almanac with reports from the scene; forest protection in different areas, action plan, etc.).
- Independent (individual, pair, group) activities of students.
- Structuring the content of the project (indicating stage-by-stage results).
- The use of research methods involving a certain sequence of actions:
- identification of the problem and the research tasks arising from it (use of the “brainstorming”, “round table” method during joint research);
- putting forward a hypothesis for their solution;
- discussion of research methods (statistical methods, experimental, observational)
- discussion of ways to formalize the final results (presentations, defense, creative reports, screenings, etc.).
- collection, systematization and analysis of obtained data;
- summing up, drawing up results, their presentation;
- conclusions, putting forward new research problems.
I adhere to the general didactic typology of projects presented in the following table.
| By type of activity | Research; creativity; role-playing games; informational; practice-oriented |
| By subject area | Mono-projects; interdisciplinary projects |
| By nature of coordination | Projects with open, explicit coordination; projects with hidden coordination |
| By the nature of contacts | Internal; regional; international |
| By number of participants | Personal; pairs; group |
| By duration | Short term; average duration; long-term |
In the process of organizing project activities, I encountered various problems that had to be resolved.
One of them is a combination of the project method with a classroom-lesson system. I am convinced that project activities are most effective if they can be connected with program material, significantly expanding and deepening the children’s knowledge in the process of working on the project. Extracurricular activities occupy a significant place, and the connection between class and extracurricular activities is one of the ways to develop and maintain interest in the subject, because the vast majority of projects begin and end in class.
Another problem is project management, because when using the project method, the role of the teacher changes at different stages of the project. The teacher acts as a consultant, assistant, observer, source of additional information, coordinator, and organizer of cooperation. Thus, the teacher, in the overall management of the project, must be able to perform different functions or combine them. This is the difficulty of project management. Control and necessary assistance should be provided systematically, since students must see the teacher’s interest in their activities.
One of the important questions that confronted me in the process of work was the evaluation of the project, because creativity is very difficult to evaluate. I have defined different criteria for evaluating projects, which will be presented below. The problem was that the assessment methods conflicted with the official procedure for grading the student's work. Evaluation criteria may differ and vary depending on the type and purpose of the project and the age of its participants. I propose the following criteria and methods for assessing the project:
Table 1. Assessment methods.
Table 2. Project evaluation criteria.
| 1. | Correspondence of the selected facts and phenomena to the chosen topic. |
| 2. | The logic and sequence of their presentation. |
| 3. | Independence and adequacy of choice of means. |
| 4. | The significance and relevance of the problems put forward, their adequacy to the topic being studied. |
| 5. | Ability to present the results of research conducted during an oral defense of the project. |
| 6. | The ability to answer opponents’ questions, brevity and reasoning of the answers of each group member. |
| 7. | The nature of communication and mutual assistance between project participants. |
| 8. | The activity of each project participant in accordance with his individual capabilities. |
| 9. | Compliance of the content of the report with the project activities performed. |
| 10. | Ability to explain the scientific basis of the project and independence in its implementation. |
| 11. | Aesthetics of presentation of the results of the project. |
| 12. | Practical use of the design product. |
| 13. | Quality of recordings and visual materials. |
| 14. | Using knowledge from other sciences and educational subjects. |
| 15. | Evidence of decisions made, ability to justify one’s conclusions. |
| 16. | Complete knowledge on the topic. |
| 17. | Originality of the project solution. |
| 18. | A culture of speech. |
| 19. | Bringing knowledge from other areas. |
| 20. | Language literacy. |
| 21. | Ability to use information technology. |
To evaluate the work in the Power Point presentation, I developed the following criteria:
Table 3.
| № | F.I. project participant |
Project topic |
Degree of project implementation |
Mastery of technology |
final grade |
|||||||
Project characteristics |
Criteria for evaluation | |||||||||||
| interesting | original | creative | Fine |
cognizing telny |
Correspondence of the selected facts to the selected topic |
Logic and sequence of presentation of material |
Ability to present work in oral defense |
|||||
| 1 | (last name, first name) | (Name) | ||||||||||
As can be seen from the tables above, different criteria and assessment methods can be distinguished; which ones to use is the choice of the teacher.
The implementation of projects involves the creation of a specific product; it can represent various forms of documentation:
Schoolchildren are of great interest in activities related to participation in all-Russian and international telecommunications projects.
Under the educational telecommunications project E.S. Polat defines “joint educational, cognitive, research, creative activities of partner students, organized on the basis of computer telecommunications that have a common problem, goal, agreed upon methods, methods of activity aimed at achieving a common result of joint activity”
The main idea of organizing and conducting INTERNET competitions, forums, chats, Web discussions, teleconferences for teenagers and young people is the implementation of an activity-based approach to learning.
“Network” pedagogical technologies contribute to the formation of a fundamentally new information educational environment (INTERNET environment), providing ample opportunities for educational activities that significantly influence the redistribution of roles between participants in the educational process (emphasis on self-realization, self-actualization, self-education). The use of the INTERNET environment is a powerful tool for individual, group and collective communication and learning.
The introduction of this technology into the educational process allows us to solve the complex educational tasks And educational tasks. Learning objectives: teach how to use information from various sources; teach to expand and deepen knowledge in a given subject area; teach the top-down design method. Educational: teach interaction in a team; teach self-esteem; learn to justify and defend your position; teach the ability to see the prospects for the development of one’s activities.
To the most popular types of INTERNET projects can be attributed:
- free correspondence;
- information exchange;
- electronic meetings;
- exchange of local solutions to the problem;
- conducting joint observations;
- study of the general and special in any subject area;
- preparation of joint publications;
- participation in game simulation modeling;
- implementation of unique joint projects;
- creation of databases;
- social projects.
- publication of electronic newspapers;
- development of virtual excursions and trips;
- organization of virtual school museums;
- organizing the activities of Web studios, etc.
The organization of telecommunications projects requires special and fairly thorough training for both teachers and students.
For us, the first step towards mastering information and communication technologies was participation in the distance learning Olympiad in English 2006, which was organized by the Center for Creative Initiatives “Snail” in Omsk. The Olympics were dedicated to the traditions and holidays of Great Britain, and teams from different cities of Russia took part in it. Over the course of a month, a team of four students under my leadership completed various tasks.
The deadlines for submitting assignments were strictly regulated; all assignments were completed in English. Assignments and answers were sent to the team’s email address (e-mail). At the end of each round, the team received the correct answers and could also familiarize themselves with the answers of their opponents. Thus, students received not only good language practice, but also rich, interesting material about the culture of the English people; learned to work harmoniously in a team; select the necessary material from a huge flow of information. In addition, the process of becoming familiar with the educational material was fun and interesting and was significantly different from what students usually do in class. At the end of the Olympiad, all participants received diplomas from the organizers. Now our students are active participants in distance competitions and olympiads.
Analyzing the experience of participating in and organizing project activities in the field of communication technologies, I highlight the following conditions for the success of the project:
- Proficiency in modern information technologies, both for students and for teachers.
- Ability to access the Internet (and the ability to use it).
- Availability of good writing computers at school.
- Availability of a home computer for students and teachers.
- Availability of the opportunity to check and correct work at school (access to a computer lab, availability of a media room, etc.)
- Organization and coordination of activities on the part of the teacher, provision of systematic advisory assistance. Students must see the teacher's interest in their activities, otherwise the project will fail.
- Practical significance (since only in this case the project is person-oriented).
- The teacher’s desire to engage in project work, since it requires additional personal time for the teacher.
As you know, the goal is considered achieved (and the project is implemented) when students receive (or learn) something new as a result of work. As a result of working on projects, students improved their knowledge not only in the field of English, but also in geography, history and computer science. Moreover, we received great inner satisfaction from the work done.
Finally I would like to emphasize that, on the one hand, the use of the project method is fraught with distortions in the curriculum, because it is impossible to fit all the required knowledge into one project. On the other hand, the advantages of this system of classes are obvious: high motivation, enthusiasm and interest of children, connection of acquired knowledge with real life, identification of leaders, development of cooperation and scientific inquisitiveness, self-control, better consolidation of knowledge, conscious discipline of the group, etc. Having studied numerous publications of teachers who use the project method, and based on my own experience, I came to the conclusion that this method destroys the school routine. Practice has shown the high efficiency of introducing project technology into the educational process, since work on the project and its subsequent defense in front of the audience stimulates internal cognitive motivation , promotes:
- developing search and research skills;
- gaining good subject knowledge through hard work to solve a problem, repeated discussions and defending one’s position;
- increasing the activity and independence of students;
- mastering the skills to organize, plan and implement solutions to emerging problems;
- the student’s awareness of the values of joint work;
- increasing the desire for reflection and collective analysis of the work performed;
- development of positive internal motivation for learning foreign languages;
- aesthetic education;
- formation of a high information and general culture of future specialists of the modern information society.
It is this pedagogical technology that makes it possible to shift the emphasis from the process of the student’s passive accumulation of a sum of knowledge to his mastery of various methods of activity in the conditions of the availability of any information resources, which undoubtedly contributes to the active formation of a creative personality capable of solving non-traditional problems in non-standard conditions.
The implementation of the project method led my students to the following positive results:
- Maintaining motivation to learn a foreign language.
- The possibility of in-depth study of the language for students who are able and willing to study it, without assigning them to separate classes (schools)
- Improving performance in the subject.
Experience with the use of the project method allows me to assert that the project method can be widely used in the practice of teaching any subject, at any level of education, including in primary school with any teaching model, since it contributes to the comprehensive development of the child.
I consider addressing the problem of organizing project activities to be relevant in the context of updating the content of education.