The course "Pedagogical theory - modern teacher»

CURRICULUM PLAN

Newspaper number	Educational material
	Lecture number 1. Didactics as a universal tool of pedagogical creativity
	Lecture number 2. The content of biological education in modern conditions and its composition
	Lecture number 3. Teaching methods, their specificity. Test work number 1 (due date - before November 15, 2004)
	Lecture number 4. Problematic learning in biology lessons
	Lecture number 5. Project activities. Examination work number 2 (due date - before December 15, 2004)
	Lecture number 6. Structure and types of lessons
	Lecture number 7. Intellectual and moral development in biology lessons
	Lecture number 8. Methodological aspects of science in biology lessons
Final work - lesson development. Final work, accompanied by certificates from educational institution (acts of implementation) should be sent to Pedagogical University no later than February 28, 2005

Lecture number 5. Project activities

What is a research project.
Pedagogical goals of project activities.
The project method in the modern school

The research method, or the method of projects, originates from the ideas of J. Dewey and his student V.H. Kilpatrick, who believed that the educational activities of children should be understood by them, practically expedient, useful and interesting. These ideas were taken up by a number of teachers, including S.T. Shatsky. By the mid 20s. XX century the project method became widespread in the Soviet school, but then was quickly rejected. It seems that one of the reasons for the rejection of the project method was the fear that a generation of creators would appear, and not obedient executors of someone else's will.

What are the goals of teaching children project, including research, activities? There are several of them, but the main ones are the following:

- formation and development of creative abilities;
- development of the ability to pose problems and independently solve them;
- creating motives for learning and self-education;
- formation of a sense of individual responsibility for the decision;
- development of communication skills and abilities;
- development of methodological skills and abilities.

The above list does not exhaust all the goals achieved by using the research method in teaching, but it is quite sufficient as a guide for a teacher who has decided to actively work with this method.

The foreign school has long and systematically introduced elements of the research method into the teaching process. Both the educational process itself, and various kinds of intellectual marathons, Olympiads, and other competitions require from the participants not only and not so much knowledge of factology, but the ability to derive this knowledge based on the analysis of the information provided, to correlate known data with the requirements of the problem to obtain new data, etc. etc. Maybe that's why we win at the Olympiads, where the proposed questions sound quite traditional and require solid knowledge from the students, and we lose, for example, in the Olympiads, where the skills of transferring knowledge and their application in a non-standard situation are required. Read the article by G.S. Kovaleva "Studying natural science literacy within international program PISA ”in the journal“ Science in School ”(No. 2/2004) and you will understand the reasons for our lag.

What do teachers and students learn from collaborative research? For someone who has carefully read the previous lectures, the answer is clear:

- cooperation and co-creation;
- observation and selection of facts;
- vision and problem statement;
- definition of research objectives;
- setting the research objectives;
- the ability to formulate hypotheses;
- the ability to plan experiments;
- the ability to work with information - to search, analyze, select, structure;
- apply the knowledge gained to achieve their goals;
- to design new ways of working;
- analyze the results obtained.

In addition to these special methodological skills, students learn:

- plan work;
- to register the work;
- to present the results of the work in writing and orally;
- defend your point of view.

Thus, research work, like no other activity, forms in a student the qualities necessary for a professional career and social adaptation, regardless of the choice of a future profession.

The research work of students is most often carried out after school hours, although in the classroom it can be practiced solving some problems, tasks, setting up laboratory experiments, as well as discussing the information received, the results of the work, and so on.

However, before embarking on a systematic work using the research method, one should conceptually comprehend its place and share in the practice of a particular school. From a didactic, methodological, general pedagogical point of view, it is necessary to determine how the inclusion of schoolchildren in project activities will affect the general atmosphere of the school; which of the teachers and children will be, and who, perhaps, will not be involved in projects. The fact is that participation in research activities is not only an additional burden, but also a reason for conflicts between those who want to do this and those who reject research activities. That is why first you should install some general rules: compulsory project activity for teachers and children or its voluntariness; pay for this job for a teacher or work without material incentives. In other words, it is necessary to accept some rules of the game. Then everyone who is ready to comply with them becomes team members. It is desirable that the adopted rules be common to everyone.

To introduce the research method into school practice, it is necessary to decide at what age children begin to take part in research; in what forms it will happen (in the classroom, after school hours, in both forms); whether these forms are adequate to the requirements for research activities; how projects will be defended and who is involved in it (experts, reviewers, parents, listeners, etc.). All these conditions must be agreed with all participants in the learning process and clearly spelled out in the corresponding document.

In one of the schools, the main provisions of this document were as follows.

1. All students and teachers of the school take part in research work, starting from the second grade.
2. Research work can be done by one student or a group.
3. The level of difficulty and content of the research work exceeds the level of the educational material by at least one class.
4. If the work is performed by a team of students, then each member of the team is responsible for his part of the work and for the work as a whole.
5. Research work is executed in accordance with generally accepted rules and requirements for registration design work.
6. Work is defended first to the students in the class, and then to the students of the school, teachers and parents.
7. At the defense, the following are assessed: the level of complexity and significance of the work, the degree of independence in its implementation, its design, oratory, the ability to answer questions.

The most significant in these provisions were the clauses on the requirements for the level of complexity of work and on the presence of parents at the defense of projects. The first of these provisions states that a student in a certain grade must perform work that requires the assimilation and application of material related at least to the next grade. For example, a 6th grade student defending a work in biology should draw on material from grades 7–8, and not only in biology, but, preferably, from chemistry or physics courses. In other words, it is desirable that the work be integrative both in content and in the way of activity. If a sixth grader's research is devoted to the effect of soil pH on plant growth and development, then he should know what the environment, acids, salts, bases (alkalis), indicators, dissociation, and a number of other chemical concepts are. He must understand what a fact, hypothesis, experiment, theory is. Maybe to do some kind of work you will need knowledge of a foreign language, the ability to work with a computer, find information on the Internet, etc. If children defend the "Battle of Borodino" project, then they have to work through a huge amount of literary and visual material, work in museums in Moscow and Borodino (of course, under the guidance of a teacher) and only after that formalize the work and submit it for defense. Moreover, the design of the work must contain both literary and visual elements.

One of the serious problems of design work is the choice of its subject. The fact is that research activity is multifaceted and is carried out with different pedagogical goals. In one case, it aims to develop the abilities of each student in a class or school, regardless of their interest in a particular subject. For example, in biology classes, everyone is engaged in solving problem problems or putting experiments on the school site. Students may not be interested in biology, but they are engaged in research activities, and they bring certain benefits. In other cases, the topic of the work is the subject of active interest of the student, who is interested in both the object of study and the research itself. And if in the first case the level of complexity of the work is relatively low, in the second case it is difficult even to foresee what additional steps the researcher will have to take to achieve the goal. All this must be foreseen when planning a particular research topic. It is also necessary to take into account the fact that the research work carried out during the school year should not take too much of the student's time. After all, there are training program, homework, many other things and long work can just bore the student. In addition, it happens that one student performs not one, but several research works at the same time. As a rule, only a few schoolchildren are engaged in real research at school, and in order to captivate the majority with this activity, it is necessary to come up with interesting and feasible forms of project work.

One of the most successful ways to involve children in research work, I believe, is tourism - a combination of recreation with scientific activity. Traveling by kayak, one can study the history and geography of the area, the species diversity of plants and animals in the river basin, the ecological situation (composition and pH of water, air, soil, etc.). Such studies are suitable for both hikers and small groups of children. But there can also be special, rather deep scientific research. I will give examples of some of them, taken from the collection of research papers “XXI All-Russian Youth Readings named after V.I. Vernadsky "(M., 2004.):

“The structure of communities of benthic invertebrates and assessment of the degree of anthropogenic pollution of the sewers of the Belaya River basin”;

"Coleoptera (beetles) of salt lakes in the steppe zone of the Novosibirsk region";

"Influence of abiotic and biotic factors on the development of various divisions of algae in the aquarium."

These and others research work high school students are objectively significant and serious. They are complete both in terms of goals and objectives, and in terms of research methods, evaluation of results and conclusions.

To help teachers in choosing research topics, I will cite several plans for research work from the book by K. Saint-Hilaire "Elementary Course in Zoology" (St. Petersburg, 1888):

1. “Find frog eggs in the pond in the spring and put them in the aquarium. Watch the development of the tadpoles. How long does it take for the embryo to appear in the testicles? What kind of tadpoles have just emerged from their eggs? When will you notice their gills? After how many days will the external gills disappear? What does the tadpole eat? When will his hind legs appear? When will the front ones appear? Do all tadpoles develop equally quickly? When will the young frogs come out of the water?

2. Find green larvae with seven pairs of legs and a white head on willow, birch or alder. If you take this larva in your hand, then it curls up into a circle. Plant in a jar and add fresh birch, willow or alder leaves daily. How do larvae gnaw leaves? Do the larvae molt? Do they eat a lot of leaves? How long do larvae remain? How do they turn into pupae? How long does the doll lie? What insect will emerge from the pupa? Which insect (of those described in this book) does it look the most like? "

Already these two examples show how you can begin to involve students in research. Works on these topics are quite accessible to students, interesting, not very long, but also not very compressed in terms of time, they can be performed in a lightweight mode. In the task, practically all the steps of the study are indicated, they only need to be completed. The student has the task of observing, describing and generalizing the results of work, i.e. necessary primary actions with which the research begins. Formulating research problems, proposing hypotheses, planning and conducting new experiments is the next step in design work. And first it is necessary to interest schoolchildren in this activity. That is why the availability of material for research, the relative ease of doing the work, its practical orientation and significance can serve as an incentive for introducing a student to research activities.

Now we should touch on the role of the teacher in project activities. It would be a deep misconception to think that the teacher takes full responsibility for the quality of work performance and acts as a permanent guardian. This is not so and should not be allowed. The teacher in relation to the student acts as a consultant and scientific advisor just like it happens in big science. A young researcher must understand that the main responsibility for the quality of work lies with him. He must think about the timing, conscientiousness and scientific validity of his research. The teacher's job is to remind about this, suggest the direction in which to look, edit the text, if necessary. Of course, the teacher is worried about his pupil, but this does not mean that he should work for the student and control his every step. It makes no sense if you are trying to achieve scientific independence of a student.

In conclusion, I will give some algorithms for the teacher's activity in organizing project work, which must be applied not only in project activities, but also in everyday teaching practice.

1. Creation of positive motivation for work through the formulation of an interesting and close problem for students, the creation of a problem situation.
2. The joint participation of teachers and students in the analysis of the problem.
3. Putting hypotheses to be tested and screening out useless hypotheses.
4. Acquaintance with research methods of the problem and scientific data.
5. Drawing up a work plan.
6. Revealing the connections of the research topic with other (related) topics.
7. Search for contradictions.
8. Putting forward new hypotheses and discussing them.
9. Intermediate control and correction of the work performed.
10. Pre-defense of work.
11. Finalization and protection of work.

The requirements for the design of a project (scientific) work practically coincide with those for a thesis or dissertation work. The introduction should indicate: the relevance of the topic, the problem and the hypothesis of the research. Then the goals and objectives of the study, their novelty (albeit only for the student) and practical significance. The subject and object of research and provisions submitted for defense should be highlighted. Each of these points should be more or less reflected in the work. This is followed by a literature review of the problem, the experimental part, if any, conclusions and conclusions.

However, there are projects that are not related to scientific research and, nevertheless, are quite creative and independent work. This, for example, writing a literary work, play, movie script; staging a performance; writing a computer program that displays this or that phenomenon (photosynthesis, cell division, etc.). When performing these and similar works, all the same research and creative skills are manifested, however, the design and defense of such works are different and depend on their genre.

And finally, the term “project” has received an ambiguous interpretation, and one must understand that any creative work performed independently can be considered a project, but not every project is a research work. This, perhaps, is the main difference in the interpretation of the concept of "project" and "research" in the modern school.

Questions and tasks for independent work

1. Name characteristic signs design work.

2. Should parents be present at the defense of the project by their child? Argument your answer.

3. What are the most common differences between an educational and a truly scientific project?

4. Come up with 2-3 topics for biology projects and plan to work on them.

Literature

Polat E.S.New pedagogical technologies: a guide for teachers. - M., 1997.

life and involves not only assimilation, but also the generation of information. Thus, attention to pedagogical design is not just a reflection of the fashion trends in modern education. It is historically conditioned by the objective need for the development of projective imagination, thinking, and a method of action in subjects of pedagogical activity.

1. Why was the activation of project activity in pedagogy of the 20th century observed precisely during periods of social transformations?

2. Based on the articles of the Russian Pedagogical Encyclopedia (M., 1993): "Team-laboratory method", "Dalton-plan", "Research method", "Project method", "John Dewey", "W.H. Kilpatrick", "E. Parkhurst", "ST Shatsky" and Internet search, prepare a short report on the historical and pedagogical context of the emergence of the project method in Russia in the 1920s.

3. Below are the Rules for a teacher deciding to work with the Association's project method Dalton-plan-schools

(Netherlands).

The teacher chooses whether he will work using the project method. No one from the school administration can prescribe this decision to him. At the same time, all members of the school team share the responsibility

for his work.

The teacher is fully responsible for the children participating in the project, for their

success and for their safety.

The teacher trusts the students, considers them to be equal participants in the common creative work and constantly emphasizes his behavior

we eat this trust.

The teacher provides children with opportunities for independent work. He arranges his class so that one can freely and

work independently.

The teacher develops a new position. He moves from the position of lec-

torus and controller to the position of assistant, mentor.

The teacher monitors his speech from the point of view of the Daltonian approach

yes (not “You did it wrong!” but “Why did you do it like this?”).

The teacher intervenes in the independent work of children only when circumstances require it or the students themselves ask for it.

From the standpoint of the modern understanding of the activation of learning, is it enough for the teacher to fulfill these requirements for the project to be effective in pedagogically?

4. Formulate your Guidelines for a Project Teacher. It is better if the development of such rules is done in the mode mini-project.

5. Teachers who are 1920-1930-õ began to actively use research and design methods, believed that in order to work on a project, the school should have an extensive library and a documentation center, available to students and teachers at any time. Classroom furniture should be arranged conveniently for group work. Inside and outside the class-

there should be corners where children can work individually or in small groups. In order for the guys to use the corridors during work, work corners should also be arranged there. In order to regulate work by the students themselves, it was assumed that there are hours in each class; there are enough reference books and materials for self-examination in classrooms and other work rooms, tutorials and other materials are selected according to their applicability for self-study1.

Given the current situation, indicate the requirements for the conditions of the productive organization of students' project activities. What do you need to have in a modern school for this?

Ð Å Ê Î Ì Å Í Ä Ó Å Ì À ß Ë È Ò Å Ð À Ò Ó Ð À

Kilpatrick V.H. Basics of the method. - M .; L., 1928.

Collings E. Experience of the American School on the Project Method. - M., 1926.

Sidorenko V.F. Genesis of design culture // Problems of Philosophy. - 1985. - ¹ 10.

Chechil I. Method of projects // Director of the school. - 1998. - ¹ 3, 4.

1 Adapted from the Dalton Plan Schools Association (Netherlands).

THEORETICAL BASIS OF PEDAGOGICAL DESIGN

You cannot build a project for everyone, but you can teach people how to design.

Methodological aphorism

2.1. Basic concepts of pedagogical design

"Pedagogical concepts are alive as long as they are in the center of attention as knots of contradictions, while they are turned to themselves by one or the other side, showing in different images, calling them different words." This figurative statement emphasizes the importance of working with terminology, especially when it comes to analyzing the specifics of a particular type of professional activity. According to scientists, activity cannot take shape as an independent one until it acquires its own language.

The basis of the scientific context for the consideration of pedagogical design is formed by such categories and concepts as “project”, “design”, “project”, “projective”, “design” and concepts derived from them.

Design (from Latin projectus - thrown forward) is an activity closely related to science and engineering to create a project, create an image of a future supposed phenomenon. As you know, most of the products of human labor are produced through their preliminary design. In this context, design is the process of creating a project, i.e. a prototype, a prototype of a supposed or possible object, a state preceding the embodiment of the conceived in a real product.

In the modern reading, design is "an activity, which is understood in the most concise description of the foresight of what should be" 2. The installation on

1 Joint issue of the magazine "On the way to a new school" and the newspaper "Rural school from all sides". - 2003 .-- ¹ 9, 10. - S. 5.

2 New values \u200b\u200bof education. A thesaurus for teachers and school psychologists. - M., 1995.

a goal-oriented concept of the future state of someone else's; striving for the reality of the future. That is, going beyond the present in thinking (transcending) is a function of thinking that develops in relation to reality. Design can be thought of as:

− a specific type of activity aimed at creating a project as a special type of product;

− scientific and practical method of studying and transforming reality (method of practice-oriented science);

− a form of generating innovations characteristic of a technological culture;

− management procedure.

Accordingly, pedagogical design is understood as:

− practice-oriented activities aimed at developing new educational systems and types of pedagogical activity that do not exist in practice1;

− a new developing area of \u200b\u200bknowledge, a way of interpreting pedagogical reality (A.P. Tryapitsyna);

− applied scientific direction of pedagogy and organized practical activities, aimed at solving problems of development, transformation, improvement, resolution of contradictions

â modern educational systems (Å.Ñ.Çàèð-Áåê);

− the method of rationing and transmission of pedagogical and scientific research activities (N.A. Masyukova);

− the process of creating and implementing a pedagogical project;

− a specific way of personality development;

− learning technology.

In education, project activity often acts as a means of teaching (upbringing), performing an auxiliary role in relation to other types of pedagogical activity. An example is the implementation of educational (diploma, course) projects. Design can be a form of organizing pedagogical interaction in time, breaking up into two relatively independent lines of activities for teachers and students.

It is necessary to clarify the fact that in terms of meaning and content, the concepts of "pedagogical design" and "design in education" differ. The last of them goes beyond the pedagogical sphere, since it can include actions lying in the plane of economics, law, management, etc. However, in the mainstream of humanistic pedagogy, any action to change educational systems is correlated with pedagogical values \u200b\u200band meanings.

lami and is human-oriented. Because of this, design in education can also perform pedagogical functions.

2.1.1. Pedagogical project

The central concept necessary for the analysis of various aspects of pedagogical design is the project. At the philosophical level, the project is seen as the result of the spiritual educational activities (M.S. Kagan). On the activity-based - as the goal and result of design. In the most general terms, a project is a time-limited, purposeful change of a separate system with established requirements for the quality of results, a possible framework for the expenditure of funds and resources, and a specific organization (VN Burkov, DA Novikov). It is also the goal and result of the project activity. Sign forms serve as the material for "making" projects: theories, models, concepts, formulas, algorithms, paradigms. The theory of activity acts as an instrumental design system in various fields.

 Internet versions of the dictionary pedagogical terms a pedagogical project is interpreted as:

− “A set of interrelated measures for the purposeful change of the pedagogical system within a given period of time, with an established budget, with a focus on clear requirements for the quality of results and specific organization;

− the developed system and structure of the teacher's actions for the implementation of a specific pedagogical task, specifying the role and place of each action, the time of these actions, their participants and conditions necessary for the effectiveness of the entire system of actions.

 the given definitions include: the time factor, purposefulness, standardization of changes, the specifics of the organization of activities. The modern understanding of the term "project" has other interpretations, which are fully correlated with educational

context:

- preliminary, tentative text of any

document (for example, draft law, draft program); - some action, a set of events combined

one program or having a general organizational form of purposeful activity (for example, an educational program

ect, publishing project, television project); - a completed cycle of a productive individual or co-

local activities (an individual student, a project group, a student collective, an educational organization, a corporation).

The expanded understanding of the project by teachers, taken from the methodologists, can help to more fully represent the pedagogical possibilities of project activities, the requirements for its procedures and product. For example, against the background of understanding the project as a screen, onto which heterogeneous impressions and expectations about the object are projected, the diagnostic possibilities of project activities for the formulation and solution of purely pedagogical problems become even more obvious. Thus, by analyzing the entire range of possible project proposals and ideas, a school teacher or university teacher (as well as the head of an institution) can assess the comfort of the environment, the situation, the productivity of the content and methods of work that they use.

Brainstorming, “basket” of ideas, “professional picture” used in practice are similar in terms of diagnostic informativeness to any other projective techniques (diagnostics by drawing, associative series). However, in the screen version, we have the opportunity to obtain a "multilayer" diagnosis of the current state or value attitude of the aggregate subject (group, class, teaching staff, administration), orienting towards changing the situation.

Considering a project as a text is associated with the need to choose a language in which it can be voiced and (or) visualized. Consequently, there is a need to master this language not only at the level of understanding, reproduction, development, but also at the level of achieving internal correspondence to one or another text. And this in its pure form is already an educational (pedagogical, educational) task.

Seeing a project as an action in a specific context

implies that any project step requires the application of energy and skill, correlated with completeness and complexity environment... The problem of text and context in an educational situation is solved in a specific way. Here, the project, as a text created in the language of one or another objective activity, acquires an additional, pedagogical context, which is built anew each time. Therefore, deciding to transform something even within local limits (for example, in a separate gymnasium or university), it is necessary to think about how the course and results of the project changes will affect the educational situation as a whole, on the further fate of each of the possible project participants.

Within the framework of the general methodology, among the design contexts, it is also customary to distinguish ecological (the environment in which the object is located), cultural and value (axiological). Thus, the act of designing already at the stage of creating a project-image acquires a humanitarian connotation due to the subjectivity, integrity and value perception of the object against the contextual background.

This is how the context was visually set educational projectimplemented in the early 1990s. schoolchildren of Great Britain (Uyu-Kasl) and associated with the creation on the basis of computer technologies of a virtual museum of the history of families of schoolchildren of one of the classes. When a page of the corresponding site was opened, a panorama of the globe appeared (satellite images). As a result of a mouse click, a map of Europe appeared in the field of view, with further enlargement - a map of Great Britain, then a close-up plan of New Castle with a school building marked on it was shown. Then there was a photograph of the classroom and the portraits of all the students on the wall. Each portrait opened a hyperlink to family history, etc. Subconsciously, the associative array dictated the perception of the life of an individual schoolchild's family in the context of the life of the entire globe.

Considering the project as a work actualizes the need for its perception, reading, understanding, attitude towards it, i.e. introduces an element of dialogicity, polyphony into the design activity. Any work has an author. In this case, the project acts as a “living, value-colored agent between its author and the user (reader), ready for communication and mutual understanding on the basis of the work (project)” 1.

If we regard the project as an event in the lives of its participants, there is a need for pedagogical instrumentation of eventfulness, the adventurous aspect of all design procedures, playing it out as something extraordinary, disrupting the usual course of school (university) life. Participation in the project should leave an emotional mark (for example, a feeling of a winner, experiencing the joy of creativity) by overcoming obstacles, touching new information, social recognition of the results.

For example, E. Collings in his book “Experience with the project method” 2 notes that children are especially attracted in design by the desire to achieve a new, unknown goal for them (goal stimulus), as well as to experience certain experiences in the very process of activity.

In the modern philosophical and pedagogical understanding of eventuality, it is customary to interpret as being together, implying empathy, cooperation, co-thought. Therefore, the organization of joint actions is very important in design.

 the literature on design, you can find another specific concept - design. In the context of the "volumetric" interpretation of the project, the design is considered as

1 See: V.E. Radionov. Non-traditional pedagogical design. - SPb., 1996 .-- P. 80.

2 Collings E. Experience with the project method. - M., 1926 .-- S. 74-75.

a special way of existence, based on a person's ability to "continuously creatively re-comprehend reality on the basis of an existing plan" 1.

2.1.2. Correlation of the concepts of "projective", "design", "design" in relation to the field of education

In addition to the concepts of "design" and "project" in the scientific and methodological literature, one can find various modifications of adjectives and phrases that terminologically define the context of pedagogical design. At first glance, some of the nuances are not so important, but they reflect the historical development of understanding the phenomenon of design and its complex nature. It is the multiplicity of semantic shades that requires special clarity in the choice of words that participants in the design use when describing their activities.

Project (derived from "project"). The use of this adjective indicates that the object it defines refers to the system of activities carried out within the project, or is categorically related to the context of the project. For example, design intent, design documentation, design approach, design culture.

Projective (derived from the concept of "projection" as a procedure for spatial, visual, psychological transfer of the properties of one object to another). Within the framework of design, we can talk about the ability human consciousness transfer (project) the image (properties, characteristics) of an object that exists as a thought form into real practice. In this case, projectivity acts as a personal property that can be actualized using certain techniques or procedures. (Projective consciousness, projective technique, projective test.)

Design - this word indicates belonging to design as a special type of activity. The design phase is one of the steps in the process that exploits design capabilities. Design skills make it possible to carry out design activities2.

Another conceptual series reflects the variety of technological opportunities that open up the use of project activities in education. If project method as form

1 Radionov V.E. Decree. op. - P.75.

2 Sometimes the concepts of “design” and “design” appear in texts as interchangeable, reflecting the traditions that have developed within the scientific and pedagogical community, but this does not seem entirely correct.

activation of learning can be correlated with other single methods (research, heuristic, laboratory), then project-based learning means training, which is built on the basis of the project method. This is learning in a project and with a project. If we compare the conceptual foundations of the project method and the productive project learning, we find many analogies. The pedagogical and design ideas unfold here in parallel. In both cases, pedagogical actions are aimed at:

− activation of the cognition process;

− enrichment of the forms of the learning process;

− the formation of a certain type of thinking (design)

è attitude to the surrounding reality;

− training of the actual project activities;

− a change in the educational paradigm in general.

Project-based learning involves the construction of the learning process in the logic of activity, which has a personal meaning for the student; an integrated approach to project development, ensuring the balance of personal development; variability in the use of basic knowledge and skills in real situations experienced by students.

Projective learning is based on the project activity of students, the application and development of their ability for joint transformative activity.

Project education (O.S. Gazman) is focused not on a social order in the form of a normative model of personality, but on a kind of pedagogical “self-order”, on the basis of which, taking into account state and social needs, a probabilistic model of social and individual human behavior in a situation of uncertainty is designed ...

Projective education is successive in relation to developing and problematic. However, integrating with design capabilities, it takes a further step towards improving learning, orienting students to form their own view not only of the world and the surrounding reality, but also directly to the content of their learning. Education is interpreted in this case as the design of life by a person, and the sphere of education as an area of \u200b\u200bsocial life, where conditions for such design are created (G.L. Ilyin). The meaning of projective education is not so much in transferring to the student the experience of the past, as in expanding his own experience, ensuring his personal and general cultural growth. At the same time, it is important that the teacher ensures the student's activities in comparing his personal educational outcome with cultural counterparts. Living in their own work specially organized educational situations,

the student reproduces cultural patterns of life and activity, thereby developing his inner world, mental capabilities and abilities.

The terminological phrase “productive projective education” unites in its meaning two conjoining moments: project and productivity. Long-term practice has shown that project activity turns out to be productive in many cases: in teaching various categories of the population, in the study and transformation of pedagogical reality and people in the educational space, in intercultural interaction. Because of this, projective education is thought of as a form continuing education... G.L. Ilyin emphasizes that it is projective not because it uses the project as a priority teaching method, but because it itself is a means of creating and implementing projects that include not just educational, but life meaning.

The goal of productive project education is to provide students with the opportunity to create knowledge themselves, create educational products in all subjects, teach them to independently solve emerging problems. The form of achieving this goal is the so-called pilot projects in the subject, in which students create and master, in addition to software, their knowledge and educational products. In this case, they can determine the individual meaning of classes in the subject, set their own goals, design the stages of their own cognitive activity, select topics, control and evaluate their work. The greater the degree of the student's involvement in the construction of his own education is provided by the pilot-project and the teacher, the more complete is his individual self-realization, the higher is the result of self-learning.

Productive learning differs from developing learning with a qualitatively new task: the development of not only the student, but also the content of his education, which is formed as the student himself is actively involved. The student becomes the subject, designer and product of his own education, organizer of his knowledge,

the designer of the stages of self-development. The main feature of such training is the creation by students (and the teacher) of personal educational products: intellectual discoveries - inventions and constructions, poems, tasks, hypotheses, rules, research, crafts, essays, training programs, projects, etc.

Productive learning is an attempt to overcome human alienation from the content of education, which is one of the main problems of the modern school. Productivity implies obtaining a specific educational product as a result of training through its design. Reorientation problem

Formation of a technological type of culture at the turn of the XX-XXI centuries. stimulated scientists to analyze the methodological foundations of project activities as a very special phenomenon. Design came to be seen as a special kind of thinking activity.

The application of project activities to the field of education and upbringing became especially active in the second half of the 1990s. in connection with the development of ideas for the standardization of education. The works of V.P. Bespalko are characteristic in this respect. Gradually, there was a humanization of approaches to design, signified by the introduction of philosophical, cultural and psychological knowledge into its methodology. There were interpretations of design as a cultural form of educational innovation (N.G. Alekseev, Yu.V. Gromyko, V.A.Nikitin, V.V. Rubtsov), as a multifunctional activity of a non-classical, non-traditional nature (V.E. Radionov) ... The practical possibilities of project activities in education have expanded even more with the advent and intensive development of network (and) information and communication technologies.

Gradually, design properties and characteristics are assigned by the educational process and the educational system as a whole. Design ideas apply to the level of pedagogical systems, educational environment, personality, the content of education and training, the expected results of personal development. We can say that we are witnessing the formation of a special project space for the life of the participants in education. Designing becomes for pedagogy a specific way of “future creation”.

From the method of projects, the pedagogical community is moving to project-based learning (learning through design, learning in a project. The project environment acquires the properties of an educational environment. Using the capabilities of the logic of creating standard projects acts as the main teaching tool.

As society develops, design encompasses an ever larger educational space. It expands from a single medium to an educational ideology as a whole. This is facilitated by the process of changing the relationship between science and education, which was formed in the era of the Enlightenment. Today, the ability to acquire new scientific knowledge within the educational system is being affirmed, which leads to the formation of a new social status of education as a sphere of production of new knowledge, which requires the massive dissemination of teaching methods that have a research, experimental and design nature.

The well-known Russian methodologist Yu. V. Gromyko believes that under the conditions of the change in the paradigm of education, the scientific nature of the project-program type is currently being formed. It is based on design and programming activities, characterized by the development, formation and creation of educational systems that do not yet exist in practice. At the same time, a scientific description and constructive development of fundamentally new educational systems and their fragments that differ from the past are provided.

The need for mass mastering of the basics of project activities becomes even more obvious if we turn to the peculiarities of modern education. As the principle of continuous education is implemented, the nature of motivation and knowledge that a person needs at every stage of his life changes. Teachers and educators also have to deal with the ever-increasing volume of information in order to keep pace with the development of science represented by the subject or specialty.

Paradoxically, the main problem of education is not the assimilation of an ever-increasing volume of knowledge, but orientation in the flow of increasing information, as well as the production of knowledge that does not exist, but the need for which a person feels. The rapid obsolescence of scientific information makes us look for a source of new knowledge directly within the education system and educational processes. Design can be such a source.

An increase in educational design opportunities occurs as a new culture, called screen culture, is formed. It is based on a temporal flow of screen images that freely accommodates the behavior and speech of characters, animation modeling, written texts and much more. The main feature of the screen culture, which qualitatively distinguishes it from the book culture, is the every second changing dialogical nature of the relationship of the screen text with a partner. Screen culture brings us back to a culture of personal contact by organizing a dialogue between various users of information through the creation of communication networks that allow everyone to communicate with everyone and everyone with everyone. A direct connection is established between the concept of "education" and the image, image, display. Education is understood as an independent construction of the image of the surrounding world based on screen information representations. But it is the image, the imagination that are the central concepts of design.

The transition from the "knowledge" to the information paradigm of education gives rise to the practical issue of "swelling" of the content of education. It becomes unclear what to teach now? The issue of choosing content from the problem of selecting the amount of knowledge, abilities, skills turns into the task of identifying typical problems and tasks, the solution of which requires a person's life and profession. For example, highlighting the tasks of preserving health, finding the necessary information (working with sources). Thus, the projective nature of the content itself and the methods of its construction are revealed. In fact, the ways of constructing the content of education become an organic component of its structure.

If the education system that has existed for centuries was focused on the bearer of ready-made knowledge - on the teacher, teacher, scientist, who endows students and listeners with their knowledge, who knows the "recipe" for solving their problem, then today everyone can become a carrier and source of information, regardless of the level of education received. Students of all levels of education find themselves in a situation of independent determination (design) of the trajectory of movement in the information field (educational route), independent creation (design) of educational content, independent design of educational materials that may be in demand by others, design of the educational environment.

Education in the information society ceases to be a means of assimilating ready-made generally recognized knowledge, it becomes a way of information exchange between a person and the people around him. An exchange that takes place throughout her life and involves not only assimilation, but also the generation of information. Thus, attention to pedagogical design is not just a reflection of the fashion trend in modern education. It is historically conditioned by the objective need for the development of projective imagination, thinking, and a method of action in subjects of pedagogical activity.

1. Why was the activation of project activity in pedagogy of the 20th century observed precisely during periods of social transformations?

2. Based on the articles of the Russian Pedagogical Encyclopedia (Moscow, 1993): "Brigade-laboratory method", "Dalton-plan", "Research method", "Project method", "John Dewey", "V. X. Kilpatrick "," E. Parkhurst "," S. T. Shatskiy ”and Internet search, prepare a short report on the historical and pedagogical context of the emergence of the project method in Russia in the 1920s.

3. Below are the Rules for a teacher who decides to work using the project method developed by the Dalton Plan Schools Association (Netherlands).

· The teacher himself chooses whether he will work using the project method. No one from the school administration can prescribe this decision to him. At the same time, all members of the school team share the responsibility for its work.

· The teacher is fully responsible for the children participating in the project, for their success and for their safety.

· The teacher trusts the students, considers them equal participants in the common creative work and constantly emphasizes this trust with his behavior.

· The teacher provides children with opportunities for independent work. He arranges his class so that he can work freely and independently in it.

· The teacher develops a new position. He moves from the position of a lecturer and controller to the position of an assistant, mentor.

· The teacher monitors his speech from the point of view of the Daltonian approach (not "You did it wrong!", But "Why did you do it this way?").

The teacher intervenes in the independent work of children only when circumstances require it or the students themselves ask for it.

From the standpoint of modern understanding of the activation of learning, is it enough for the teacher to fulfill these requirements for the project to be effective in a pedagogical sense?

Formulate your Guidelines for a Project Teacher. It is better if the development of such rules will be done in the mini-project mode.

4. Teachers who in the 1920s-1930s. began to actively use research and design methods, believed that in order to work on a project, the school should have an extensive library and a documentation center, available to students and teachers at any time. Classroom furniture should be arranged conveniently for group work. Inside and outside the classroom, it is necessary to have corners where children can work individually or in small groups. In order for the guys to use the corridors during work, work corners should also be arranged there. In order to regulate the work by the students themselves, it was assumed that there are hours in each class; classrooms and other work rooms have ample reference books and self-test materials, teaching aids and other materials are selected according to their applicability for independent.

PROJECT ACTIVITIES

Try to approach everything creatively, fight all manifestations of conformity and stereotypical banal decisions.

Focus on the exploratory search process, not just the result.

Strive to discover and develop in each child his individual inclinations and abilities.

In the process of work, do not forget about the education of the student.

Try to do less instruction, help children to act independently, and avoid direct instructions on what they should do.

Don't make hasty assumptions, learn to take the time to make value judgments, and teach your children to do the same.

When evaluating, remember - it is better to praise ten times for nothing than to criticize once for nothing.

Do not rely on the fact that children already have certain basic skills and knowledge, help them learn new things.

Remember the main pedagogical result - do not do for the student what he can do on his own.

Do not hold back the initiative of children and do not do for them what they can do for themselves, or what they can learn on their own. Avoid direct instructions.

Teach children to trace long-distance connections and build long associative chains.

Learn to identify connections between objects, events and phenomena.

Teach children to act independently, teach them the skills of original problem solving, independent search and analysis of situations.

Try to build skills independent decision research problems.

Use difficult situations (problems) that have arisen in children at school and at home, as an area of \u200b\u200btasks for the application of acquired skills in solving research problems.

Teach children primarily not thinking, but thinking. Learn the ability to extract information, not swallow it off the shelf.

Try to teach students the ability to analyze, synthesize, classify the information they receive.

Help the children learn to manage their own research.

Design and research activities of students

Project research activities of students are spelled out in the educational standard. Therefore, every student must be trained in this activity. The curricula of all school subjects are focused on this type of activity. Oral exams in grades 9 and 11 involve project defense as one of the types final certification... Thus, the project research activity of students is becoming more and more relevant in modern pedagogy. And this is no coincidence. Indeed, it is in the process of correct independent work on the creation of a project that the culture of mental work of students is best formed.

The most important thing in the project after defining the topic ishypothesis development, problem statement, planning training activities, comparison of facts. All this step-by-step activity forms the culture of mental work of students, teaching them to independently acquire knowledge. All this must be taught to children, and preferably not during the preparation of a specific project, but in advance during the course of teaching the subject. That is why lessons-research and lessons-projects are especially relevant today. After all, they not only contribute to the intensification educational process, but also form a culture of mental work of students, preparing them to create independent projects.

Stage 1 in the formation of a culture of mental work of students during the preparation and presentation of the project- research lesson... The preparation of this type of lesson involves the organization of research activities of students and the pedagogical activity of the teacher (table 2, table 3).

Stage 2 - project lesson (table 4). Pedagogical activity the teacher is the same as in the research lesson.

Thus, by conducting these two types of lessons, we form a culture of mental work among students, accustoming children to research activities, to independent conscious work on a project.

Typology of projects

research They require a well-thought-out structure, goals, relevance for all participants, thoughtful methods, experimental and experimental work, methods of processing results. creative They do not have a detailed structure, it develops along the way, only the final result is planned (published newspaper, video) play The structure is only outlined and remains open until the end of the project. Participants assume certain roles based on the content of the project. These can be literary characters or fictional characters that imitate social and business relationships. information Aimed at collecting information about any object. Its structure: purpose, methods of obtaining and processing information, result, presentation. practice-oriented A clearly marked result, a carefully thought-out structure, a clear definition of the functions of each participant, coordination of work stages, presentation end results, evaluation of work.

Student research model

Teacher pedagogical activity

Educational project as technology

The main value of the project is the overall end result Purpose: formation and development of skills and abilities for solving practical problems. Motivation: 1) determination of the project goal and stages of goal achievement; 2) distribution of roles and work planning. Stages of work: 1. Collection of information. 2. Discussion of data, systematization. 3. Putting a hypothesis. 4. Making models (models, scripts). 5. Choosing a way to present the results 6. Distribution of roles for protection. 7. Defense (presentation). 8. Collective discussion of protection, assessment.

Global changes in the information, communication, professional and other spheres of modern society require adjustments to the substantive, methodological, technological aspects of education, revision of previous value priorities, goals and pedagogical tools.

For centuries, the technology of the classroom-lesson system has proven to be the most effective for the mass transfer of knowledge, skills, and abilities to the young recruits. Changes in social life taking place in our time require the development of new methods of education, pedagogical technologies dealing with individual development personality, creative initiation, the skill of independent movement in information fields, the formation of the student's universal ability to set and solve problems to solve problems arising 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, to acquire and apply knowledge, to think carefully about the decisions made and to clearly plan actions, to effectively cooperate in groups that are diverse in composition and profile, and to be open to new contacts and cultural ties. This requires the widespread introduction of alternative forms and methods of educational activities into the educational process.

This is due to the introduction of methods and technologies into the educational context of educational institutions based on the project and research activities of students. The Moscow Department of Education pays special attention to the work of teachers of experimental and innovative institutions, educational institutions with an increased educational content. In this direction, it assists in the development of the competitive movement among the design and research works of students.

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. In accordance with the order of the Moscow Education Committee of 30.08.2002 No. 750 "On the organization of the Moscow city competition of research and design works of students of educational institutions", the city competition is held annually, which is a system of conferences in various areas of knowledge, held in several stages.

The organization of project and research activities of students in educational institutions requires a competent scientifically grounded approach and solving a complex of organizational and managerial, educational and methodological, staffing, organizational and methodological, informational, didactic and psychological and pedagogical tasks. These tasks can be solved in any educational institution in the presence of an initiative group of like-minded teachers, headed by a manager, organizer of the educational process and scientific leadership of the development of this activity on the part of a specialist or scientific institution. These teachers will require a certain level of scientific and methodological training, knowledge of design technology and research method.

Research activities of students - the activities 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 assuming the presence of the main stages characteristic of research in the scientific field, normalized based on the accepted in science traditions: formulation of a problem, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of their own material, its analysis and generalization, scientific commentary, own conclusions. Any research, no matter in what area of \u200b\u200bnatural or humanities it is executed, has a similar structure. Such a chain is an integral part of research activity, the norm for its conduct.

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

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

Educational research and scientific research. The main point of research in education is that it is educational. This means that his main goal is to develop the personality, and not to obtain an objectively new result, as in "big" science. If in science the main goal is the production of new knowledge, then in education the goal of research activity is to acquire a functional research skill as a universal way of mastering reality, to develop the ability for a research type of thinking, to activate the student's personal position in the educational process based on the acquisition of subjectively new knowledge ( i.e. independently acquired knowledge that is new and personally significant for a particular student).

Therefore, when organizing the educational process on the basis of research activities, the first place isstudy design task... When designing the research activities of students, the model and research methodology developed and adopted in the field of science over the past few centuries is taken as a basis. This model is characterized by the presence of several standard stages that are present in any scientific research, regardless of the subject area in which it develops. At the same time, the development of students' research activities is standardized by traditions developed by the scientific community, taking into account the specifics of educational research - the experience accumulated in the scientific community is used through setting a system of norms of activity.

Development of subject-subject relations in the development of research activities. In a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme "teacher" - "student" is implemented. The first broadcasts knowledge, the second assimilates them; all this happens within the framework of the worked out classroom-lesson scheme. In the development of research activities, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to the blackboard: the phenomena seen in nature do not mechanically fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object-subjective paradigm of educational activity to the situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair. The second component - "mentor-junior comrade" presupposes the situation of transferring the skills of practical activity associated with mastering reality from the teacher who possesses them to the student. This transfer takes place in close personal contact, which determines the high personal authority of the position of "mentor" and specialist, teacher, its carrier. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of participants in research activities.

Modern understanding of the meaning of research activities of students. There are long traditions in the development of student research activities in Russia. Thus, in many regions, youth scientific and technical societies and small academies of sciences were created and functioned. The activities of many youth scientific and technical societies often boiled down to the implementation among senior schoolchildren of a model of the functioning of academic research teams, the implementation in a simplified form of research tasks of laboratories of research institutes. The main goal of this activity was to prepare applicants for universities and to form a young shift for research institutes. In fact, this meant the implementation of the educational process in a more individualized form in an additionally introduced subject area. In modern conditions, when the issue of reducing the educational load of children is relevant, the meaning of the term "research activity of students" acquires a slightly different meaning. The share of the vocational guidance component, factors of scientific novelty of research decreases, and the content associated with the understanding of research activity as a tool for improving the quality of education increases.

The difference between research activities and design and constructive. The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and is presented in a standard form. It is necessary to emphasize the intrinsic value of achieving truth in research as its main product. Often, in the context of competitions and conferences, one can meet requirements of practical significance, applicability of research results, characterization of the social effect of research (for example, environmental effect). Such activity, although often called the organizers of research, pursues other goals (in themselves, no less significant) - socialization, the development of social practice by means of research activity. The child research leader should be aware of the shift in the goals of the work being carried out when such requirements are introduced.

The specifics of the implementation of research tasks at school. The requirements of developmental psychology impose no less important limitations on the topic, nature and volume of research. For adolescence, a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention are characteristic. An excessive amount of work and its specialization, which lead to a withdrawal into a narrow subject area, can harm general education and development, which are, of course, main task in this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks must meet certain requirements related to general principles designing research tasks for students in various fields of knowledge.

Classification of tasks by complexity. Among the requirements for the tasks, such as the limited amount of experimental material, the mathematical apparatus for data processing, the limited intersubject analysis. According to the complexity of the analysis of experimental data, we divide the tasks into the tasks of the workshop, actually research and scientific.

Workshop objectives serve to illustrate a phenomenon. In this case, a parameter is changed (for example, temperature) and the associated change, for example, volume, is investigated. The result is stable and does not require analysis.

Research tasks represent a class of problems that are applicable in educational institutions. In them, the investigated value depends on several simple factors (for example, the contamination of the area depending on the distance to the plant chimney and weather conditions). The influence of factors on the studied value is an excellent object for analysis, feasible for students.

In scientific tasks there are many factors, the influence of which on the investigated quantities is rather difficult. The analysis of such problems requires a broad outlook and scientific intuition and are not applicable in the educational process.

Research presentation. The presentation of research, especially in modern times, is critical throughout the work. The presence of presentation standards is a characteristic attribute of research activity and is expressed rather harshly in contrast to, for example, activities in the field of art. There are several such standards in science:abstracts, scientific article, oral presentation, dissertation, monograph, popular article... Each of the standards defines the nature of the language, volume, structure. During the presentation, the leader and the student must determine from the very beginning the genre in which he works and strictly follow its requirements. The most popular at modern youth conferences are the genres of theses, articles, reports. At the same time, in these forms, not research works can be presented, but, for example, abstracts or descriptive works.

Classification of creative works of students in the field of natural sciences and humanities... Analysis of the works presented at conferences and competitions makes it possible to distinguish the following types of them:

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

Experimental - creative works written on the basis of an experiment described in science and having a known result. They are rather illustrative, suggest an independent interpretation of the characteristics of the result, depending on changes in the initial conditions.

Naturalistic and descriptive - creative work aimed at observing and qualitatively describing a phenomenon. May have an element of scientific novelty. Distinctive feature is the lack of a correct research methodology. One of the varieties of naturalistic work is the work of a social and ecological orientation. Recently, apparently, another lexical meaning of the term "ecology" has appeared, denoting a social movement aimed at combating anthropogenic pollution of the environment. Works done in this genre often lack a scientific approach.

Research - creative works performed using a scientifically correct methodology, having their own experimental material obtained using this methodology, on the basis of which 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.

To organized education in a general education institution it is recommended to include research activities within the framework of an integrated program of general and additional education. In this case, research activities can be included: in the courses included in the basic academic plan (invariant component - technology, elements of design research within government programs on basic subjects); during the hours of the school component (courses in methodology and history scientific research, theoretical specialized subjects); in the block of additional education (group theoretical and practical classes in certain thematic areas, individual classes and consultations on the topics of research performed), a system of theoretical and practical training, independent research when conducting field events during vacation time (excursions and expeditions). On the basis of 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 a technology of additional education, since it has two characteristics 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 for the teacher and the student - group and individual lessons and consultations, offsite events, seminars and conferences.

Research activities can be successfully applied in schools, gymnasiums and lyceums, colleges and vocational schools.

Research School and Student Research Innovation Network. In Moscow, a relatively constant circle of organizations has developed (these are schools, institutions for additional education for children, children's groups at scientific institutions, etc.), in which the traditions and culture of research work with schoolchildren have developed. Each of these organizations is well recognizable by its characteristic "handwriting": it can be a favorite subject, or methodology, or research location. Every year they present at various conferences the work of different children, sometimes the teachers change, but the "handwriting" remains unchanged. A special term is introduced for them -design and research schools, they are the real subjects of students' research activities. The focus on working with design and research schools sets an innovative network in which the technological model of research activities of students in the educational system is distributed (introduced) as a model of their involvement and retention in joint activities.

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

Wherein it is important for the head of an educational institution to understand:

• What does project and research activity give students along with the traditional way of teaching?
• How does the role of teacher and student change in the educational process?
• How do you teach teachers to lead students?
• How to attract scientists and specialists from the scientific industry to the school to advise on the organization of research activities?
• How is the organization of the educational process of an educational institution changing?
• How is the student's success in project and research activities evaluated?
• How to develop a work program for an educational institution for the development of research activities and where to attract resources for its implementation?
• What increments in ZUN, in the development and education of a student, can be obtained as a result of the implementation of one project or research, a series of projects or research at the end of the training cycle?

The head teacher needs to understand the following issues:

• Everything listed in the sectionfor the head of the school.
• How to draw up a class schedule to use the resources necessary for a training project or research (information, material and technical, classroom, personnel)?
• How to reconcile thematic plans courses of subjects in which a study project or research is 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 select educational projects and studies that correspond to the specifics of the school, the characteristics of the class, the tasks of the educational institution.(Together with teachers)?
• How to organize monitoring of the formation of skills of independence used in the implementation of a training project or research?
• How to build a series of projects or studies of one student for the sequential formation of specific skills and abilities of project and research activities.(Together with teachers)?

The teacher needs to know:

• Everything listed in the sectionfor the head teacher with a note "Together with teachers".
• How to draw up a curriculum-thematic course plan, which provides for the project or research activities of students?
• How to prepare students to work on a curriculum 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 provision?
• How to develop a training project or research?
• How to evaluate the performance of pedagogical tasks as a result of a training project or research?
• How to carry out a training project or research. What forms of educational activity should be used?
• Who to consult on the content of project research activities?

In theoretical and methodological issues on this issue, the materials of publications, methodological and informational sites (see Appendices 1 and 2) can be useful, and it is also advisable to use the possibilities of course and modular training of teachers on research and project activities of students in the system of professional development of the Moscow Regional Educational Institute for subject.

The most decisive link in this innovation is the teacher. The role of the teacher is changing and not only in design and research teaching. From a bearer of knowledge and information, an all-knowing oracle, a 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 conflict-free pedagogy, together with the children to relive the inspiration of creativity again and again, to turn the educational process from boring coercion into effective creative creative work.

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

A curriculum project or research from a teacher's perspective is an integrative didactic means of development, training and education, which allows you to develop and develop specific skills and design and research skills in students, namely to teach:

• problematization (consideration of the problem field and highlighting subproblems, formulating the leading problem and setting tasks arising from this problem);
• goal-setting and planning of the student's content activities;
• introspection and reflection (the effectiveness and success of solving the project problem);
• presentation of the results of their activities and progress of work;
• presentations in various forms, using a specially prepared design product (layout, poster, computer presentation, drawings, models, theatricalization, video, audio and stage performances, etc.);
• search and selection of relevant information and assimilation of the necessary knowledge;
• the practical application of school knowledge in various, including atypical, situations;
• selection, development and use of a suitable technology for manufacturing a design product;
• research (analysis, synthesis, hypothesis, detailing and generalization).

The mastery of 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.

For primary school students

When organizing this work in elementary school, it is necessary to take into account the age-related psychological and physiological characteristics of children of primary school age. Namely:Topics children's works are selected from the content of educational subjects or close to them.Problem a project or research that provides motivation for inclusion in independent work should be in the area of \u200b\u200bthe child's cognitive interests and be in the zone of proximal development. It is advisable to limit the duration of the project or research to 1-2 weeks in the mode of extracurricular activities or 1-2 double lessons.

At the same time, it is important to set, together with children, educational goals for mastering design and research techniques as general educational skills. It is advisable in the process of working on the topic to include excursions, observation walks, social events, work with various text sources of information, preparation of practically significant products and a wide public presentation (with the invitation of older children, parents, colleagues, teachers and leaders).

Along with the formation of skills for individual elements of design and research activities, students in traditional classes starting from grade 2 (such as: goal-setting, formulating questions, reflection, action planning, etc.), it is possible to conduct in the 3rd grade in the 2nd half of the year one project or research, in the 4th - two projects or research. If the resources of the study time permit, project and research activities can be organized at school hours, but subject to the child's personally motivated involvement in the work.

For students in basic school

In accordance with the age specifics, the goals of mastering communication skills come to the fore for a teenager. Here it is advisable to organize project or research activities in group forms. At the same time, one should not deprive the student of the opportunity to choose an individual form of work.

Topics children's works are selected from any content area (subject, interdisciplinary, non-subject),problems - close to understanding and exciting adolescents in personal terms, social, collective and personal relationships. The result should be socially and practically meaningful.

It is advisable to present the results of design or research at meetings of the scientific society of students or a school conference - preparations are underway for various events of the district and city levels (fairs of ideas, district and city competitions and conferences). In this case, teachers should keep in mind real terms conducting such events and appropriately planning the completion of the students' work, thereby giving the student a chance to publicly declare himself and his work, to receive reinforcement in the development of personal qualities and project and research competence.

For high school students

The formation of the appropriate level of competence in design and research activities (that is, independent practical knowledge of design and research technology) should be achieved by the end of grade 10.

Topics and problems design and research works are selected in accordance with the personal preferences of each student and should be in the area of \u200b\u200btheir self-determination. Individual or mini-group forms of work are preferred. Completion of projects or research in the 11th (senior) grade can be as isolated cases of outstanding success of gifted students, or as course design on profile subject with the subsequent protection of the results as a creative exam. In high school, it is advisable to carry out work on the basis and with the involvement of specialists from specialized scientific institutions and universities. Prospectively widespread use of various forms of design and research activities: expeditions, conferences, etc.

For students in institutions of additional education

The design and research form of work with students should be a priority. In the conditions of additional education, there is no rigid framework of the classroom-lesson system, the choice of content, topics and problems of projects and research by students occurs at the time of choosing the sections, circles and societies in which he attends. When choosing a form of work, it is also necessary to take into account the age characteristics of children. Depending on the level of the results obtained, it is necessary to provide an opportunity for students to demonstrate them at public presentations at various levels: in front of peers, parents, teachers, for the general public.

Wherever we are engaged in project or research activities with students, it must be remembered that main result this work is the formation and education of a person who owns design and research technology at the level of competence.

Ensuring the implementation of a training project or research

In order to create conditions for independent creative design and research activities, students need to carry outpreparatory work... Should be providedstudy time resources, in order to avoid overloading students and teachers. Before starting work, the student must have the necessary knowledge, skills and abilities (starting ZUN ) in the content area of \u200b\u200bthe project or research. He will need to a certain extent formedspecific skills and abilities (design or research) for independent work.New knowledge for students in the course of a project or research, a teacher can give, but in a very small amount and only at the time of its demand by students.

Each project or study should be provided with everything necessary:logistical and educational-methodical equipment, staffing (additionally involved participants, specialists),information (collection and catalogs of the library, Internet, CD-Rom audio and video materials, etc.) andinformation technology resources (computers and other equipment with software),organizational support (special timetable for classes, classrooms, library work, Internet access), separate from lessonsa place (a room that does not restrict free activity with the necessary resources and equipment - a media library). Different projects will require different collateral. The design and research activities of students encourage the organizationinformation space educational institution.

All types of required collateral must be available before starting work on the project. Otherwise, the project does not need to be undertaken, or it needs to be redone, adapted to the available resources. Insufficient provision of design or research work can negate all expected positive results. It is important to remember that the tasks of a project or research shouldage appropriate and to lie in the zone of proximal development of students - interest in work and feasibility largely determine success. In addition, it is necessary to ensure that children are motivated to work on a project or research -motivation , which will provide an undamped source of energy for independent activity and creative activity. To do this, you need to make a pedagogically competent immersion in a project or research at the start, to interest you in the problem, in the prospect of practical and social benefits. In the course of the work, the motivational mechanisms incorporated in the design and research activities are included.

Since carrying out project and research activities of students requires significant resource costs (time, materials, equipment, information sources, consultants, etc.), it is advisable to form specific skills and abilities of independent project and research activities not only in the process of working on a project or research, but and within the framework of traditional occupationselement by element ... They are mastered as school-wide (supra-subject) and combine general technological skill in the process of working on a project or research. For this, special organizational forms and methods are used, special attention is paid in the outline of the lesson. For example, a problematic introduction to the topic of the lesson, joint or independent planning for the implementation of a practical assignment, group work in the lesson, including the role-based distribution of work in the group.

The following elements of design and research activities needs to be formed in the process of working on a project or research and outside of it:

Mind-activity: putting forward an idea (brainstorming), problematizing, goal-setting and formulating a problem, putting forward a hypothesis, posing a question (searching for a hypothesis), formulating an assumption (hypothesis), making a reasonable choice of a method or method, a path in activity, planning one's activities, introspection and reflection;

Presentation: construction of an oral report (message) on the work done, the choice of methods and forms of visual presentation (product) of the results of activities, the production of visual objects, the preparation of a written report on the work done;

Communicative: listening and understanding others, expressing oneself, finding a compromise, interacting within a group, finding consensus;

Search engines: find information in catalogs, contextual search, in hypertext, on the Internet, formulation of keywords;

Informational: structuring information, highlighting the main thing, receiving and transmitting information, presentation in various forms, orderly storage and search;

Carrying out an instrumental experiment: organizing a workplace, selecting the necessary equipment, selecting and preparing materials (reagents), conducting the experiment itself, observing the course of the experiment, measuring parameters, understanding the results obtained.

Assessment of the student's success in carrying out a project or research

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 public recognition of solvency (success, effectiveness). Any level of results achieved is worthy of a positive assessment. 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 evaluate:

• the degree of independence in performing various stages of work on the project;
• the degree of involvement in group work and the clarity of the fulfillment of the assigned role;
• practical use of subject and general school ZUN;
• the amount of new information used to complete the project;
• the degree of comprehension of the information used;
• level of complexity and degree of proficiency in the techniques used;
• originality of an idea, a way to solve a problem;
• understanding the project problem and formulating the goal of the project or research;
• the level of organization and presentation of the presentation: oral communication, written report, providing objects of clarity;
• possession of reflection;
• creative approach in preparing objects of presentation visibility;
• social and applied value of the results obtained.

Appendix 1
Literature

Project method

• Gromyko Yu.V. Concept and project in the theory of developing education by V.V.Davydov // Izv. Grew up. acad. Education.- 2000.- N 2.- C. 36-43.- (Philos.-psychological. Foundations of the theory of V.V. Davydov).
• Guzeev V.V. "The method of projects" as a special case of integrative learning technology. // Director of the school, No. 6, 1995
• Guzeev V.V. Educational technology: from reception to philosophy M., 1996
• Guzeev V.V. Development of educational technology. - M., 1998
• J. Dewey. Democracy and Education: Per. from English - M .: Pedagogika-Press, 2000 .-- 384 p.
• Training project methodology. Materials of the city methodological seminar. - M .: MIPKRO, 2001.144 p.
• Novikova T. Design technologies in the classroom and in extracurricular activities. // Public education, No. 7, 2000, p. 151-157
• New pedagogical and information technologies in the education system. Textbook. manual for stud. ped. universities and systems of raising. qualif. ped. personnel / Polat E. S. et al. Edited by E. S. Polat. - M.,: Publishing Center "Academy", 1999, - 224 p.
• Pakhomova N. Yu. Method of projects. // Informatics and Education. International special issue of the journal: Technological education. 1996.
• Pakhomova N. Yu. Method of educational projects in an educational institution: A guide for teachers and students pedagogical universities... - M .: ARKTI, 2003 .-- 112s. (Methodical library)
• Pakhomova N. Yu. Educational projects: its possibilities. // Teacher, no. 4, 2000, - p. 52-55
• Pakhomova N. Yu. Educational projects: search methodology. // Teacher, No. 1, 2000, - p. 41-45
• Project "Citizen" - a way of socialization of adolescents. // Public education, no. 7, 2000.
• Chechel I. D. Method of projects or an attempt to relieve the teacher of the duties of an all-knowing oracle. // School Director, No. 3, 1998
• Experimental sites in Moscow education. Sat. articles No. 2. - M .: MIPKRO, 2001.160s

Research method

• "Research work of schoolchildren". Scientific-methodical and informational-publicistic journal. Editorial Board "Public Education". Ed. 4 times a year. The subscription index is 81415.
• Borzenko V.I., Obukhov A.S.You can't be cute by force. Approaches to the problem of motivation in school and teaching and research activities // Development of student research activities: Methodological collection. M .: Public education, 2001.S. 80-88.
• Gurvich E.M. Research activity of children as a mechanism for the formation of ideas about the polyversion of the world of creating skills for polyversion research of situations // Development of research activities of students: Methodological collection. M .: Public education, 2001.S. 68-80.
• Daniltsev G.L. What experts like and what do not like when assessing educational research work of students // Development of research activities of students: Methodological collection. M .: Public education, 2001.S. 127-134.
• Demin I.S.Application information technologies in educational and research activities // Development of students' research activities: Methodological collection. M .: Public education, 2001.S. 144-150.
• Leontovich A.V. Research activity as a way of forming a worldview. // Public education, no. 10, 1999.
• Leontovich A.V. Model of a scientific school and the practice of organizing research activities of students / A.V. Leontovich // Shkol. technologies. - 2001.- N 5.- C. 146-149.
• Leontovich A. V. Educational and research activity of schoolchildren as a model of pedagogical technology: [Study experience. complex based on environments. shk. N 1333 "Don Gymnasium" and the House of Scientific and Technical. creativity of Moscow youth] // Shkol. technologies. - 1999. - N 1-2. - C. 132-137.
• Lerner I. Ya. Problem learning... - M .: Knowledge, 1974.
• Loginova N.A.Phenomenon of apprenticeship: introduction to the scientific school. // Psychological journal. 2000, volume 21, no. 5.
• Obukhov A.S. Research activity as a way of forming a worldview. // Public education, No. 10, 1999.
• Poddyakov A. N. Children as researchers: [Psychol. aspect] // Magister.- 1999.- N 1.- C. 85-95.
• Development of research activities of students. Methodical collection. - M .: Public education, 2001 .-- 272 p.
• Savvichev A.S. Model of the subject content of a youth research expedition. // Public education, no. 10, 1999.
• Savenkov A.I. Children's studies in home teaching // Research work of schoolchildren. 2002. No. 1. S. 34-45.
• Chechel I. D. Management of research activities of a teacher and student in a modern school. - M .: September, 1998.

Appendix 2
Internet resources on the problems of design and research activities

http://schools.keldysh.ru/labmro - Methodological site of the laboratory of methodology and information support for the development of education, IIOO

www.researcher.ru - Portal of students' research activities with the participation of: House of Scientific and Technical Creativity of Youth MHDD (Yu) T, Lyceum 1553 "Lyceum on Donskoy", Representative Office of Intel Corporation in Russia, "Phystech Center" of the Moscow Institute of Physics and Technology. There are published texts on the methodology and methods of research activities of students, scientists and teachers from Moscow and other cities of Russia, research works of schoolchildren, network projects are organized, links to other Internet resources are given. Up to 250 visits per day.

www.1553.ru - the site of the Lyceum No. 1553 "Lyceum on Donskoy", materials of the City experimental site "Development of a model of the organization of the educational process on the basis of educational and research activities of students" are published. Up to 50 visits per day.

www.vernadsky.dnttm.ru - website All-Russian Competition youth research works them. V.I. Vernadsky. Russian and English versions. Regulatory documents for the competition, recommendations for participation in it, children's research papers are published. A system of on-line registration of reviewers has been organized, each visitor of the site can write a review or a review of the selected work. Up to 300 visits per day during the readings to them. V.I. Vernadsky. - review of research and scientific-practical youth conferences, seminars, competitions, etc. Organized on-line placement of regulations for competitions from all comers. Up to 50 visits per day.

www.subscribe.dnttm.ru - mailing out news and information on various problems and activities within the framework of the system of student research activities (in development).