“Project method - as a method of developmental education for preschoolers. What is the project method

PROJECT METHOD

We hope that you already have an idea about the technology of learning in collaboration. In this lesson, you will be introduced to the project method. This will be the first meeting. Gradually, we will deal with these methods in more detail so that you can make a reasonable conclusion for yourself to what extent the new pedagogical technologies considered in this book correspond to your ideas about pedagogical excellence and correspond to the tasks that you, as a professional, set for yourself in the educational and upbringing process, research and experimental work.

In this lesson you will:

· get acquainted with the historical background on the emergence of the project method, because, although we are talking here about new pedagogical technologies, we must always keep in mind that true innovations in the field of pedagogy are an extremely rare phenomenon. As a rule, this is a consideration on a new round of pedagogical, social, cultural achievements, long-forgotten old pedagogical truths that were used earlier, in other conditions, in a different interpretation of teaching methods and techniques. It is their comprehension and application in a new educational, cultural and social situation that gives reason to talk about new pedagogical technologies;

find out what is the essence of the modern interpretation of the project method;

· Understand what the subject of projects can be.

The project method is not fundamentally new in world pedagogy. It originated in the 1920s of this century in the United States. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student V.K. Kilpatrick. J. Dewey proposed to build learning not on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show the children their own interest in the acquired knowledge, which can and should be useful to them in life. But why, when? this is where the problem is required, taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge and new ones that have yet to be acquired. Where, how? The teacher can suggest new sources of information or simply direct the students' thoughts in a boring direction for independent search. But as a result, students must independently and jointly solve the problem, applying the necessary knowledge, sometimes from different areas, to get a real and tangible result. The solution of the problem, thus, acquires the contours of project activity. Of course, over time, the implementation of the project method has undergone some evolution. Born from the idea of ​​free education, it is now becoming an integrated component of a fully developed and structured education system.

But its essence remains the same - to stimulate the interest of children in certain problems that require the possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, to show the practical application of the knowledge gained. In other words, from theory to practice - the combination of academic knowledge with pragmatic knowledge, while maintaining the appropriate balance at each stage of education.

The project method attracted the attention of Russian teachers at the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S.T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice.

Later, already under Soviet rule, these ideas began to be quite widely, but not thoughtfully and consistently introduced into the school, and by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the method of projects was condemned. Since then, no serious attempts have been made in Russia to revive this method in school practice. At the same time, it actively and very successfully developed in a foreign school (in the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, where the ideas of a humanistic approach to education by J. Dewey, his method of projects found widespread and gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of schoolchildren). “Everything that I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and grammatical skills.

The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge and navigate the information space, and the development of critical thinking. Project method- this is from the field of didactics, private methods, if it is used within a particular subject. Method is a didactic category. This is a set of techniques, operations for mastering a certain area of ​​​​practical or theoretical knowledge, a particular activity. Therefore, if we are talking about project method, we mean precisely way achieving a didactic goal through a detailed development of the problem (technology), which should end in a very real, tangible practical result, framed in one way or another. Didactic teachers and educators turned to this method to solve their didactic tasks. The project method is based on the idea that is the essence of the concept of "project", its pragmatic focus on result, which is obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve this result, it is necessary to teach children independently think, find and solve problems, attracting for this purpose knowledge from different areas, the ability to predict the results and possible consequences of different solutions, skills, and establish cause-and-effect relationships. The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. This method is organically combined with a group (cooperative learning) approach to learning. The project method always involves solving a problem. And the solution to the problem involves, on the one hand, the use of a combination of various methods and teaching aids, and on the other hand, the need to integrate knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of completed projects should be, as they say, “tangible”: if this is a theoretical problem, then its specific solution, if practical, a specific result ready for implementation.

Recently, the method of projects has become not only popular in our country, but also “fashionable”, which inspires well-founded fears, because where the dictates of fashion begin, the mind often turns off there. Now we often hear about the wide application of this method in the practice of teaching, although in fact it turns out that we are talking about working on a particular topic, just about group work, about some kind of extracurricular activity. And all this is called a project. In fact, the project method can be individual or group, but if this method, then it assumes a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results. If we talk about the method of projects as a pedagogical technology, then this technology includes a set of research, search, problem methods, creative in its very essence.

The ability to use project methods is an indicator of the teacher's high qualification, his progressive teaching methods and student development. No wonder these technologies are referred to as technologies of the 21st century, which, first of all, provide for the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society.

Basic requirements for using the project method:

1. The presence of a significant problem/task in the research creative plan that requires integrated knowledge, research search for its solution (for example, the study of the demographic problem in different regions of the world; the creation of a series of reports from different parts of the globe on one problem; the problem of the impact of acid rain on the environment environment, etc.).

2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends that trace the development of this problem; places of events, forest protection in different areas, an action plan to get out of a problem situation, etc.).

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

4. Structuring the content of the project (indicating the phased results).

5. the use of research methods that provide for a certain sequence of actions:

Definition of the problem and the research tasks arising from it; use of the method of "brainstorming", "round table" in the course of joint research);

· hypotheses for their solution;

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

Discussion of ways to design the final results (presentations, protection, creative reports, views, etc.);

collection, systematization and analysis of the obtained data;

Summing up, registration of results, their presentation;

· Conclusions, promotion of new research problems.

The choice of project topics in different situations may be different. In some cases, teachers determine the topic, taking into account the educational situation in their subject, natural professional interests, especially those intended for extracurricular activities, can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative , applied.

It is possible that the topics of the projects relate to some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue, to differentiate the learning process (for example, the problem of humanism of the late XIX - early XX centuries; causes and consequences of the collapse of empires; the problem of nutrition, ecology in a metropolis etc.).

More often, however, project topics relate to some practical issue that is relevant to everyday life and, at the same time, requires the involvement of students' knowledge not in one subject, but from different areas, their creative thinking, research skills. Thus, by the way, a completely natural integration of knowledge is achieved.

Well, for example, a very acute problem of cities is environmental pollution with household waste. Problem: how to achieve complete recycling of all waste? here and ecology, and chemistry, and biology, and sociology, and physics. Or this topic: Patriotic wars of 1812 and 1941-1945 - the problem of the patriotism of the people and the responsibility of the authorities. There is not only history here, but also politics and ethics. Or the problem of the state structure of the USA, Russia, Switzerland, Great Britain from the standpoint of the democratic structure of society. This will require knowledge from the field of state and law, international law, geography, demography, ethnicity, etc. Or the problem of labor and mutual assistance in Russian folk tales. This is for younger students, and how much research, ingenuity, and creativity will be required from the guys here! there is an inexhaustible variety of topics for projects, and to list at least the most, so to speak, “expedient” ones is a completely hopeless matter, since this is a living creativity that cannot be regulated in any way.

The results of completed projects must be tangible, i.e. designed in some way (a video film, an album, a “travel” logbook, a computer newspaper, an almanac, a report, etc.) In the course of solving a project problem, students have to attract knowledge and skills from different areas: chemistry, physics, their native language , foreign languages, especially when it comes to international projects.

As practice shows, project activities are well rooted in the educational process of preschool educational institutions. The project method is one of the interactive methods of modern education, which allows you to reveal the ability of each child, to educate a person ready for life in a high-tech and competitive world. To teach oneself to set and achieve goals, to act in different life situations are the main directions of modern education.

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Project method as a way of self-realization of the child.

Chelyabinsk region, Chelyabinsk

MBDOU "Kindergarten No. 366 of Chelyabinsk"

senior caregiver

Gavrikova Maria Evgenievna

As practice shows, project activities are well rooted in the educational process of preschool educational institutions. The project method is one of the interactive methods of modern education, which allows you to reveal the ability of each child, to educate a person ready for life in a high-tech and competitive world. To teach oneself to set and achieve goals, to act in different life situations are the main directions of modern education.

In project activities, a situation of interaction between an adult and a child is created. As E.S. Polat notes, “learning together is not only easier and more interesting, but also much more effective.” In project activities, the child, under the indirect guidance of an adult, acquires knowledge and skills in the process of independent planning and implementation of gradually becoming more complex practical tasks. Thus, he prepares for adult life, where he himself becomes his teacher, independently determines what he should know, where to look for the necessary information and how to process it. In this case, a good teacher is determined not by the amount of knowledge that he will pass on to children, but by skillful leadership, the ability to create conditions that will allow children to discover new practical experience. It is necessary to create a situation of success for each child, help to gain self-confidence, get the opportunity for self-realization, awaken his creative potential, cognitive interest for self-development of the individual. Preschoolers in their psychophysiological development are not yet able to independently create their own project from beginning to end, therefore, teaching the necessary skills and abilities is the main task of educators.

Carlos Vignolo, a university lecturer, had a very interesting idea that can be perfectly applied to kindergarten students: “Sometimes it is useful for students to learn from the worst teachers - this prepares them much better for a life in which they may not have talented mentors.” Undoubtedly, the role of a teacher in kindergarten is much more important for the future development of the child, because it is at this age that the foundation of the child's interest in life is laid. The more difficult the work of the teacher in this case, and the method of projects is a good way to realize oneself as a talented teacher. And for children, this is an impeccable chance to show and fulfill themselves.

In its essence, the project method is the identification of a problem. And the problem in this case should be perceived as an opportunity to gain new knowledge in the process of creative ways to solve it. Solving a problem or working on a project, in this case, means applying the necessary knowledge and skills from various sections of the preschool educational program and getting a tangible result. The more experience a child has in solving problems, the more confident he will become in his own abilities. The more the child experiments in solving problems, in search of answers to questions, the more previously invisible possibilities he notices around him. The project method is based, on the one hand, on interaction with adults, and on the other hand, on the basis of the child’s constantly expanding independent actions (own trials, search, choice, manipulation of objects and actions, construction, fantasizing, observation-study-research).

The key to success in project work lies in the ability to learn from experience and move forward with this new knowledge. And we must remember that from any, even a non-working project, you can extract value.

One of the most important moments in the project, which determines the success of the final result, is the process of idea birth. The topic of the project, which the teacher chooses, depends on what is interesting for the children at the moment. Sometimes children are very unpredictable in what they are interested in, because their imagination is much more extensive than that of adults. It is necessary not to miss the opportunity to study, it would seem, the most unusual idea proposed by the child. After all, in this case there are no bad or good ideas, the child is interested in everything. Practice shows that most ideas that may seem silly at first often contain an interesting grain and you can always find something of value in any idea or situation.

The project method allows you to pull children out of the usual rhythm of life, to entrust them with unprecedented powers. It is only important to make it clear to the child that it is possible to deviate from the given rules, because many creative ideas lie aside from them. Sometimes you need to jump over established obstacles and come to the finish line by detours. That's when the goals that the project method implies will be fulfilled in full. Then, not only the teacher will be satisfied that the child has received the necessary knowledge, but the child will also feel his importance in solving difficult problems.

One of the interesting methods for identifying ideas is brainstorming. This is an operational method of solving a problem based on stimulating creative activity, in which the participants in the discussion are asked to express as many solutions as possible, including the most fantastic ones. As a result of a joint discussion of an idea or problem, a hypothesis is put forward, which the educator invites the children to confirm in the process of search activity. When brainstorming, it is extremely important to state that there are simply no bad ideas for a future project. Of course, it is often difficult for children to express their personal opinion, it is not easy to overcome constraint and be heard by the whole team, but this is one of the most popular methods of stimulating creative activity. Brainstorming can be used daily to develop fantasy and imagination and to liberate children's minds. This method is associated with the rejection of traditional approaches to solving the problem, and everything new and unusual attracts the child doubly. The child must feel entitled to turn ideas upside down, turn them inside out and free themselves from the bonds of the norm. It is in this case that any project you choose will become a real exciting adventure, where the freedom of the child is not limited. It is very important not to overdo it with the care and help of parents during the project.

Thus, if the child is given freedom in choosing the topic of the project, in the methods of its implementation, in search of answers to questions, if not limiting his desire to participate in anything that can help the implementation of the project, the child will show himself as an independent person. As a result, the subjective position of the child is formed, his individuality is revealed. He becomes an independent, proactive, active figure who is responsible for the result of his activities and his actions. The project method dynamically reflects the changing needs of society and thus allows preschool education to be adequate to the social order and urgent needs of children. Project activity in working with preschoolers today is a fairly optimal, innovative and promising method that should take its rightful place in the system of preschool education.

The project method is not a new phenomenon in pedagogy. It arose at the beginning of the 20th century in the American school, and was also used in domestic didactics (especially in the 20-30s). Recently, this method has received close attention in many countries of the world. Initially, it was called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student V.Kh. Kilpatrick. J. Dewey proposed to build learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge.

E.S. Polat gives the following definition of the project method in the modern sense: a “method” that implies “a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results.”

The project method allows you to move away from authoritarianism in learning, it is always focused on the independent work of students. With the help of this method, students not only receive the sum of certain knowledge, but also learn to acquire this knowledge on their own, use it to solve cognitive and practical problems. .

Basic requirements for using the project method:

• - the presence of a creatively significant problem that requires integrated knowledge, research search for its solution.
• - practical, cognitive significance of the expected results.
• - independent activity of students.
• - structuring the content of the project;

The use of research methods that provide for a certain sequence of actions:

• - definition of the problem and the research tasks arising from it;
• - putting forward hypotheses for their solution;
• - discussion of research methods;
• - discussion of ways to design the final results;
• - collection, systematization and analysis of the obtained data;
• - Summing up, registration of results, their presentation;
• - conclusions, promotion of new research problems.

The following characteristics are used to determine the project type:

Dominant activities in the project: research, search, creative, role-playing, applied, familiarization and orientation and others;

Subject - content area: mono project; inter-subject project;

The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant, typical for telecommunications projects).

Character of contacts (among participants of the same school, class, city, region, country, different countries of the world).

• - The number of project participants.
• - Duration of the project.

The criteria for evaluating the results of the students' work will be the possession of methods of cognitive activity: the ability to use various sources of information, research methods, the ability to work in collaboration, accept someone else's opinion, resist difficulties; the ability to set a goal, draw up and implement a plan, conduct reflection, compare goal and action. .

But it should also be noted that the project method can only be useful if it is applied correctly, the structure of ongoing projects is well thought out and the personal interest of all project participants in its implementation.

Project method in teaching

The main pedagogical goal of any project is the formation of key competencies, which in modern pedagogy is understood as an integrated personality trait, including interrelated knowledge, skills, methods of activity, value relations, as well as the willingness to mobilize and implement them if necessary.

External (visible) competencies are manifested, as a rule, in the form of skills and methods of activity. Therefore, one of the understandable and quite competent ways of formulating the goals of the project is the choice of general educational skills and abilities suitable for this project. Below is a list of such skills and abilities that are formed in the process of project activities, which, of course, can be supplemented and expanded.

Characteristics of successful projects:

Students are at the center of the educational process.

Projects give students the opportunity to build their learning activities in accordance with their interests and hobbies. Students actively participate in the work on the project, because they learn through search, consider various options for solving project problems. .

The work on the project complies with the educational standards of the training program.

When developing a project, the central concepts of the curriculum are taken as a basis, corresponding to local or national educational standards. The project has clear objectives that define the intended learning outcomes.

Projects are driven by foundational issues.

Projects help students meaningfully explore the problems identified in the fundamental question, questions of the educational topic, and particular questions. This triad helps students dive into and explore complex real-world problems.

Projects include various types of evaluation.

The tasks facing the student at each stage of the project are clearly

formulated and their implementation is monitored by

the ability to answer the question: what needs to be learned to solve the problem.

Projects have a connection with the real world.

The topics of the projects are related to the life of students and the world outside the classroom. This means that students explore real problems and can present their results to a real audience, use community resources, consult with experts within their research topic, and communicate using IT.

Students present their achievements through the end product of the study.

Projects usually end with students demonstrating their knowledge through research end products or presentations. The final products of the research give students the opportunity to express themselves and realize the independence of educational activities.

Information technologies provide types and increase the effectiveness of training.

Information technologies are used to develop thinking skills and knowledge on the subject. The activities of students are not limited to working in the classroom. They interact with distant classes, share information on websites, or give presentations outside of class, solving real problems.

High-level thinking skills are required to work on a project.

Project work contributes to the development of metacognitive and cognitive thinking skills such as self-esteem, problem solving, decision making.

Educational strategies are diverse and support diverse learning styles.

The use of a whole range of educational strategies guarantees the possibility of involving each student in the implementation of the project. Learning may include various types of group work, activities that provide feedback to the teacher and classmates, and so on. .

Based on the analysis of the experience of conducting projects, it is possible to build their typology:

Dominating activities in the project:

• - research;
• - information;
• - creative;
• - gaming;
• - practical;
• - introductory and indicative.

By subject-content areas:

• - mono projects (within one subject area);
• - between subjects.

By the nature of coordination:

• - with open, explicit coordination;
• - with covert coordination (this applies mainly to telecommunications projects).

By the nature of contacts:

internal or regional (within one country);

international (participants are representatives of different countries).

Number of participants:

• - personal (between two partners located in different schools, regions, countries);
• - paired (between pairs of participants);
• - group (between groups of participants);
• - school (within one school);
• - regional;
• - Russian;
• - international.

According to the duration of the project:

• - short-term (several lessons);
• - average duration (from a week to a month);
• - long-term (from a month to several months).
• - Research projects.

This type of projects involves arguing the relevance of the topic taken for the study, formulating the research problem, its subject and object, designating research tasks in the sequence of accepted logic, determining research methods, sources of information, putting forward hypotheses for solving the problem, developing ways to solve it, including experimental ones. , experienced, discussion of the results, conclusions, presentation of the results of the study, designation of new problems for further development of the study. .

Creative projects. Such projects, as a rule, do not have a detailed structure, it is only outlined and further developed, obeying the logic and interests of the project participants. Creative projects require the appropriate design of the results. In this case, it is necessary to agree on the planned results and the form of their presentation (a joint newspaper, essay, video film, drama form, holiday, etc.). The presentation of the results of the project requires a well-thought-out structure in the form of a video film script, a holiday program, an essay plan, a reportage, design and headings of newspapers, an album, a sports game, an expedition, etc.

Role-playing, game projects. Participants assume certain roles, due to the nature and content of the project. These can be literary characters or fictional characters that imitate social or business relationships, complicated by situations invented by the participants. The result of these projects is either outlined at the beginning of their implementation, or emerges only at the very end. The degree of creativity here is very high, but the dominant activity is still role-playing, adventure.

Introductory and indicative (information projects). This type of projects was originally aimed at collecting information about some object, phenomenon; it is supposed to familiarize the participants of the project with this information, its analysis and generalization of the facts intended for a wide audience. Such projects are often integrated into research projects and become an integral part of them. The structure of such a project can be indicated as follows:

The purpose of the project -> the subject of information retrieval -> a phased search for information with the designation of intermediate results -> analytical work on the collected facts -> conclusions ->

Practice-oriented (applied projects). The result is clearly indicated at the beginning. The result is necessarily focused on the social interests of the participants themselves (a document created on the basis of the results of the study - on ecology, biology, geography, historical, literary and other nature, a draft law, reference material, a dictionary, a reasoned explanation of any physical, chemical phenomenon , school winter garden project, etc.). .

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants with a definition of the functions of each of them, clear outputs and participation of each in the design of the final product. A good organization of coordination work is especially important here in terms of stage-by-stage discussions, adjustment of joint and individual efforts, in organizing the presentation of the results obtained and possible ways to put them into practice, organizing a systematic external evaluation of the project. It is also important that the results of the work of the groups are visible and accessible to all listeners. Referring to them will greatly help in the subsequent planning of your own project. To summarize the discussion, you can ask the audience to highlight the key words in the project (the whole group works).

This changes the role of the teacher. The teacher acts, first of all, as the organizer of the cognitive activity of students. Its mission is to teach children to learn on their own.

The role of the student is also changing, who instead of a passive listener becomes a person who is able to use all the media that are available to him, to show his individuality, his vision, his emotions, his taste.

Advantages of the project method in teaching

Practice shows that knowledge obtained independently and with good motivation is the most durable and effective. Students who have completed some serious work from beginning to end receive a good incentive for further study, go through the next stage of self-affirmation in life.

And of course, they see how the acquired knowledge finds practical application, which makes the learning process much more effective. The resulting projects clearly demonstrate the high efficiency of this method. .

Design thinking is necessary for adults and children. We are constantly faced with the problem of properly designing our activities, planning our work. It must be specially awakened, systematically developed and carefully cultivated. Today, any person must foresee his life, go towards the new. That is, to be able to design interaction with the constantly and unpredictably changing world. This means that we need to learn continuously and non-stop.

The project approach largely satisfies such requirements. It is applicable to the study of any school discipline and is especially effective in lessons aimed at establishing intersubject relationships. Consider this method on the example of the subject area of ​​informatics, although it is able to accumulate various disciplines. .

The use of information technology tools in the process of teaching by the project method contributes to:

the formation of certain knowledge, skills and abilities for students to carry out information activities with computer technology:

• - the development of visual - figurative, intuitive, creative, creative types of thinking;
• - maintaining motivation for the use of information technologies in educational activities;
• - development of aesthetic perception of any objects;
• - the formation of skills to make the best decision or find solutions in a difficult situation;
• - development of skills to carry out experimental activities;
• - development of spatial imagination and spatial representations of students. .

Modern information technologies open up new prospects for improving the efficiency of the educational process, they are a powerful tool for visual presentation of educational information.

The project method contributes to the activation of all spheres of the student's personality - his intellectual and emotional spheres.

It assumes independent work with information, and information on various media. These can be books, magazines, electronic and network media (Internet information resources). Projects can be cross-disciplinary and require the involvement of knowledge from different disciplines of education.

Based on the analysis of the experience of conducting projects, it is possible to build their typology.

Advantages of the project method of teaching:

• - teamwork skills;
• - communication skills;
• - interdisciplinary skills;
• - development of individual skills of project participants;
• - work with personal consciousness.

The value of the project movement is that scientific problems are solved by students together with teachers-mentors. .

Project activities in any particular school (gymnasium, lyceum, college, college) can be carried out in the following main areas:

• - common projects (olympiads, competitions);
• - project activities in educational work (hiking, trips, excursions, extracurricular activities);
• - project activities in the educational process (project as a type of task, project as a transfer exam);
• - international projects (joint creativity of schoolchildren from different countries).

The main goal of the project is the formation of creative thinking of students.

There are many classifications of teaching methods, but almost every one of them has a research method, when students are given a cognitive task that they solve on their own, choosing the necessary methods for this and using the help of a teacher. The project method can be attributed to the research type, in which students individually deal with a given problem.

In Russian education, the most widespread approach is called reproductive, or "knowledge". The student is required, first of all, to behave quietly (that is, rather passively) in a lesson (lecture), listen carefully and write down the teacher's explanations, and then, during a survey or an exam (test), recall and repeat the explanations that he gave teacher in class. The source of "knowledge" for students in this case is almost exclusively the teacher. A textbook can also be used as a source of information, but in some cases even a textbook is not necessary - if for some reason it "does not suit" the teacher and he takes on the presentation of all the material himself. The purpose of training in this case is the assimilation by students of a certain amount of knowledge, skills and abilities (as they say, "ZUN"). Naturally, the training acquires a theoretical character.

In many countries of the world, this approach has long been recognized as obsolete. In the USA and Great Britain it has received the name "Teachercenterededucation" - "learning, in the center of which there is a teacher". This method is considered to be a direct reason for the decrease in the interest of schoolchildren and students in learning, the effectiveness and efficiency of learning in general.

It is also important that the inevitable focus on theoretical knowledge (namely, on what is easiest for the teacher to explain) leads the educational process away from the requirements of reality, from preparation for life in a real society, further work in the profession. The opposite of the one described is the approach in which the emphasis is shifted to independent active learning activities of students, and the teacher only "supports" this activity, i.e. provides it with materials and subtly manages it, poses significant problems for students. In the United States and Great Britain, this educational model is called Studentcenterededucation - "learning, in the center of which is the student.

With this approach, the teacher is not a center of learning, a source of knowledge and information. The basis of the educational process is the cooperation and productive communication of students, aimed at joint problem solving, the formation of the ability to highlight the important, set goals, plan activities, distribute functions and responsibilities, think critically, and achieve significant results. In Russian pedagogy, this approach is associated with the use of such teaching methods as problem-based and project-based. Educational activities in this case are focused on successful activities in a real society. The result of training is no longer the assimilation of knowledge, skills and abilities, but the formation of key competencies that ensure the success of practical activities. .

An important feature of the project approach is humanism, attention and respect for the personality of the student, a positive charge aimed not only at learning, but also at developing the personality of the trainees.

The word "project" in European languages ​​is borrowed from Latin and means "thrown forward", "protruding", "conspicuous". Now this word is beginning to be understood as an idea, which the subject can and has the right to dispose of as his own thought. Currently, this term is often used in management, meaning in a broad sense any activity presented as a set of individual steps. This understanding is close, but somewhat different from that which has developed in Russian technical jargon. Here, the project is the idea of ​​some new object (building, machine, mechanism or unit), materialized in drawings, diagrams, etc. documentation.

The implementation of various projects contributes to the development of cognitive, creative skills of students, the ability to independently search for information, the development of critical thinking; as well as independent activities of students: individual, pair, group, which they perform for a certain period of time. The ability to independently construct their knowledge helps to orient in the information space, contributes to the formation of students' worldview and a holistic scientific picture of the world.

"The project method - as a method of developmental education for preschoolers."

The project method (project) arose in the 1920s. in the USA and is associated with the development of the humanistic direction in philosophy and education, which was initiated by the American philosopher, psychologist and teacher J. Dewey. He proposed to build education on the basis of the student's expedient activity, in accordance with his personal interest.

He singled out four distinctive features of the project method:

The starting point of education is the children's interests of today;

School projects seem to copy various aspects of life;

Children themselves plan a program of classes and intensively carry it out;

The project is a fusion of theory and practice: the setting of mental tasks and their implementation.

A project is a goal accepted and mastered by children, relevant to them, it is children's amateur performance, it is a specific practical creative work, a gradual movement towards a goal, it is a method of pedagogically organized mastering of the environment by a child, it is a link in the education system, in the chain of developing program personality.

Design technology in kindergarten.

When deciding to use design technology in a preschool educational institution, educators should focus on the zone of current and immediate development of their pupils.

Design is a pedagogical technology focused not on the integration of factual knowledge, but on their application and acquisition of new ones (sometimes through self-education).

The active involvement of pupils in the creation of certain projects gives him the opportunity to master new ways of working in the socio-cultural environment.

The main function of design is to outline a program, to select means for further targeted actions.

Children's subculture is a huge world that lives by its own laws, not always clear to adults. A preschooler strives for active actions, communication, self-expression, vivid impressions.

Organization of projects is most suitable for children aged 4 years and older. Project topics can be very different: “Journey to the land of butterflies”, “In the kingdom of indoor plants”, “No one is forgotten, nothing is forgotten”, “Phantasus virus in kindergarten”, their main condition is the interest of children, which provides motivation for successful learning.

The purpose of the project method in preschool educational institutions is the development of a free creative personality of the child, which is determined by the tasks of development and the tasks of the research activities of children.

Development tasks.

1. Ensuring the psychological well-being and health of children;

2. Development of cognitive abilities;

3. Development of creative imagination;

4. Development of creative thinking;

5. Development of communication skills.

Tasks of research activity.

Junior preschool age:

The entry of children into a problematic game situation (the leading role of the teacher);

Activation of the desire to look for ways to resolve the problem situation (together with the teacher);

Formation of the initial prerequisites for research activities (practical experiments).

Senior preschool age:

- formation of prerequisites for search activity, intellectual initiative;

Development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;

Formation of the ability to apply these methods, contributing to the solution of the problem, using various options;

Development of the desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

In the practice of modern preschool institutions, the following types of projects are used:

1. research and creative projects: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design;

2. role-playing projects (with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way);

3. information-practice-oriented projects: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);

4. creative projects in kindergarten (designing the result in the form of a children's holiday, children's design, for example, "Theater Week").

Summarizing the historical experience of developing the method of projects, we can distinguish the following main steps:

1. Goal setting:the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.

2. Project development - action plan to achieve the goal:

· Who to contact for help (adult, teacher);

· What sources can you find information from?

· What items to use (accessory, equipment);

· With what subjects to learn to work to achieve the goal.

3.Project execution - practical part

4. Summing up - definition of tasks for new projects.

The method of developing projects is associated with the use of the so-called "three questions" model. Its essence is that the teacher asks the children three questions: What do we know? What do we want to know? What have you learned?

First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher writes down the answers on a large piece of paper so that the group can see them. Write down the answers of all children and write their names next to them.

Then the teacher asks the second question: What do we want to know? The answers are again recorded, and regardless of what may seem stupid or illogical. When all the children have spoken, the teacher asks: How can we find the answers to the question?

Methods of collecting information: reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event. The educator draws up the received proposals in the curriculum.

Answers to the question What have we learned? Let the teacher know what the children have learned. Analysis of individual lessons allows you to improve future projects. The teacher must answer the following questions: What part of the project was the most successful? What needs to be changed next time? What have the children learned? What failed? Why?

Work on the project includes the activities of the teacher and children. It is distributed according to the stages of the project as follows.

The nature of the participation of the child in the design is constantly changing. So, at a younger preschool age, he mainly observes the activities of adults; on average - occasionally participates and masters the role of a partner; in the senior - goes to cooperation. Participation in activities is communication on an equal footing, where an adult does not have the privilege to indicate, control, evaluate.

Approximate work plan of the educator for the preparation of the project.

1. Based on the studied problems of children, set the goal of the project.

2. Development of a plan for moving towards the goal (educator, methodologist discusses the plan with parents).

3. Involvement of specialists in the implementation of the relevant sections of the project.

4. Drawing up a plan-scheme of the project.

5. Collection, accumulation of material.

6. Inclusion in the project plan of classes, games and other types of children's activities.

7. Homework and assignments for self-fulfillment.

8. Project presentation, open session.

Thus, having studied the literature, we came to the conclusion that the use of projects at preschool age allows both the organization of joint search activities for children and adults, and the child to show his "self" and creative activity.

Project method

Project method- this is a way to achieve a didactic goal through a detailed development of the problem (technology), which should end with a very real, tangible practical result, formalized in one way or another (Prof. E. S. Polat); this is a set of techniques, actions of students in their specific sequence to achieve the task - solving a problem that is personally significant for students and designed in the form of a certain final product.

The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in nature. The teacher within the framework of the project is assigned the role of a developer, coordinator, expert, consultant.

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

Developed in the first half of the 20th century on the basis of the pragmatic pedagogy of John Dewey, the project method is becoming especially relevant in the modern information society. The project method is not new in world pedagogy: it began to be used in teaching practice much earlier than the publication of the well-known article by the American teacher W. Kilpatrick "The project method" (), in which he defined this concept as "a plan carried out from the heart." In Russia, the project method was known as early as 1905. Under the leadership of S.T. Shatsky, a group of Russian teachers worked to introduce this method into educational practice. After the revolution, the project method was used in schools on the personal orders of N. K. Krupskaya. In the city, by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks, the method of projects was condemned as alien to the Soviet school and was not used until the end of the 80s.

The project method is being widely introduced into educational practice in Russia thanks to the Education for the Future charity program. Projects can be individual and group, local and telecommunications. In the latter case, a group of trainees can work on a project on the Internet, while being geographically separated. However, any project can have a website that reflects the progress of work on it. The task of the educational project, the results of which are presented in the form of a website, is to answer the problematic question of the project and comprehensively highlight the progress of its receipt, that is, the study itself. The theoretical basis for the implementation of the project method in Russia was developed in the works E. S. Polat.

Literature

• Kilpatrick W. Method Basics. M.-L., 1928.
• Collings E. The experience of the American school on the method of projects. M., 1926.
• New pedagogical and information technologies in the education system: Educational allowance/ E. S. Polat, M. Yu. Bukharkina, M. V. Moiseeva, A. E. Petrov; ed. E. S. Polat.- M.: Publishing Center "Academy", 1999-2005.
• Solovyov I.M. From the practice of the project method in American schools // On the way to a new school. 1929.
• Modern pedagogical and information technologies in the education system: Educational allowance/ E. S. Polat, M. Yu. Bukharkina, - M .: Publishing Center "Academy", 2007.
• Kilpatric W.H. The Project Method//Teachers College Record.-1918.-19 September/-P.319-334.

Links

• E. S. Polat. Project method - article on the website of the Russian Academy of Education
• Internet portal "Research activities of schoolchildren"

• N. Kocheturova. The project method in language teaching: theory and practice - an article on the website of the Center for Linguistic and Methodological Information Resources.
• L. V. Nasonkina. The method of projects as a means of implementing a personality-oriented approach in the study of foreign languages ​​- an article on the website of the Yaroslavl Pedagogical Bulletin.
• Gorlitskaya S. I. History of the project method.
• Polat E. S. Method of projects Article on the website of the journal "Issues of Internet Education".

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Books

• Method of projects in the educational work of the kindergarten. Handbook for teachers of preschool educational institutions. GEF, Mikhailova-Svirskaya Lidia Vasilievna. The book discusses such a modern approach to the educational activities of children as the method of projects. The author shows significant differences between the generally accepted thematic approach and the method…