The teacher as an organizer of student project activities. Course “Pedagogical theory - for the modern teacher Questions and assignments for independent work
Course “Pedagogical theory for the modern teacher”
COURSE CURRICULUM
Newspaper no. |
Educational material |
Lecture No. 1. Didactics as a universal tool for pedagogical creativity |
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Lecture No. 2. The content of biological education in modern conditions and its composition |
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Lecture No. 3. Teaching methods, their specifics. |
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Lecture No. 4. Problem-based learning in biology lessons |
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Lecture No. 5. Project activities. |
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Lecture No. 6. Structure and types of lessons |
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Lecture No. 7. Intellectual and moral development in biology lessons |
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Lecture No. 8. Methodological aspects of science in biology lessons |
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The final work is lesson development. |
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Lecture No. 5. Project activities
What is a research project?
Pedagogical goals of project activities.
Project method in modern school
The research method, or project method, originates from the ideas of J. Dewey and his student W.H. Kilpatrick, who believed that children's learning activities should be realized 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 was then 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, rather than obedient executors of someone else’s will.
What are the goals of teaching children project-based, including research, activities?
There are several of them, but the main ones are the following:
– formation and development of creative abilities;
– developing the ability to pose problems and solve them independently;
– creating motives for learning and self-education; – developing a sense of individual responsibility for;
decision
– development of communication skills;
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.
Foreign schools have 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 participants not only and not so much knowledge of facts, but the ability to derive this knowledge based on the analysis of the information provided, to correlate known data with the requirements of the task to obtain new data, etc. d. Maybe this is why we win at olympiads, where the proposed questions sound quite traditional and require solid knowledge from students, and lose, for example, at olympiads, where skills in transferring knowledge and their application in a non-standard situation are required.
Read the article by G.S. Kovaleva “Studying natural science literacy within the framework of the international program PISA” in the journal “Natural Science at School” (No. 2/2004) and you will understand the reasons for our lag.
What do teachers and students learn through collaborative inquiry? For those who have carefully read the previous lectures, the answer is clear:
– cooperation and co-creation;
– observations and selection of facts;
– vision and formulation of problems;
– determining the objectives of the study;
– setting research objectives;
– ability to formulate hypotheses;
– ability to plan experiments;
– the ability to work with information – search, analyze, select, structure;
– apply the acquired knowledge to achieve your goals;
– construct new ways of activity;
– analyze the results obtained.
In addition to these special methodological skills, schoolchildren learn:
– plan work;
– complete the work;
– present the results of the work in writing and orally;
- defend your point of view.
Thus, research work, like no other activity, develops in a student the qualities necessary for a professional career and social adaptation, regardless of the choice of a future profession.
However, before embarking on systematic work using the research method, one should conceptually understand its place and share in the practice of a particular school. From a didactic, methodological, and 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 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 engage in this and those who reject research activities. That is why you should first establish some
general rules
: whether project activities are mandatory for teachers and children or whether they are voluntary; whether this work is paid for the teacher or work without financial 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 this will happen (in class, outside of school hours, in both forms); are these forms adequate to the requirements for research activities; how the projects will be protected and who will be involved in it (experts, reviewers, parents, listeners, etc.). All these conditions must be agreed upon by all participants in the learning process and clearly stated in the relevant document.
In one of the schools, the main provisions of this document looked like this.
1. All students and teachers of the school take part in research work, starting from the second grade.
2. Research work can be carried out by one student or a group.
3. The level of difficulty and content of the research work exceeds the level of educational material by at least one grade.
7. During 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, and the ability to answer questions.
The most significant points in these provisions were the requirements for the level of complexity of the work and the presence of parents at the defense of projects. The first of these provisions states that a student in a given grade must perform work requiring the acquisition and application of material relevant to at least the next grade level. For example, a 6th grade student defending a work in biology should use material from 7th and 8th grades, 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 methods of activity. If a sixth-grader’s research is devoted to the influence of soil pH on the growth and development of plants, then he should know what a medium is, acids, salts, bases (alkalis), indicators, dissociation and a number of other chemical concepts. He must understand what a fact, hypothesis, experiment, theory is. Maybe to do some work you will need knowledge of a foreign language, ability to work with a computer, find information on the Internet, etc. If children are defending the “Battle of Borodino” project, then they must work through a huge amount of literary and visual material, work in museums in Moscow and Borodino (naturally, under the guidance of a teacher) and only after that draw up the work and present it for defense.
One of the serious problems of project work is the choice of its topic. The fact is that research activity is multi-valued and is carried out for various pedagogical purposes. In one case, it is aimed at developing the abilities of each student in a class or school, regardless of his interest in a particular subject. For example, in biology lessons everyone is engaged in solving problem problems or conducting experiments in the school garden. Students may not be interested in biology, but they are engaged in research activities, and they bring some benefits. In other cases, the topic of the work is a subject of active interest to 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, then in the second case it is difficult to even foresee what additional steps the researcher will have to take to achieve the goal. All this must be taken into account when planning a particular research topic. It is also necessary to take into account the fact that research work carried out during the academic year should not take up too much time from the student. After all, there is a curriculum hometasks, many other things and long work can simply get boring for the student. In addition, it happens that one student performs not one, but several research work simultaneously. 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.
I consider tourism to be one of the most successful ways to involve children in research work - a combination of recreation and scientific activity. While traveling by kayak, you 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 each participant in the hike and for small groups of children. But there may also be special, fairly in-depth scientific research. I will give examples of some of them, taken from the collection of research works “XXI All-Russian Youth Readings named after V.I. Vernadsky" (M., 2004.):
“Structure of benthic invertebrate communities and assessment of the degree of anthropogenic pollution of drainages in the Belaya River basin”;
“Coleoptera (beetles) of salt lakes of the steppe zone of the Novosibirsk region”;
"The influence of abiotic and biotic factors on the development of various sections of algae in the aquarium."
These and other research works of high school students are objectively significant and serious. They are complete both in terms of goals and objectives, as well as in terms of research methods, evaluation of results and conclusions.
To help teachers choose research topics, I will give several plans for research work from the book by C. St. Hilaire “Elementary Course of Zoology” (St. Petersburg, 1888):
1. “In the spring, find frog eggs in the pond and put them in the aquarium. Watch the tadpoles develop. How long will it take for the embryo to appear in the testicles? What do tadpoles that have just emerged from eggs look like? When will you notice their gills? How many days will it take for the external gills to disappear? What does a 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 emerge from 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, it curls up into a circle. Plant it in a jar and put fresh birch, willow or alder leaves there daily. How do larvae chew leaves? Do 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 most resemble?”
Now we should touch upon the role of the teacher in project activities. It would be a deep mistake to think that the teacher takes full responsibility for the quality of work and acts as a permanent guardian. This is not true and should not be allowed to happen. The teacher, in relation to the student, performs the functions of a consultant and scientific supervisor in the same way as it happens in big science. The young researcher must understand that the main share of responsibility for the quality of work lies with him.
He must think about the deadlines, integrity and scientific credibility of his research. The teacher’s job is to remind about this, suggest the direction in which to look, and edit the text if necessary. Of course, the teacher is worried about his student, but this does not mean that he should work for the student and control his every step. This is pointless if you are trying to achieve scientific independence of the student.
In conclusion, I will give some algorithms for the teacher’s activities in organizing project work, which must be applied not only in project activities, but also in everyday teaching practice.
1. Creating positive motivation for work through posing a problem that is interesting and close to students, creating a problem situation.
2. Joint participation of the teacher and students in the analysis of the problem.
3. Proposing testable hypotheses and eliminating useless hypotheses.
4. Familiarization with methods of researching the problem and scientific data.
5. Drawing up a work plan.
6. Identifying connections between the research topic and other (related) topics.
7. Search for contradictions.
8. Proposing new hypotheses and discussing them.
9. Intermediate control and correction of work performed.
10. Pre-protection of work.
11. Final design and protection of the work.
The requirements for the design of a project (scientific) work practically coincide with those for a diploma or dissertation work. The introduction should indicate: the relevance of the topic, the problem and the research hypothesis. Then the goals and objectives of the research, their novelty (even if only for the student) and practical significance. The subject and object of the study and the provisions to be defended must be highlighted. Each of these points should be reflected in the work to a greater or lesser extent. This is followed by a literature review of the problem, the experimental part, if it was carried out, conclusions and conclusion. However, there are projects that are not related to and, nevertheless, being completely creative and independent works. This is, for example, writing literary work, plays, film scripts; staging a play;
writing a computer program that displays a particular phenomenon (photosynthesis, cell division, etc.). When performing these and similar works, the same research and creative skills are manifested, however, the design and protection of such works are different and depend on their genre. And lastly, the term “project” has received an ambiguous interpretation, and one must understand that any independently completed creative work can be considered a project, but not every project is a research work. This, perhaps, is the main difference in the interpretation of the concepts of “project” and “research” in.
modern school
Questions and tasks for independent work
1. Name the characteristic features of project work.
2. Should parents be present when their child defends the project? Give reasons for your answer.
3. What are the most common differences between an educational project and a truly scientific project?
4. Come up with 2-3 biology project topics and plan your work on them.
Literature Polat E.S.
New pedagogical technologies: a manual for teachers. – M., 1997. Kravchenko Larisa Nikolaevna,
teacher of geography and technology, head of the Republican Educational Institution for Technology Teachers
With. Donskoe
Sovetskaya 16
2015
New pedagogical technologies: a manual for teachers. – M., 1997. MBOU "Krasnogvardeyskaya Gymnasium"
geography and technology teacher
Plan:
Explanatory note.
Methodological assistance in preparing and conducting projects.
Stages of the project
Materials for diagnosing students (identifying aptitude for research and social activities).
Questionnaire.
General rules for the project manager.
Memo to the project manager (organizer).
To help students.
Methodological planning of project activities.
Literature.
Explanatory note Global changes in information, communication, professional and other spheres modern society
require adjustment of the content, methodological, technological aspects of education, revision of previous value priorities, targets and pedagogical means. The technology of the classroom-lesson system has proven to be the most effective for the mass transfer of knowledge, skills and abilities to young recruits over the centuries. Changes taking place in modern times require the development of new methods of education, pedagogical technologies dealing with individual personal development, creative initiation, the skill of independent movement in information fields, the formation in the student of a universal ability to set and solve problems to resolve problems that arise in life professional activity, self-determination, Everyday life. The emphasis is shifted to the education of a truly free personality, the formation in children of the ability to think independently, obtain and apply knowledge. Carefully consider decisions and clearly plan actions, collaborate effectively in groups of diverse composition and profile. Be open to new contacts and cultural connections. This requires widespread introduction into the educational process of alternative forms and methods of conducting educational activities.
New principles of personality-oriented education, individual approach, subjectivity in learning required, first of all, new teaching methods. School in modern conditions required teaching methods that:
would form an active, independent and proactive position of students in learning;
would develop, first of all, general educational skills: research, reflective, self-assessment;
would be primarily aimed at developing the cognitive interest of students
One of the forms in educational activities is"project method". In a brief form in my work, I outlined different approaches to some issues of organizing project activities of students and teachers at school.
Methodological assistance in preparing and conducting projects
To help the teacher.
The most important thing in a project after determining the topic ishypothesis development, problem formulation, planning educational activities, comparison of facts .
All this step-by-step activity forms the culture of mental work of students, teaching them to independently obtain knowledge. All this needs to 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 research lessons and project lessons are especially relevant today. After all, they not only contribute to the intensification of the educational process, but also form a culture of mental work among students, preparing them to create independent projects.
Stage 1 of developing a culture of mental work among students during the preparation and presentation of the project –lesson study .
Preparing this type of lesson involves organizing the research activities of students and the pedagogical activities of the teacher.
Model of student research activity:
formulation of the problem
clarification of unclear issues
formation of research hypotheses
planning learning activities
data collection
data analysis and synthesis
preparing messages
presentation of messages
answers to questions, corrections
generalization, conclusions
self-esteem
Pedagogical activity of the teacher
Understanding the methods, techniques, and means of motivation;
Planning educational activities as a process of gradual development of knowledge, mastery of a system of skills;
Organization of the reflection process.
Goal setting.
Selection of a meaningful model (a model that corresponds to subject goals).
Teacher analysis of the process.
Stage 2 –lesson project .
The teacher’s pedagogical activities are the same as in the research lesson.
Educational project as technology
The main value of the project is the overall final result
Target: formation and development of skills and abilities to solve practical problems.
Motivation:
Defining the project goal and stages of achieving the goal;
Distribution of roles and work planning
Stages of work:
Collection of information
Discussion of data, systematization
Hypothesizing
Making models (layouts, scripts)
Choosing how to present results
Distribution of roles for protection
Defense (presentation)
Collective discussion of defense, assessment
Thus, by conducting these two types of lessons, we form a culture of mental work among students, teaching children to be active in research and to independently and consciously work on a project.
Project typology
Research
I require a well-thought-out structure, goals, relevance for all participants, thoughtful methods, experimental and experimental work, methods for processing results.
Creative
They do not have a detailed structure, it develops as the work progresses, only the final result is planned (a published newspaper, a video film)
Gaming
The structure is just outlined and remains open until the end of the project. Participants take on certain roles determined by 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 an object. Its structure: purpose, methods of obtaining and processing information, result, presentation.
Practice-oriented
A clearly defined result, a carefully thought-out structure, a clear definition of the functions of each participant, coordination of work stages, presentation of final results, evaluation of work.
Choose a topic with the help of your parents and teacher;
Select information (books, magazines, computer programs, TV shows, etc.)
Plan the entire volume of work and organize its implementation with the help of the teacher;
Complete the theoretical and practical parts of the project;
Make adjustments to the theoretical part based on the results of the product;
Print the graphic part of the project;
Prepare to defend and evaluate the quality of your work by completing demonstration visual materials for defense;
Protect the project;
A project is your independent creative development. When completing it, involve your parents, friends and other people in the work. Remember that the main thing for you is to develop your creative abilities.
Complete the project in the following order:
Use reference literature in your work: catalogues, dictionaries, magazines, books, etc., as well as materials from museums and exhibitions.
Try to use modern technology in your work: video camera, computer, video and audio recorders, photo and photocopying machines, the Internet.
Think about how your work will be useful to you in the future, try to connect it with your chosen profession.
Consider the traditions and customs of the region and city in which you live.
Always remember about the environment hometown and your health.
Use your knowledge of any subject, as well as your everyday experience. When showing creativity, rely only on scientific knowledge.
Feel free to contact the project manager with any questions.
…So the concept"Project" again thrown into Russian pedagogy. The project is multifaceted, the project is effective, the project is promising, the project is inexhaustible!
The school of the present is the school of projects!!!
What is a project?
A learning project or study from a learner's perspective - This 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, bring benefit, and publicly show the results achieved. This is an activity aimed at solving interesting problem, often formulated by the students themselves in the form of a task, when the result of this activity - the found method of solving the problem - is practical in nature, has important applied significance and, what is very important, is interesting and significant for the discoverers themselves.
Project problem
"Why?"
(this is important for me personally)
Relevance of the problem - motivation
Objective of the project
"For what?"
(we are doing a project)
Goal setting
Project objectives
"What?"
(this is what we do)
Setting goals
Methods and methods
"How?"
(we can do this)
Selection of planning methods and methods
Result
“What will happen?”
(as a solution to a problem)
Expected Result
Educational project
Teacher
Students
1
2
Stage 1 – immersion in the project
Formulates
Implements
1) Project problem
1) personal attribution of the problem
2) Plot situation
2) getting used to the situation
3) Goal and objectives
3) acceptance, clarification and specification of the goals of the tasks
Stage 2 – organization of activities
Organizes activities - involves:
Carry out:
4) Organize groups
4) breakdown into groups
5) Distribute roles in groups
5) distribution of roles in the group
6) Plan activities to solve project problems
6) work planning
7) Possible forms of presentation of results
7) choice of form and method of presentation of the expected results
Stage 3 – implementation of activities
Doesn't feel it, but:
Work actively and independently:
8) Consults students as needed
8) each in accordance with his role and together
9) Unobtrusively controls
9) consult as necessary
10) Provides new knowledge when students need it
10) “extract” missing knowledge
11) Rehearses with students for the upcoming presentation of results
11) prepare a presentation of the results
Stage 4 - presentation
Accepts report:
Demonstrate:
12) Summarizes and summarizes the results obtained
12) understanding the problem, the purpose of the task
13) Summarizes the training
13) ability to plan and carry out work
14) Evaluates skills: to communicate, listen, justify one’s opinion, etc. (based on a test and an observation card)
14) found way to solve the problem
15) reflection on activities and results
16) give mutual assessment of activities and their effectiveness
Methodological assistance in preparing and conducting projects.
Selecting a topic and specifying it (determining the genre of the project).
Defining goals, formulating tasks.
Formation of project groups, distribution of responsibilities within them.
Approval of the project topic and individual plans of group members.
Establishment of procedures and criteria for assessing the project and the form of its presentation
Identifying Information Sources
Planning ways to litter and analyze information.
Preparation for research and its planning.
Conducting research. Collection and systematization of materials (facts, results) in accordance with the goals and genre of work, selection of illustrations.
Organizational and consulting sessions. Interim student reports, discussion of alternatives that arose during the project.
Pre-defense of the project
Finalization of the project taking into account comments and suggestions.
Preparation for public defense of the project:
determination of the date and place of protection
determination of the program and scenario of public defense, distribution of tasks within the group (media support, audience preparation, video and photography, etc.)
poster information about the project
Public defense of the project.
Summing up, constructive analysis of the work performed.
Preparatory or introductory (immersion in the project)
Search and research stage
Translation and design stage
The final stage
Materials for diagnosing students (identifying aptitude for research and social activities)
Questionnaire
What area of human knowledge is most interesting to you?
Which school subject most interesting to you?
What subjects are you interested in reading additional literature on?
Which educational literature you read for Last year? Name it.
Do you participate in clubs, sections, or attend electives? Which ones and where?
Which scientific problem of our time seems to you the most relevant (significant)?
Would you like to participate in research on any problem?
What real social event would you like to organize with your friends within your school, district, city?
Are you a member of any public youth associations? Name them.
Which school teacher could become your consultant or advisor when organizing and carrying out the project?
Would you like to involve parents in your work? (Not really)
General rules for the project manager
teach to trace connections between objects, events and phenomena;
try to develop skills in independently solving research problems;
try to teach the student the ability to analyze, synthesize, and classify the information he receives
Approach this work creatively.
Don't hold back students' initiative.
Encourage independence, avoid direct instructions, teach children to act independently.
Remember the main pedagogical result - do not do for the student what he can do (or can learn to do) on his own.
Don't rush to make value judgments.
When evaluating, remember: it is better to praise ten times for nothing than to criticize once for nothing.
Pay attention to the main components of the knowledge acquisition process:
In the process of work, do not forget about education.
Memo to the project manager (organizer)
Propose project topics with various dominant methods (research, social, creative, informational, practice-oriented, gaming, etc.)
Characterize and supplement projects based on other characteristics (nature of contacts, nature of project coordination, duration, number of participants). Select the most relevant one (based on the results of the discussion in the group of course participants).
Specify the problem, formulate the goals and objectives of the project, educational material on the subject and interdisciplinary connections (in the form of didactic units) that should be involved in the course of the project.
Consider the practical or theoretical significance of the project.
Indicate what developmental goals you set (intellectual, moral, cultural development of students).
List what creative methods will be used to complete the project.
Please indicate how this project fits into classroom and extracurricular activities.
Consider how the results of the project might be presented.
Designate the forms of control over the stages of the project.
Suggest criteria for assessing the success of the project.
Think about how this project can influence the social adaptation and professional self-determination of a teenager, and the motivation to work in their chosen field (only for high school students)
Think about what psychological and pedagogical effect is possible as a result of this project.
To help students
Precisely formulate the question to which we are looking for an answer. It is necessary to strictly limit the scope of research.
Assess, from the point of view of existing knowledge, whether it is possible to obtain a true answer to the question posed.
Divide the problem into subtasks and subquestions, seek answers to them first by deriving a solution from known truths or by reducing it to solving similar problems.
Directly derive the solution from existing knowledge, if possible.
Put forward hypotheses using the method of complete or incomplete induction or analogy.
Use the fourth and fifth techniques together.
Compare the result obtained with known knowledge.
Check the accuracy of the logical techniques used.
Check the correctness of all definitions and judgments used in the solution.
Express all the concepts of the problem being solved in “purposeful” signs (using symbolic language).
Strive to develop visual images of the objects of the task.
Formulate the result of the decision logically strictly.
Evaluate all the pros and cons of the result.
Solve the problem as focused as possible.
Methodological planning of project activities
Orientation lesson: goals, objectives of design work, main idea, approximate topics and forms of products of future projects.
Preparation of information about project work.
Consultation on choosing a topic educational projects, formulating ideas and plans.
Formation of project teams.
Group discussion of ideas for future projects, drawing up individual plans for working on projects.
Approval of project topics and individual project work plans.
Search stage
Interim student reports
Individual and group consultations on the content and rules of design work.
Generalization stage: presentation of results.
Pre-protection of projects.
Finalization of projects taking into account comments and suggestions.
Formation of groups of reviewers, opponents and “external” experts.
Preparation for public defense of projects.
Dress rehearsal for public defense of projects.
Coordination meeting of those responsible for the activities.
The final stage: public defense of projects.
Summing up, analyzing the work performed.
Final stage. Thanks to the participants, summarizing the materials, preparing reports on the work performed.
Literature:
Bychkov A.V. Project method in modern school. – M., 2000.
Guzeev V.V. Development of educational technology. – M., 1995. – No. 6.
Kilpatrick W.H. Project method. Application of target setting in the pedagogical process. – L., 1925.
Kilpatrick W.H. Fundamentals of the method - M. - L., 1928.
New pedagogical and information technologies in the education system / Ed. E.S. Polat. – M., 2000.
Petrova V. Project method. – M., 1995.
Formation of a technological type of culture at the turn of the XX-XXI centuries. stimulated scientists to analyze the methodological foundations of project activity as a completely special phenomenon. Design has come to be seen as special kind mental activity.
The application of project activities to the field of education and upbringing especially intensified in the second half of the 1990s. in connection with the development of ideas for standardization of education. The works of V. P. Bespalko are characteristic in this regard. Gradually, a humanization of approaches to design has emerged, signified by the introduction of philosophical, cultural and psychological knowledge into its methodology. Interpretations of design as a cultural form of educational innovation have appeared (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 further 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 extend to the level of pedagogical systems, educational environment, personality, content of education and training, expected results of personal development. We can say that before our eyes a special project space for the life activities of participants in education is being formed. Design becomes a specific way of “future creation” for pedagogy.
From the project method, 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 means of teaching.
As society develops, design covers an increasingly larger educational space. From a single means it expands to educational ideology as a whole. This is facilitated by the process of changing the relationship between science and education, which was formed during the Enlightenment. Today, the ability to obtain new scientific knowledge within the educational system is being affirmed, which leads to the formation of a new social status education as a sphere of production of new knowledge. This requires the mass dissemination of teaching methods that have a research, experimental, project nature.
The well-known Russian methodologist Yu. V. Gromyko believes that in the conditions of a change in the educational paradigm, a scientific approach 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 mastery of the basics of project activity becomes even more obvious if we turn to the features of modern education. As the principle of continuous education is implemented, the nature of motivation and knowledge necessary for a person at every stage of his life changes. Teachers and instructors also have to deal with an ever-increasing volume of information in order to keep up with the development of science represented by an academic subject or specialty.
Paradoxically, the main problem of education is not the assimilation of an ever-increasing amount of knowledge, but orientation in the flow of increasing information, as well as the production of knowledge that does not exist, but for which a person feels the need. The rapid obsolescence of scientific information forces us to look for a source of new knowledge directly within the education system and educational processes. Design can be such a source.
The increase in educational opportunities for design occurs as a new culture, called screen culture, is formed. It is based on a time stream of screen images that freely accommodates the behavior and spoken language of characters, animation simulations, written texts and much more. The main feature of screen culture, which qualitatively distinguishes it from book culture, is the every second changing dialogical nature of the relationship between the screen text and a partner. Screen culture returns us to a culture of personal contact by organizing dialogue between different users of information through the creation of communication networks that allow everyone to communicate with everyone and everything with everyone. A direct connection is established between the concept of “education” and image, image, display. Education is understood as the independent construction of an image of the surrounding world based on screen information representations. But it is image and imagination that are the central concepts of design.
The transition from the “knowledge-based” to the information paradigm of education gives rise to the practical question of “swelling” the content of education. It becomes unclear what exactly to teach now? The question of choosing content from the problem of selecting the volume of knowledge, skills, abilities turns into the task of identifying typical problems and tasks that a person’s life and profession require to solve. For example, highlighting the tasks of maintaining health, searching necessary information(working with sources). Thus, the projective nature of the content itself and the methods of its construction is revealed. In fact, the methods of constructing the content of education become an organic component of its structure.
If the education system that existed for centuries was focused on the bearer of ready-made knowledge - on the teacher, lecturer, scientist, imparting his knowledge to students and listeners, knowing the “recipe” for solving their problem, then today everyone can become a bearer and source of information, regardless of the level of education received. Students at all levels of education find themselves in a situation of independently determining (designing) the trajectory of movement in the information field (educational route), independently creating (designing) the content of education, independently designing educational materials that may be in demand by others, and designing the educational environment.
Education in the information society ceases to be a means of assimilation of ready-made generally accepted knowledge, it becomes a way of information exchange of an individual with people around him. An exchange that takes place throughout her life and involves not only the assimilation, but also the generation of information. Thus, attention to pedagogical design is not just a reflection of a fashionable trend in modern education. It is historically determined by the objective need for subjects to develop pedagogical activity projective imagination, thinking, way of acting.
1. Why was the intensification of project activities in pedagogy of the 20th century observed precisely during periods of social transformation?
2. Based on the articles of the Russian Pedagogical Encyclopedia (M., 1993): “Brigade-laboratory method”, “Dalton plan”, “Research method”, “Project method”, “John Dewey”, “V. H. Kilpatrick", "E. Parkhurst", "S. T. Shatsky" and Internet search prepare short message about 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 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 in such a way that he can work freely and independently.
· The teacher develops new position. He moves from the position of lecturer and controller to the position of assistant, mentor.
· The teacher monitors his speech from the point of view of the Dalton approach (not “You did it wrong!”, but “Why did you do it that 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 the modern understanding of learning activation, is it enough for the teacher to fulfill these requirements for the project to be pedagogically effective?
Formulate your “Rules for a teacher involved in project activities.” It is better if the development of such rules is done in mini-project mode.
4. Teachers who in the 1920-1930s. began to actively use research and design methods, and believed that in order to work on a project, the school should have an extensive library and documentation center, available to students and teachers at any moment. Furniture in classrooms should be arranged conveniently for group work. There should be areas inside and outside the classroom where children can work individually or in small groups. So that the children can also use the corridors when working, work corners should also be designed there. In order to regulate the work of the students themselves, it was assumed that each class had a clock; in classrooms and other work rooms there is enough reference literature and materials for self-testing, teaching aids and other materials are selected according to their applicability for self-study.
The role of teacher and student in project activities
Project activities require the teacher not so much to explain “knowledge” as to create conditions for expanding the cognitive interests of children, and on this basis, opportunities for their self-education in the process of practical application of knowledge. That is why the teacher - project manager must have a high level of general culture, a complex creativity. And, above all, a developed imagination, without which he cannot be a generator of the development of the child’s interests and his creative potential. The teacher's authority is now based on the ability to initiate interesting endeavors. The one who provokes independent activity of students, who challenges their intelligence and ingenuity is ahead. IN in a certain sense the teacher ceases to be a “subject specialist”, but becomes a generalist teacher.
How exactly should a teacher create conditions for student development during project activities? The answer to this question is given by the list of roles that the teacher will have to “live” while leading the project:
- · an enthusiastic innovator who is able to skillfully evaluate, stimulate and inspire productive foreign language communication, supporting, encouraging and directing students towards achieving their goals;
- · specialist (has knowledge and skills in several - not all! areas);
- · consultant, always ready to help (organizer of access to resources, including other specialists);
- · leader, organizer and manager of educational activities
- · coordinator of the entire group process (facilitator);
- · experienced expert advisor (gives a clear analysis of the results of the completed project)
project teacher student
The most difficult question is the degree of independence of students working on the project. Which of the tasks facing the project group should be solved by the teacher, which by the students themselves, and which can be solved in their cooperation? There is probably no ready answer to these questions. Obviously, the degree of independence of students depends on many factors: on the age and individual characteristics of the children, on their previous experience in project activities, on the complexity of the project topic, on the nature of relationships in the group, etc. It is important for the teacher to avoid excesses in both the other side, because the developmental effect of project activity is directly dependent on the degree of its independence. The question is to select for each age period such types and products of project activities that would be age appropriate. So, in elementary school, a project could be a drawing, some kind of composition made by hand, etc. It is equally important that the topic of the project should not be rigidly set by adults. As a last resort, let’s choose one of the proposed topics. Even better is the joint development of a topic in the “students + teacher” group according to the principle of hidden coordination. Project planning, implementation and evaluation should also be carried out primarily by the children themselves. We must not forget that the student spends the vast majority of his time in traditional classroom teaching, where he is doomed to play only one role - the role of a performer.
All stages of work organized in the context of project activities are accompanied by:
- - a specially created atmosphere of communication;
- - organized group, pair, team and individual work;
- - technique of group formation;
- - techniques for managing educational activities during the preparation of projects.
The teacher has the difficult task of choosing problems for projects, and these problems can only be taken from the surrounding reality, from life. The project method makes it possible to widely use interdisciplinary connections.
The project method helps to identify capable and gifted children, develop academic talent, intelligence, personal qualities students on the basis of increased cognitive interest in academic subjects, stimulating students’ interest in education in general.
Since 2008, the number of students taking part in subject Olympiads at various levels, network projects and non-profit educational institutions has been growing.
Work on preparation for subject Olympiads is carried out throughout the academic year. After school, teachers work with children: solve non-standard problems, create research papers and projects.
In 2009-2010 academic year in the city competition of research works and projects junior schoolchildren“I am a researcher” - a 4th grade student from our school became the winner in the “Best Project” category.
We consider the creation of conditions for the development of a comprehensive personality to be an important component of the project activity system. We try to ensure that the child’s intelligence develops without compromising physical, emotional and personal development.
When working on any project, the teacher himself must be prepared to perform a wide variety of responsibilities related to their training and education; have a lively, active character, be friendly and sensitive. A teacher must be able to show flexibility, be ready to reconsider his views and, most importantly, to constantly improve himself.
To determine the qualification characteristics necessary for schoolchildren’s project activities, you can use a list of professional skills, which includes:
- 1. the ability to structure learning in accordance with the results of a diagnostic examination of the child;
- 2. ability to modify educational programs;
- 3. the ability to stimulate students’ abilities;
- 4. ability to work according to an experimental plan;
- 5. ability to consult parents.
We believe that the system of project activities, starting with primary school, is quite effective, as it allows you to see the personal achievements of students and makes it possible to more accurately outline guidelines for further development.
