MOBU "Volkhov secondary school No. 7"
Methodical work
“Method of projects within the framework of the implementation
federal state educational standards
second generation"
Made by primary school teacher
Sarnavina Ekaterina Grigorievna
Pedstazh - 19 years
Volkhov 2013
"Project method in the framework of the implementation of federal state educational standards of the second generation"
“A student should not be treated like a vessel,
to be filled with information
but like a torch that needs to be lit"
V.A. Sukhomlinsky
1. Introduction
Federal educational standards (FGOS) set completely different tasks for the school: creating a learning environment that motivates students to independently obtain, process the information received, and exchange it. The solution of these problems has necessitated the use of new pedagogical approaches and technologies in the modern general education school.
The acquisition of knowledge - theoretical in essence and encyclopedic in breadth - has long been considered the main goal of education. Now the acquisition of knowledge is seen rather as a means for solving problems related to the development of the individual, his social adaptation, familiarization with the values of culture, etc. In other words, the orientation towards knowledge inherent in the national school is being replaced by a competence-oriented approach to education. One of the innovative educational technologies that support this approach is the project method. The main thing in the standard of the second generation is the personal result of education, upbringing of the child. One of the priority tasks is to form in the younger student the ability to learn and self-learn throughout his life. It is very important that the assessment of the quality of education is changing. In addition, it involves the widespread use of information and communication technologies in the educational process. A qualitatively new resource support for the implementation of the Federal State Educational Standard is envisaged.
2. Teacher in a modern school
I have been teaching elementary school for eighteen years. I taught children of different ages, levels of training, with different attitudes to learning. This experience allows me to see the strengths and weaknesses of education in the Russian school and, to the best of my ability, I try to emphasize the first and soften the second.
The trends in the development of modern society, outlined in the strategy of the Russian Federation until 2020, impose new requirements on education, the results of which should have the character of universal skills that provide a general cultural orientation of general development, the integration of knowledge and ideas of students.
The new education standards involve significant changes in the structure and content, goals and objectives of education, a shift in emphasis from one task - to equip the student with knowledge - to another - to form his general educational skills as the basis of learning activities.
Alas, no calls, no new programs, no brilliant textbooks will bring success in learning if there is no own understanding - for what? why? as? There is one important (at least for me) circumstance: the freedom to choose methodological approaches, methods and methods that make up the very promising path in teaching - "author's" findings, built on personal creativity, tested on their own work experience, giving good results, and there is a system of work. True, this is a difficult and very responsible path, but it must be passed by everyone.
Rethinking the goals and values of education from the standpoint of new state standards, I consider the development of the student's ability to independently set educational goals, design ways to achieve them, monitor and evaluate their achievements as priorities. The student himself must become the "architect and builder" of the educational process. It was the solution of these problems that was the main thing for me.
3. Project technology in the work system
Currently, the learning process is increasingly associated with an activity approach to the assimilation of new knowledge by children. The main type of this approach is the project activity.
The organization of the project activity of students is based on the method of the educational project - this is one of the personality-oriented technologies, a way of organizing the independent activity of schoolchildren, aimed at solving the problem of the educational project.
Analyzing my activities as an elementary school teacher, I encountered a number of problems that make it difficult to achieve the results outlined by federal standards, and hence the transition of students to the next level of education:
Low level of independence of students in the educational process;
The inability to follow the instructions read, pronounced in the inability to carefully read the text and highlight the sequence of actions, as well as complete the work from beginning to end in accordance with the task;
The gap between the search, research activities of students and practical exercises, during which skills are developed;
Lack of transfer of knowledge from one educational area to another, from an educational situation to a life one.
The purpose of my work was the creation of optimal conditions for designing the activities of students in elementary school in the classroom and in extracurricular activities.
Based on the goal, I put the following tasks:
Teach students independent, critical thinking;
To reflect, relying on knowledge of facts, laws of science, to draw reasonable conclusions;
Make independent reasoned decisions;
Learn to work in a team, performing different social roles;
To teach students how to use ICT tools to search, process and present information.
The development of organizational skills is carried out through project activities both during school hours and after hours. The main feature of the project method is learning on an active basis, through the expedient activity of the student, corresponding to his personal interests.
In pedagogy, the method of educational projects has been used for almost a century. John Dewey (1859-1952), an American pragmatist philosopher, psychologist and educator, is considered the founder, although he did not use the word "project" in his works. In School and Society, he wrote: “From the point of view of the child, the greatest disadvantage of the school comes from the impossibility for him to freely, to the full extent, use the experience acquired outside the school, in the school itself. And, conversely, on the other hand, he is unable to apply in everyday life what he learned at school.
It is no secret that the five-point system and the class-lesson system that exists in the school does not allow all students to fully open up, to show what they are capable of. Some children do not want to study already in primary school, they have a low level of educational motivation and interest in obtaining new knowledge, since the child is not satisfied with the explanation that he needs this or that material just because it will be useful to him in adult life after graduation i.e. in a few years. Often we, teachers, cannot see the full potential that is hidden in a child, endowing him with certain negative qualities. Sometimes considering him "clumsy", "stupid", "lazy". And this is not all offensive statements addressed to the student. Therefore, in 2008, I accepted the offer of the school administration to participate in innovative work on the implementation of second-generation federal state educational standards. I faced the main problem - to review all my teaching experience and make sure that all children, regardless of mental abilities, social status, feel comfortable at school, so that they want to learn. One of such ways of solving the problem was the use of the method of projects in educational and extracurricular work.
It is extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life.
I believe that any teacher should stimulate students' interest in knowledge and teach them how to practically apply them to solve specific problems outside the school walls, regardless of what profession they choose in the future.
Project activity provides for work on a chosen topic, involving the solution of vital practical problems, during which students use the algorithm assigned to them for setting and solving problems. In this case, I am a consultant. By the end of elementary school, the student gradually learns to give his answers to ambiguous evaluation questions. Thus, he gradually begins to grow the foundations of a personal worldview.
Work on projects harmoniously complements class-lesson activities in the educational process and allows you to work on obtaining personal and meta-subject results of education in more comfortable conditions for this, not limited by the time frame of individual lessons.
For 4 years of work on the Federal State Educational Standard (2008-2012), I highlight for myself the clear advantages of project activities at school:
1. The teacher-student relationship is completely changing:
The student determines the purpose of the activity - the teacher helps him in this;
The student discovers new knowledge - the teacher recommends sources of knowledge;
The student experiments - the teacher reveals the possible forms and methods of the experiment, helps to organize cognitive and labor activity;
The student chooses - the teacher helps to predict the results of the choice;
The student is active - the teacher creates conditions for the manifestation of activity;
The student is the subject of learning - the teacher is the partner;
The student is responsible for the results of their activities - the teacher helps to evaluate the results and identify ways to improve activities.
2. The teacher has the opportunity to use different didactic approaches.
3. As the work progresses, students' interest in the subject increases.
4. Projects unite children, develop communication skills, teamwork skills and increase responsibility for teamwork.
5. Project activity allows you to learn from your own experience and the experience of others.
6. The visible result of the activity brings great satisfaction to the students and can even increase self-esteem.
7. Often the result of the activity is presented in the form of a presentation, which allows students to improve their ICT level.
However, in the course of project activities, I often encounter certain problems and difficulties:
1. Work on the project is voluminous, painstaking, so there is a problem of overloading students.
2. Children are addicted people. They start work with desire, enthusiasm, but when faced with difficulties (a large amount of information that needs to be found, analyzed, systematized, researched), they can quit working on the project.
3. Not always enough skills and abilities to work on a computer.
4. The biggest problem for a teacher is not to turn into a mentor who dictates his opinion, or to take on all the work, leaving the children with the bare minimum.
To solve these problems and difficulties, I offer the following options:
1. Clearly define the scope and time frame of the project, do not "pressure" on students.
2. Patiently analyze the causes of failures with the children.
3. Provide assistance in working with a computer, help with paperwork.
4. Provide students with the opportunity to work as independently as possible, to take the position of an older friend, ally.
5. Involve parents and consultants to work on the project.
Currently, more and more often we have to say that the traditional approach to learning does not justify itself. Teachers traditionally act as translators of information, while students are mainly capable only of reproducing the knowledge transferred to them by the teacher, and they are not able to implement it in practical life. The student, as it were, assimilates knowledge, memorizes the basic rules, laws, formulas, and can even illustrate their application using some simple examples of the same type. Faced with real life situations, he cannot apply them, since at school he does not participate in activities that would show the application of knowledge gained during training in practice. The weakest point turned out to be the ability to integrate knowledge, as well as apply it to obtain new knowledge that explains the phenomena of the surrounding world. In addition, the education system should prepare people adapted to life in the conditions of informatization and the development of new technologies. Information will become and is already becoming the basis, and therefore one of the most important skills for a person will be the ability to find it, process it and use it for certain purposes.
Although project activity is not an innovation, this method has not been used in our country for a long time. This pedagogical technology can be effectively used starting from elementary school, while not replacing the traditional system, but organically supplementing and expanding it.
A curriculum that consistently applies this method is built as a series of interrelated projects that flow from various life tasks. For the implementation of each new project (conceived by the child himself, the group, the class, independently or with the participation of the teacher), it is necessary to solve several interesting, useful and real-life problems. The child is required to be able to coordinate his efforts with the efforts of others. To succeed, he has to acquire the necessary knowledge and use it to do specific work. The ideal project is considered to be the one for which various knowledge is needed to solve a whole range of problems.
Working on projects, students in my class get acquainted with the diversity of the world around them, get ideas about its structure, ways to gain knowledge about it, learn to independently extract information, systematize and generalize it. Children develop responsibility for their activities, respectful and equal interaction with partners.
Based on my own experience, I want to note that such work favors the development of children's cognitive abilities, the ability to independently find material on a topic, process it, and increases interest in learning activities.
Registration of works, results and protection of projects takes place at competitions, holidays, exhibitions.
Here are the names of some of the projects that my class worked on: “My family”, “My family tree”, “Epics”, “Measures of length”, “Journey through the land of Volkhov. The city yesterday, today, tomorrow”, “Professions: what do we know about them”, “Red Book: protecting all life”, “Journey to the country of the Dictionary”, etc.
This academic year, in September-November, I successfully implemented projects at the level of the entire elementary school together with parents “Let's make our school brighter and more attractive!” and "The fair is mischievous, daring, merry."
With toddlers - first graders in December-January of this academic year, they implemented the project "Help the Birds in Winter" first in the classroom, and then at the municipal level.
Learning, always combined with intense mental activity, search, creative work - this attracts the student to the learning process and captures the teacher himself. Monitoring confirms that in classes where teachers use project activities in their work, there is a sharp increase in the quality of learning. Schoolchildren take an active part in project activities, various intellectual projects, often taking prizes in them.
One of the methods for implementing a personality-oriented approach is a meta-subject approach to learning, which develops the skills of self-expression, self-presentation and reflection, forms the skills of independent work, brings up initiative and a creative attitude to business. I believe that the project method allows you to develop “above-subject” skills. All academic subjects have ample opportunities for organizing project activities of younger students. In the work on projects, there are traditional stages of project activity: immersion in the project (installation), organization of activities (sequence and duration of work), implementation of activities (consultations and assistance), presentation (including using multimedia equipment).
Project activity is useful when students themselves create something for others, responding to the problems under study with some kind of creative work that everyone can do. It is very important that students express their thoughts, exchange various ideas, and not be passive consumers.
Thus, with the use of project activities in teaching, students “learn to learn” on their own.
4. Results and conclusions
The use of the research method in the practice of teaching and organizing the process of cognition of a younger student is of great importance, because. allows for the search orientation of students, aimed at the creative development of the individual, the accumulation of reliable concrete-figurative ideas about the surrounding reality, factual knowledge, which are the basis for their subsequent awareness, enrichment, disclosure of causes and relationships in the world around children. During the implementation of the research method in the classroom, younger students master a number of practical skills, identify the nature and characteristics of environmental objects by their characteristics and properties.
Under the conditions of the correct organization of research activity, children imperceptibly master certain moral norms, assimilate moral requirements, they develop moral feelings, certain forms of behavior are fixed, i.e. so-called "moral habits" are formed. Diligence, responsibility, independence, enterprise - such personality traits are mastered by students as a result of their involvement in research work.
By doing research in groups, children both strong and weak also have the opportunity to develop leadership qualities. Participation in research activities increases self-confidence, which allows you to study more successfully.
Now I know how much joy a student experiences when he is in search with a teacher and parents.
What could be more interesting for a teacher than to follow the work of the children’s thoughts, sometimes to guide them along the path of knowledge, and sometimes simply not to interfere with being able to step aside in time to let the children enjoy the joy of their discovery.
Literature:
1. Chechel I.D. Management of research activities of a teacher and a student in a modern school. – M.: September, 1998. 144 p.
2. Devyatkina G.V. Designing educational and technological games. // School technologies. 1998. No. 4. pp. 121-126.
3. Gorbunova N.V., Kochkina L.V. The method of organizing work on the project. // Education in modern school. 2000. No. 4. pp. 21-27.
4. Modern gymnasium: the view of the theorist and practice / Ed. ES Polat - M., 2000. 11. New pedagogical and information technologies in the education system / Ed. E.S. Polat - M., 2000
5. Polat E.S. Typology of telecommunication projects. Science and School - No. 4, 1997
6. Pakhomova N.Yu. The method of the educational project in an educational institution: A manual for teachers and students of pedagogical universities. – M.: ARKTI, 2003
7. Pakhomova N.Yu. The project method in the arsenal of the mass teacher. - http://schools.keldysh.ru/labmro
8. Sergeev I.S. How to organize the project activities of students: A practical guide for employees of educational institutions.- M .: Arkti, 2004, p.4
In modern concepts of technological training of schoolchildren, much attention is paid to the idea of continuous education on the basis of creative learning activities with the inclusion of semantic guidelines of the individual in the living space. At the same time, creative learning considers as its subject not so much special areas of knowledge as metaknowledge (knowledge of how to acquire knowledge) and cognitive skills that can be successfully transferred to other areas of activity. The effectiveness of this method is due to the fact that it allows students to choose activities according to their interests and through a business that corresponds to their developing abilities, gives knowledge and skills and contributes to the aspiration to new problems.
Educational design is a creative learning activity for solving practical problems, the goals and content of which are determined by students and implemented by them in the process of independent study and practical implementation in consultation with the teacher. The implementation of the entire cycle of work - from identifying needs, posing a problem and defining a solution idea, to its design and technological support and subsequent practical achievement of the intended goals with an analysis of the results obtained - determines the structure of educational project activities.
Project-based learning received its justification in the works of the philosopher, psychologist and educator John Dewey. Dewey's main contribution to learning theory is his concept of a "complete act of thinking" built on understanding and solving practical problems.
During these sessions, students should:
- identify a specific need;
- identify the relevant problem;
- formulate a hypothesis to overcome it;
- provide conditions for solving problems;
- to carry out the solution of practical problems;
- analyze the results.
Instead of a common curriculum for all, classes were introduced into the educational process, in which independent research and practical work of students was carried out. In this regard, the teacher had to monitor the development of students' interests and offer them problems that were feasible for understanding and implementing.
The pedagogical experiments of John Dewey, carried out in a number of American schools, were developed in the early 20th century in the work of educators in European countries. They were based on a system of learning in the process of independent fulfillment by students of tasks in laboratories and workshops. Classes were held in a free form with periodic reporting on each subject. This system entered the history of pedagogy under the name "school-laboratory". It was recognized by teachers of that time and began to spread rapidly in the practice of schools in various countries, including the USSR. A significant contribution to the development of project-based learning was made by many domestic teachers (P. P. Blonsky, S. T. Shatsky and others).
In the 20s of the 20th century, a modification of project-based learning called the brigade-laboratory system was used in our country. Tasks for studying the entire course or a particular topic were taken by a group (team) of students and completed them independently with the advice of teachers. In the course of solving practical problems, educational tasks were solved. However, practice has shown that the results of such training were quite low. With all the active pedagogical position, the students could not cope with the tasks on their own. As K. D. Ushinsky rightly stated, “an empty head does not think”, therefore, such training did not contribute to the deep mastery of the system of knowledge by students, which as a result were quite elementary and fragmented. The fragmentary courses and episodic “projects” that replaced the stable, common curricula for all, could not ensure continuity and systematic training. Given the imbalance and weak pedagogical basis of this approach to learning and the low results of educational activities, the domestic education system abandoned not only the project method, but also the entire system of practice-oriented, including labor education of schoolchildren. This resulted in the early 1930s. to the full return of the Soviet school to academic education and information methods of organizing the educational process. Similar circumstances have developed in the education systems of other countries, despite the active popularization of this method by John Dewey. However, the current problems of the socio-economic development of society have again set the task of practice-oriented training of the younger generation before the education system. During the next technological revolution, the strengths of the creative hands-on learning method forced a renewed focus on it. In a new role and with modern pedagogical support, project-based learning has again entered the educational process of the school and is taking an increasingly prominent place in the general education systems of scientifically and economically advanced countries.
In the system of technological education, the application of the project method is designed to solve the problems of developing technological literacy and education in the process of mastering knowledge, skills and abilities of creative practical activity.
By completing projects, students develop the skills of thinking, searching for information, analyzing, experimenting, making decisions, gaining experience in independent activities and working in groups.
The project method is a way to implement the developmental and compensatory functions of learning by identifying and filling gaps in education, developing the ability to perform practical actions.
Projects carried out by schoolchildren with the support of a teacher can be conditionally divided into separate types in accordance with the most significant features (Table 2).
Depending on the nature of the educational activity, several levels of education can be distinguished, starting from the reproductive one - according to the model; further - the fulfillment of creative tasks that require, in addition to the skills of practical activity, readiness to solve design and technological problems and, finally, the implementation of personally significant creative projects of students on the basis of a complex of research, development and practical work. Accordingly, the levels of creative activity can be different. In creative tasks, the general formulation of the task is used, when each child designs and manufactures a product of a given type. At the same time, the formulation of the problem can be quite free - to design and manufacture something for something (someone).
Each project has its own focus. It helps the teacher to understand what stages of activity should be focused on in this project in order to achieve the pedagogical goals.
Study projects can be done individually or in groups. But there can also be elements of group work in projects carried out individually, for example, when brainstorming or mutually evaluating each other's initial ideas. Incorporating group work into every project is good practice as it helps develop collaboration skills and a sense of collective responsibility. At the same time, it is necessary to provide an individual approach to children, taking into account the level of their abilities and the complexity of the content of the work.
Object classification
table 2
|
signs |
Project types |
|
|
Cognitive level |
|
|
|
||
|
Purpose |
|
|
|
Execution base |
|
|
|
Number of performers |
|
|
|
Age composition of performers |
|
|
|
Runtime |
|
In the conditions of group creative activity, schoolchildren learn the material in the process of studying and discussing it with the development of a generalized simple solution. Students in a group master the elements of the activity of a leader, employee, performer, gaining social experience in collectively solving practical problems.
With a wide range of possibilities, project-based learning can be organized both in one class and in groups of different ages between classes, it can be based on individual or joint project activities of students that differ in nature, content, labor intensity, provision and other parameters.
An important role in the technological preparation of schoolchildren, in addition to educational work at school, is played by the creative project activity of students in the conditions of additional education, society, and existing production, organized and directed in line with the educational process.
During the implementation of projects, a certain part of the curriculum is implemented, so the topics of project learning activities should be wide enough to cover the widest possible range of sections covered and take into account the interests of students.
Many students, especially younger ones, may have difficulty choosing a project topic. To solve this problem, the teacher needs to have a "bank of projects" consisting of realistic tasks grouped by areas of interest and preparedness of students, with appropriate methodological support and explanation of the content and implementation of a particular project.
When determining the objects of project activities, the teacher should take into account the necessary conditions and requirements for the implementation of this method of teaching, among which the most significant are:
- students' interest in the problem;
- readiness of students for independent creative activity;
- practical orientation and significance of the project;
- creative statement of the problem;
- project feasibility;
- the possibility of using the acquired knowledge, skills and abilities;
- compliance of the educational task with the individual abilities of children;
- availability of necessary material and technical conditions;
- compliance with environmental and economic requirements;
- ensuring safe working conditions.
The results of creative projects can be objects, systems and technologies aimed at meeting personal and social needs in various fields of human activity. Needs can be both material and ideal plan. Development and production of objects of a material nature in the subject of educational projects contribute to a comprehensive solution of the problems of technological training of schoolchildren.
The structure and methodology of project-based learning do not depend on the object of activity, since each educational project includes the main elements and stages of its consistent implementation. The organization of project activities is most often linear in nature: identifying a need - "statement of the research problem - putting forward ways to solve the problem (ideas) -" analysis and evaluation of ideas development of the best idea (ideas) - "construction of a solution -> technological study -\u003e process planning - "production of the object -" testing - "evaluation of the result. However, it should be taken into account that creative people do not always think logically. The psychology of creative projects requires that students be able to complete them in a different sequence. This, to the extent possible, should be reflected in the text of the draft.
It should be noted the decisive importance of the research sections for achieving the final results of the work. The elements of project activity connected with each other represent a multifaceted figure, the so-called "asterisk" of the project. The above sequence of actions can be changed as a result of overlapping and simultaneous execution of various stages of the project, or returning to the search for a more effective solution. At the same time, project-based learning always retains its main advantage, providing a constant search and analysis of ideas, results and ways to solve problems, promotion and testing of new areas and methods of activity.
The inclusion of project-based learning in the educational process requires preliminary design, technological, economic, environmental, and other types of training, appropriate training in solving practical problems.
The creative educational activity of schoolchildren is based on the results of reproductive education, which makes up the bulk of the study time and is completed by the implementation of creative tasks or projects. With this in mind, project activities on technology can be carried out in the order of passing through individual sections and topics of the curriculum, or by performing complex work at the end of the training period. The main parameters of the educational project include the name (topic) of the project, the problem it is aimed at solving, the goals and objectives of the project, the age of students, the type of project, the volume (number of hours), the description of the project, the expected practical and pedagogical results.
Work on the project begins with the definition of areas of interest, analysis of existing problems, selection and formulation of the task (topic) of the project. This is followed by the collection, study and processing of information on the topic of the project to put forward options for solving the problem (preferably several). Among the common ways to solve creative problems in the design process is the traditional trial and error method. Based on the nomination and analysis of all possible options in order to find the optimal solution that meets the requirements.
The disadvantage of this method is the uncertainty of the method of its use, high labor intensity and low reliability, when much of the final result depends on the experience, erudition and perseverance of the researcher. The search for a scientific organization of creative work has led to the emergence of collective forms of work, taking into account the different abilities of students, some of which may be more inclined to generate ideas, while others to their critical analysis. The joint work of groups of such "generators" and "experts" was called the previously mentioned "brainstorming", often used in the creative activities of students.
By means of theoretical and experimental research, the ideas put forward are analyzed and the most promising ones are selected among them. After determining the leading idea for solving the problem, its design and technological study is carried out with the preparation of project documentation, a program and work plan are developed in accordance with the conditions for their implementation.
The practical production of material objects of project activity begins with the provision of work with materials, tools and equipment. The implementation of projects requires a certain material and technical support, which must correspond to the economic capabilities of the educational institution with the involvement of the resources of the general and additional education system, the capabilities of the society of organizations and institutions. In the process of performing technological operations, analyzing and monitoring current results, adjustments and modifications of design developments are possible.
Evaluation is carried out during the development and implementation of decisions up to the receipt and analysis of the results. Increasing the level of project activity requires providing effective feedback based on monitoring the results of operations performed by the participants in the creative process themselves. In connection with the complication of the tasks of technological training of students, there is a need to improve the evaluation of the process and results of practical activities. This can be facilitated by the use of an activity-parametric approach to the organization and conduct of practical work. In this regard, when performing labor actions, special attention is paid to the quality parameters of the product, methods and conditions for their achievement, each of which acts as an independent task for the student, implemented in the process of research, planning, implementation and monitoring of work results. This approach contributes to the development of the ability to realize the creative aspirations of students and at the same time a deeper understanding of the content, justification for the choice and use of the necessary means, effective management of activities to achieve the intended results.
Upon completion of the manufacture of the object, tests are carried out and an assessment is made of the compliance of the product with the planned indicators. The overall assessment of the project work consists of the students' own assessment of their activities and the practical testing of its results. An analysis of the results of creative activity develops from assessing the quality of a product to determining the level of one's own capabilities as a designer and practical worker. According to the test results, the possibilities of practical implementation of the results of the work are determined, promising proposals are put forward to improve the design, technology and organization of the project.
Table 3 shows the characteristics of the main stages of the project activity, taking into account the tasks to be solved and the features of the interaction of the participants in the creative process.
An important role in project-based learning is played by information and methodological support, including educational, reference and popular science literature, visual aids, samples of design and technological documentation, plans and reports of students, and exhibitions of the best design products.
In the course of creative learning activities, both students and teachers solve their own project tasks aimed at realizing the individual needs of its participants. The leading factor in the pedagogical effectiveness of project activities is to ensure the success of the creative educational process. Based on the above, we can identify a number of conditions that contribute to improving the results of creative project activities of students:
- the personal significance of the problems being solved for the participants in the project activity;
- social orientation of creative activity as a condition for self-identification and self-actualization of students;
- freedom to choose the content of projects in accordance with the interests of students in various areas of practical activity;
- the feasibility of the problems to be solved, taking into account the characteristics and capabilities of students;
- consistency of creative project activities in the context of the interaction of general and additional education and the development of social and labor activities of students;
- comprehensive provision of project activities of students with pedagogical, material and organizational resources;
- the relevance and prospects of the creative educational process in accordance with the characteristics of the individual educational development of students.
Creative activity must be taught, therefore, the organization of project-based learning can be carried out both at various levels of its formulation, and implementation as the preparedness and subjectivity of students increase.
The issues of organizing and providing project-based learning are reflected in the system of productive - innovative - comprehensive preparation of students for solving creative practical problems, considered earlier in § 2.1.
Depending on the choice of the initial stage of the project implementation, its implementation can take place at various levels of self-organization and self-regulation of students' activities. The driving forces and subjectivity of project activity participants depend on whose interests and needs the planned results are aimed at, i.e. who is the goal-setter and owner of the project outcomes.
Table 3
|
Stages project |
Tasks to be solved |
Student activities |
|
1. Organizational |
and organization of design work Formation of project teams |
|
|
2. Research |
|
|
|
3. Design |
|
to the results of activities (project design) - development of design documentation |
|
4. Technological |
Development of the technological process - identification of the conditions for the performance of work - business planning - preparation of technological documentation |
|
|
5. Practical (creative) |
|
|
|
Tasks to be solved |
Student activities |
|
|
||
|
6. Analytical |
|
|
|
7. Final |
|
to improve the content and organization of work
|
If the "launch" of project activities is carried out by setting a set of design, technological or practical tasks by the teacher, then their implementation is carried out on the basis of external control. Under these conditions, the main referential role is played by the activity of the teacher with a relatively low level of subjectivity and self-realization of students. The driving force in this process is the desire of students to obtain results that meet the requirements of the teacher, organizing educational design, stimulating, coordinating and evaluating the work at various stages of its implementation. The final sections of the project activity in the form of presentation and public defense of its results under these conditions are not related to the interests of students and are in the nature of additional external control.
In cases where the desire to obtain the results of the project is based on the personal needs of students (authors and performers of the problem), the internal motivation of the project activity is formed as the leading driving force that provides positive feedback to the creative process. When solving creative and practical problems, the authors and executors of the project will
strive to achieve the highest performance aimed at realizing their own interests and needs.
In conditions when the goals of educational project activity are determined by the performers themselves, the successful solution of the tasks set is facilitated by the development of student self-government, which ensures correction and flexible implementation of the creative process, taking into account external conditions and the capabilities of the subjects of activity. It is the subjectivity of performers that makes creative project activity one of the most effective methods of teaching, developing and educating students, creating conditions for the formation of their subject and personal competence.
At the same time, the coordinating and supporting role of the teacher is preserved, which ensures the success of solving the problems set by the students themselves at various stages of the project implementation throughout the entire cycle of creative activity.
On the other hand, educational project activity can be completed at various levels of its implementation. In the absence of a stage of practical implementation of the project, its implementation will be in the nature of design activities aimed at research, design or technological development. In this case, the result of educational design can be an ideal (intellectual) product, which, depending on the level of elaboration, can be the results of research, the development of a design or technology for manufacturing an object, drawing up a business plan for solving a problem, etc.
It is important for the teacher to ensure the success of the creative activity of students and create conditions for its transition to ever higher levels of self-organization and self-government on the way to promoting educational design to the implementation of a full cycle of creative activity, due to the needs of the directors and executors of design tasks themselves.
In the system of project-based learning, an individual approach to students is important, since in each class there are children with different abilities. Strong students can do more in-depth research, come up with more interesting ideas, and make more complex items. Less capable children need more support with less demands from the teacher. These students can limit their research, come up with fewer ideas, and make simple products. Each student may have their own predictable end result. It is desirable that the teacher discusses the expected outcomes with the children both at the beginning and during the implementation of the project, taking into account the rules and requirements of the principle of accessibility. It is important that each student be able to complete what was planned to receive in the process of project activities.
As the project progresses, the teacher should continue to teach by asking questions, offering information, or encouraging children to find information through experimentation or reference books. The success of teaching by the project method is based on the knowledge of the capabilities of each child, the ability to prompt and lead the student to make his own decision. In order to develop the creative potential of students, design classes should take place in a relaxed atmosphere based on the pedagogy of cooperation between participants in the educational process.
- 1. Reveal the essence and driving forces of creative activity.
- 2. Consider the relationship between reproductive and productive learning.
- 3. Determine the role and place of creative activity in the system of technological training.
- 4. Explain the age characteristics of the creative development of students.
- 5. Describe the levels of creative activity in the system of technological education.
- 6. Give the concept of design and design activities.
- 7. Identify the similarities and differences between the creative assignment and the creative learning project.
- 8. Describe the main stages of project activities.
- 9. Explain the features of methods for solving creative problems
- 10. Expand the problems of using the project method in the practice of domestic education.
- 11. Specify signs of classification and types of educational projects.
- 12. Explain the basic requirements for the activities of the teacher in organizing the project activities of students.
- 13. Describe the different levels and results of the implementation of creative project activities in the system of technological education.
The pedagogical process conditionally includes two parts - preparatory (designing) and actually performing. Design is a component of pedagogical activity, reflecting the teacher's foresight of the future learning process.
The design of the educational process involves the development of a set of means of pedagogical influence to achieve the goals of education based on the unity of the content and procedural components.
The pedagogical goals of achieving qualitative changes in the intellectual and personal development of students determine the basis for designing the learning process. Comparison of goals with learning conditions determines the goal-setting process for the development of specific pedagogical tasks and the logic of actions towards achieving the intended results.
The formulation of pedagogical tasks is based on the study of the state of the educational system, the analysis of the initial data for the preparation of a pedagogical diagnosis of the available opportunities and the prediction of ways to solve problems leading to the achievement of the set goals.
The implementation of educational activities requires the teacher to set goals, determine the content, identify ways to achieve the results of practical activities for their implementation and analyze the effectiveness of the process. All these components of the teacher's activity are closely interconnected and ensure the effectiveness of the educational process. The definition of ways to achieve pedagogical goals is attributed to the function of pedagogical design, aimed at creating conditions for optimal interaction between students and teachers in educational and extracurricular activities.
When designing educational activities, the teacher predicts its final results in the form of the development of abilities and personal qualities of students. The adoption of informed decisions on their achievement is facilitated by the reliance on the existing pedagogical experience, which takes into account both positive and negative consequences of the decisions made.
The design of pedagogical systems and processes must correspond to the realities of objective reality, be sufficiently open and mobile, taking into account the specific conditions, opportunities and needs of participants in educational activities.
Pedagogical design is designed to take into account and rely on the driving forces of educational activities. This involves taking into account and ensuring the interests of pedagogical activity in achieving the goals of the educational process. When developing a pedagogical project, it is necessary to determine the procedural basis for the teacher's activities in organizing the educational process and interacting with students. The choice of organizational forms, methods and means of pedagogical activity should contribute to the effective achievement of the intended results, taking into account the characteristics and conditions of the process.
The main elements of the design of the learning process are the modeling of the educational and cognitive activity of students and the planning on this basis of the pedagogical activity of the teacher. The result of pedagogical design is the development of a plan for the educational process based on the forecast and project of the upcoming joint activities of teachers and students. Taking into account time factors and the content of training, the teacher's design activity involves long-term and current planning of the educational process. Planning of educational and cognitive activity in the educational process and after school hours requires taking into account the specifics of the material being studied, the results of pedagogical diagnostics and the conditions for solving the tasks at hand. The plans of educational work developed by the teacher should reflect the interests and needs of students, their age and individual characteristics.
It is customary to single out the stages of preparation and implementation of the educational process. The result of the first is the thematic plan and the development of classes, which are the distribution of the content of the subject by time and volume of study. When specific dates for conducting classes are determined in the thematic plan, it becomes calendar-thematic. In the process of thematic planning, it is necessary to correlate the goals and objectives of the sections and topics under study with the general goals and objectives of the subject, determine their place in the educational process and contribution to the planned results.
When developing a long-term plan of educational work, the teacher determines the sequence of studying the material, taking into account the structure of the program, which can be linear, concentric, or spiral, corresponding to the content of sections and topics studied. Planning begins with the solution of the strategic tasks of distributing educational material by year of study, followed by the transition to drawing up plans for educational work for the coming and coming periods (academic year, half a year, quarter). In addition to the distribution of educational material, the preparation of a thematic plan involves the establishment of interdisciplinary connections for the course being studied, the determination of the content of independent work and extracurricular activities of students. When planning training, it is necessary to coordinate educational processes in various disciplines both among themselves and with the school-wide plan of educational work.
The study of a specific section of the program involves drawing up a plan of educational work based on the definition of the goals and content of individual topics and specific classes and the establishment of requirements for the organization and provision of the educational process. The general structure of thematic planning can be represented as a system of components of the educational process, including target, content and procedural aspects of educational activities, conditions and means of achieving pedagogical results.
Long-term planning of the educational process in technology is aimed at solving the strategic problems of preparing methodological, personnel, organizational and logistical support for the technological training of schoolchildren in the general structure of the educational system of the school.
Calendar thematic planning is carried out on the basis of an analysis of the curriculum and the period of study under consideration and involves the consistent solution of a number of tasks:
- determination of targets - learning outcomes, including knowledge, skills and personal qualities of students, formed in the process of educational and extracurricular activities using technology;
- distribution of the content of sections and topics of the curriculum by volume of implementation and individual classes. Identification of educational lines of theoretical training and practical training of students; definition of the studied phenomena, objects and processes and mastered methods of activity; taking into account the relationship between topics and classes, the logic of their development by stages of training;
- the choice of objects of labor (training samples) in accordance with the goals and content of educational activities;
- establishing requirements for the material and technical support of classes on the subject under consideration, equipping training workshops, classrooms and laboratories with the necessary equipment, tools and materials;
- determination of educational and methodological support for classes in the form of work programs, textbooks and teaching aids, methodological recommendations and instructions, instructions, technological and operational maps, drawings, visual aids, technical and information teaching aids, etc.;
- establishing interdisciplinary links with related disciplines to prepare for solving the problems of technological education;
- the choice of forms of organization of the educational process and teaching methods in accordance with the content of educational activities, the individual characteristics of students and the capabilities of the educational system;
- determination of the content of independent, extracurricular and socially useful activities of students in technology, organization of interaction with the system of additional education;
- establishing means of monitoring the results of educational activities and the quality of the educational process.
The process of teaching technology to schoolchildren requires his pedagogical training, including the preparation of plans for individual classes. The current planning of classes in technology is carried out on the basis of identifying rational types of educational activities of students, ways and means of its provision for the development of new material.
Lesson planning includes several sections: setting the goals of a particular lesson, determining its structure, content, methods and means of support with the study of individual elements and learning situations. When developing a lesson plan, it is necessary to provide for the unity of educational, developmental and educational goals aimed at the assimilation of knowledge, the development of skills and abilities, the formation of experience in creative activity and the development of personal qualities of students.
The result of the preparatory work for the lesson is its work plan. Its form and volume are not strictly regulated, and depending on the specifics of the lesson, a short plan can develop into a plan-outline, which has become widespread in the practice of pedagogical activity. The plan (plan-outline) is included in the list of mandatory documentation for conducting classes in the subject and must be drawn up in such a way that it can be used to complete the educational task, including another teacher. The outline plan should take into account the goals of a particular lesson and the conditions for achieving them, taking into account the specifics of the educational institution and the contingent of students. The logical structure for the development of an outline plan can be presented in the following form:
- determination of educational and educational goals and final results of the lesson;
- establishing the place of the lesson in the general structure of the curriculum and logical connections in the radial-ring system of teaching technology to schoolchildren;
- determination (development) of the content and volume of material for theoretical study and note-taking;
- establishing interdisciplinary connections between the lesson and the content of training in other disciplines to ensure the theoretical preparedness of students for the study of technological processes;
- determination of the content, organization and scope of practical activities of students;
- specifying and detailing the objects of educational work (training samples) on the topic of the lesson;
- determination of teaching methods in accordance with the content of educational activities;
- establishing requirements for the educational base, equipment and logistics with materials and tools in accordance with the content of the educational process and the specifics of the contingent of students;
- development of the lesson structure, definition of its main stages, their organization and duration;
- determination of the general type and nature of the lesson in accordance with the content of the educational work;
- development of a set of technological and educational documentation for the lesson and the procedure for its application;
- preparation of information and technical training aids;
- determination of methods and means of monitoring the results of educational activities;
- development of a methodology for consolidating educational material during the lesson and upon its completion;
- determination of the organization of the work of the teacher and students in the course of the lesson;
- determination of the links between the content of the lesson with extracurricular educational activities and the system of additional education;
- establishing the content and volume of material for independent work, preparing recommendations for its development;
- identification of sources and means of information for in-depth work on the topic under study and the procedure for their application.
These sections should be reflected in the work plan of the lesson, regardless of its design.
The basis for the development of the procedural component of the educational process is determined by the design of the pedagogical interaction of participants in educational activities at various levels and stages of its implementation. The methodological orientation of the design of the learning process involves the identification of means of pedagogical influence to achieve the goals of learning.
Obtaining the intended results requires solving a number of tasks:
- study of the state of the educational system, analysis of features and capabilities;
- comparison of learning objectives with the conditions of educational activities;
- determination of requirements for the results of the design of the educational process;
- identification and formulation of pedagogical tasks;
- search and definition of ways to solve problems;
- promotion of promising solutions;
- development of a model of pedagogical interaction of participants in the educational process;
- determining the conditions for the effectiveness of the learning process;
- development of methodological support for educational activities;
- examinations of the pedagogical project of the educational process.
The result of designing the learning process is drawing up a plan for the joint activities of teachers and students.
Designing the pedagogical process is not limited to planning the content of education, the activities of the teacher and the use of pedagogical tools. It should be carried out with a focus on the predictable activity of students in the conditions of its organization by the teacher and ensuring effective interaction between the participants in the pedagogical process.
The procedural aspect of designing the educational process according to technology is the development of a pedagogical scenario for classes with the definition of the activities of students and the activities of the teacher, as well as providing the necessary conditions, taking into account the characteristics of the participants in educational activities and the capabilities of the school.
Questions and tasks for self-control
- 1. Expand the concept of pedagogical design.
- 2. Name the main components and stages of designing the educational process according to technology.
- 3. Explain the relationship between design and planning of the learning process.
- 4. Describe the essence of long-term and current planning of the educational process.
- 5. Expand the content of the long-term planning of the technology learning process.
- 6. Justify the structure of the outline of the lesson on technology.
- 7. Give the sequence of preparation for technology classes.
- 8. Present the system of classes on the chosen topic as a sequence of goals and means of teaching technology.
The main goal is the social order of society: to form a personality capable of independently setting educational goals, designing ways to achieve them, monitoring and evaluating their achievements, working with different sources of information, evaluating them and, on this basis, formulate their own opinion, judgment, assessment. That is, the main goal is the formation of key competencies of students.
The competence-based approach in general and secondary education objectively corresponds to both social expectations in the field of education and the interests of participants in the educational process. The competence-based approach is an approach that focuses on the results of education, and the result of education is not the amount of information learned, but the ability to act in various problem situations.
The main task of the general education system is to lay the foundations for the information competence of the individual, i.e. help the student to master the methods of collecting and accumulating information, as well as the technology of its comprehension, processing and practical application.
For the effective formation of information competence in robotics classes, a system of learning tasks is needed.
Tab. 1 The system of educational tasks for the formation of structural units of information competence
Table 3
| Structural unit of information competence | Developed tasks for the formation of a structural unit |
| Formation of information processing processes based on microcognitive acts | 1. To develop in students the ability to analyze incoming information. 2. To teach students the formalization, comparison, generalization, synthesis of the information received with the existing knowledge bases. 3. Form an algorithm of actions for developing options for using information and predicting the consequences of implementing a solution to a problem situation. 4. To develop in students the ability to generate and predict the use of new information and its interaction with existing knowledge bases. 5. To lay an understanding of the need for the most rational organization of storing and restoring information in long-term memory. |
| Formation of motivational motives and value orientations of the student | To create conditions that contribute to the entry of the student into the world of values that assist in the selection of important value orientations. |
| Understanding the principles of operation, capabilities and limitations of technical devices designed for automated search and information processing | 1. To form students' ability to classify tasks by types with subsequent solution and choice of a specific technical tool, depending on its main characteristics. 2. To form an understanding of the essence of the technological approach to the implementation of activities. 3. To familiarize students with the features of information technology tools for searching, processing and storing information, as well as identifying, creating and predicting possible technological stages for processing information flows. 4. To form students' technological skills and the ability to work with information flows (in particular, with the help of information technology tools). |
| Communication skills, communication skills | To form students' knowledge, understanding, develop skills in the use of languages (natural and formal) and other types of sign systems, technical means of communication in the process of transferring information from one person to another using various forms and methods of communication (verbal, non-verbal). |
| Ability to analyze one's own activities | To form students' ability to reflect information, evaluate and analyze their information activities and their results. Reflection of information involves thinking about the content and structure of information, transferring them to oneself, to the sphere of personal consciousness. Only in this case can we talk about the understanding of information, about the possibility of a person using its content in different situations of activity and communication. |
5. Interaction "Teacher - student" in the course
Interaction "Teacher - student" characterizes the behavioral and activity orientation of the student's personality on the process of creating and functioning of their own information activity, the result of which is information competence. It also characterizes the behavioral and activity orientation of the teacher's personality on the process of creating conditions for the formation and functioning of the student's information activity.
The teacher has always been a central figure in education. The teacher is the one who shares knowledge, wisdom and experience, and the student adopts them. If the parameters of interaction “teacher-student” do not meet the needs of both subjects, then there is no need to talk about the quality of education. The main goal of the teacher is to convey the experience of solving problems, while the goal of the student's activity is to adopt the experience of the teacher, reach the next level and move on. Successfully solved tasks expand the range of opportunities for both the student and the teacher in self-knowledge and self-realization. Ultimately (ideally) the teacher's experience will become an integral part of the student's experience - the student will surpass his teacher and move on.
Rice. 1 The structure of the student's activity on the adoption of experience
The necessary changes in education cannot take place without the active participation of the teacher. To organize an activity means to streamline it into a coherent system with clearly defined characteristics, a logical structure and a process for its implementation.
In order for the student to master the universal methods of educational activity, it is necessary that the teacher fully master the methodology of teaching any method. Therefore, the self-education of the teacher, his readiness to constantly master new methods and forms of work, the active inclusion of innovations in educational activities is very important.
The design of the educational process begins, first of all, with the formulation of goals. The goals of the educational process determine the success of the processes of education and upbringing.
It is known that in pedagogy purpose understand the ideal representation of the result of future activities or the expected results of education. Traditionally, the goals of education are defined as the formation of a student's knowledge, skills and abilities, familiarizing a person with culture, preparing him for work. The development of goals of varying degrees of generalization and the implementation of these goals in educational practice is an important task of pedagogy. There is a hierarchy of goals in the pedagogical educational system:
The goals of education in society, due to the socio-economic state of society, its spiritual culture, the life values of members of society;
The goals of education implemented at various stages of the system of continuous education;
The goals of education implemented in the educational process of a particular educational institution;
The goals of education, implemented through the subject and the activities of the teacher.
On the other hand, different goals of education imply the existence of different systems of education. Education is relatively stable only in its material objects: educational buildings, manuals, teaching aids, etc. In the rest, education is connected with the movement, the development of society, which also gives rise to new goals of education. In the transition from the “nature-conforming” principle of teaching to the “cultural-conforming” one, the goals that the teacher should strive for in his activity have changed. The goals of education are external as well as internal direction. The external goal of education as a state-public institution is the life support of society in specific historical conditions, the development of its productive forces, general culture and the strengthening of the civil status of relations and the moral and legal foundations of members of society. In a narrower sense, the educational goal is related to the problem of transmission teachers and the assimilation of knowledge by students and can be called the goal of learning. Such a goal is always specific and is associated with a specific lesson, lecture, etc. Some authors suggest calling them tasks, or goals, of learning.
If we consider only educational activity, then this is a joint activity in which one of its participants (student) gains experience, and the other (teacher) creates favorable conditions for this, i.e., carries out the sum of the preparatory components of assimilation. The common goal unites the teacher and the student in the lesson and consists in the student solving a specific educational problem. The organizing factor in the joint activities of students and teachers is the vector motive - goal: the motive of the child is the goal of an adult. The goal of an adult, transforming into a learning task that he designs in accordance with this goal, should become the goal of the student. This is possible in the process of understanding the personal meaning of the educational task and accepting it as personally significant. Under the conditions of personally significant learning, the student becomes a genuine active subject of learning activity.
The possibility of accepting the set task by students depends not only on the formation of their educational activities, but also on the teacher's activity in setting the educational goal. The translation by the teacher of the educational goal - the assimilation of certain knowledge, the method of action, the formation of a certain quality - into a learning task and its setting for students is the most important moment in the organization of their educational activities, which determines its success, since it is through solving educational problems that the teacher achieves the goal of education. The ability to consciously formulate and set educational tasks for students is a professionally important competence of a teacher.
In the pedagogical literature devoted to the experience of designing educational goals, the provisions and psychological and pedagogical requirements for setting the goal of an activity that a teacher should be guided by are presented. when translating an educational goal into a task for students, so that it is accepted by students as personally significant and becomes an organizing, system-forming factor in their education.
Requirements for setting the main goal of the activity:
- motivated problem statement: the task must make sense for the student, which is ensured by the relationship between the goal and the motive. This connection must be real and correspond to the child's ideas about the surrounding reality;
- clear, understandable formulation of the educational task: the use of available concepts, taking into account the understanding of their meanings in the context of the task; simple sentences and style of presentation, at the same time not impoverishing the language experience of students; consistency (consistency, consistency) of presentation. Using examples, analogies and visual aids, relying on experience;
- clear and specific wording an educational task that contributes to an unambiguous understanding of the stages and methods, conditions for achieving the result of educational activities and its qualitative and quantitative characteristics;
- brevity the task being performed, which allows students to remember the entire task, as well as all the stages of its implementation, and keep in memory throughout the work, which ensures that the individual characteristics of schoolchildren are taken into account;
- imagery and emotion educational task as a factor of goal - and meaning formation of the forthcoming activity;
- relying on intrinsic motivation: cognitive interest as one of the most important sense-forming motives of students' activities and a condition for accepting an educational task as personally significant;
- increasing the degree of independence and creativity the students themselves when performing tasks, increasing cognitive activity through their involvement in the process of self-setting goals;
- organization of the discussion, establishing feedback to ensure successful (complete and accurate) perception and understanding of the educational task, highlighting and accepting the goal of the upcoming activity, as well as for education with the help of the teacher of the intention to achieve the goal;
- exercising control for the performance of the educational task by students to provide additional motivation and maintain the intention to complete the task;
- use of collective and group educational work as an additional factor of motivation, the conditions for successful acceptance and retention of the goal and independent goal-setting and goal-setting;
- creation of a favorable psychological background for activity students: organization of interaction and cooperation, observance of each other's interests, sympathy, goodwill, openness, emotional contact, correctness and tact, uniformity of educational influences on children, reliance on the positive in the child, creating a situation of success, self-confidence, interest and activity in work, creativity of both teachers and students.
The difference between approaches to defining the goals of education lies in understanding the essence of the expected result. In the traditional approach, educational goals are understood as personal neoplasms that are formed in schoolchildren. Goals are usually formulated in terms that describe these new formations: students must master such and such concepts, information, rules, skills, they need to form such and such views, qualities, etc. This approach to setting educational goals is quite productive, especially compared with the common practice of identifying pedagogical goals and pedagogical tasks, when the goals are formulated in terms that describe the actions of the teacher (to reveal, explain, tell, etc.).
However, the definition and design of educational goals through the description of personal neoplasms of students comes into conflict with new social expectations in the field of education. The traditional approach to defining the goals of education focuses on preserving the extensive path of school development. From the standpoint of this approach, the more knowledge a student has acquired, the better, the higher the level of his education.
But the level of education, especially in modern conditions, is determined not by the amount of knowledge, but by their encyclopedic nature. From positions competence approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use the acquired knowledge. In the first case, the goals of education model the result, which can be described by answering the question: what new things does a student learn at school? In the second case, the answer to the question is supposed: what will the student learn during the years of schooling?
Both in the first and in the second cases, the development of certain personal qualities, primarily moral ones, and the formation of a system of values are considered as the “end” results of education. There may be different views on what personality traits and what value orientations should be formed in modern schoolchildren, but these differences are not closely related to the approach to determining the goals of education. Differences in these approaches are associated with differences in ideas about the ways of formation of value orientations and personal qualities of students. In the traditional approach to setting goals, it is assumed that personal results can be achieved through the acquisition of necessary knowledge. In the second case, the main way is to gain experience of independent problem solving. In the first case, problem solving is seen as a way to consolidate knowledge, in the second case, as the meaning of educational activity.
From the standpoint of the competency-based approach, the main direct result of educational activity is the formation of key competencies.
Term "competence"(from lat. competere - correspond, fit) has two meanings: the terms of reference of an institution or person; range of issues in which the person has knowledge and experience. Competence in the framework of the issue under consideration of designing educational goals indicates the level of education.
A general education school is not able to form a level of students' competence sufficient to effectively solve problems in all areas of activity and in all specific situations, especially in a rapidly changing society in which new areas of activity and new situations appear. The purpose of the school is the formation of key competencies.
There are several features of such an understanding of the key competencies formed by the school. Firstly, we are talking about the ability to act effectively not only in the educational, but also in other areas of activity. Secondly, about the ability to act in situations where it may be necessary to independently determine the solutions to the problem, clarify its conditions, search for solutions, and independently evaluate the results obtained. Thirdly, this refers to the solution of problems that are relevant for schoolchildren.
Educational goals can become a significant factor in the effectiveness of educational activities if they model results that meet the expectations of both teachers and students. These may be different, though not alternative, expectations. Genuine pedagogical goals are always focused on the long term, on creating conditions for the self-development of the individual. The goals of students are always focused on the short term, on a specific result that ensures success now or in the near future. Naturally, with age, the scope of students' goals changes, although their pragmatism inevitably persists.
With the traditional approach to defining the goals of education, pedagogical goals in practice are concentrated on the immediate results of learning - the assimilation of information, concepts, etc. These results may not be of particular value to students, so their goals may focus on achieving some formal indicators (mark, medal, ability to pass the USE exam, etc.).
A competency-based approach to defining the goals of school education makes it possible to harmonize the expectations of teachers and students. Determining the goals of school education from the standpoint of a competency-based approach means describing the opportunities that students can acquire as a result of educational activities.
Goals of schooling from this point of view are as follows:
To teach to learn, that is, to teach to solve problems in the field of educational activity, including: to determine the goals of cognitive activity, to choose the necessary sources of information, to find the best ways to achieve the goal, to evaluate the results obtained, to organize one's activities, to cooperate with other students;
To teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, that is, to solve cognitive problems;
To teach to navigate the key issues of modern life - environmental, political, intercultural interaction and others, that is, to solve analytical problems.
To teach to navigate in the world of spiritual values that reflect different cultures and worldviews, i.e. to solve axiological problems;
To teach how to solve problems related to the implementation of certain social roles (voter, citizen, consumer, patient, organizer, family member, etc.);
To teach how to solve problems common to various types of professional and other activities (communicative, search and analysis of information, decision-making, organization of joint activities);
To teach how to solve the problems of professional choice, including preparation for further education in educational institutions of the vocational education system.
The main thing in setting such educational goals is that they focus on improving the level of education of school graduates. Raising the level of education, which would correspond to modern social expectations in the field of education, should be:
In expanding the range of problems for which graduates of the school are prepared;
In preparation for solving problems in various fields of activity (labor, socio-political, cultural and leisure, educational, family and household, etc.);
In preparation for solving various types of problems (communicative, informational, organizational, etc.);
In increasing the complexity of the problems that school graduates are prepared to solve, including those caused by the novelty of problems;
In expanding the possibilities of choosing effective ways to solve problems.
Such an increase in the level of education means the achievement of a new quality of education, to which the program of its modernization is aimed. The new quality of education lies in the new opportunities for school graduates, in their ability to solve problems that previous generations of graduates did not solve.
The ability to solve problems is not limited to the development of a certain set of skills. This ability has several components: motives of activity; ability to navigate information sources; skills required for certain activities; theoretical and applied knowledge necessary for understanding the essence of the problem and choosing ways to solve it.
The traditional approach to education, which is often called "knowledge-based", is that it manifests a distrustful attitude towards the necessary basis of education, which, from its point of view, is the amount of knowledge acquired by students. It should be noted that the competence-based approach to solving the problems of school education does not at all negate the importance of knowledge. But at the same time, it should be taken into account that knowledge can have different values and that an increase in the volume of knowledge does not mean an increase in the level of education. Moreover, an increase in the level of education in a number of cases can be achieved only with a decrease in the amount of knowledge that schoolchildren are required to acquire.
The competence-based approach to designing the goals of school education also corresponds to the objective needs of students. At the same time, it also corresponds to the directions of teachers' creative searches. These searches are connected with the implementation of the ideas of problem-based learning, pedagogy of cooperation, student-centered education. All these ideas reflect attempts to solve the problem of motivating schoolchildren's educational activities, to create a model of "learning with passion".
Studies of teacher setting educational goals show that they usually formulate the goals of general education in terms of a student-centered approach, and the goals that the teacher sets in the classroom are usually of a narrowly utilitarian nature. At the same time, the orientation towards memorization, knowledge of individual formulas, information, dates, conclusions increases as we approach the final exams. As a result, there is a problem management of pedagogical goal setting. It is clear that pedagogical goals are influenced by many factors: systems of attestation of students, teachers, educational institutions; existing didactic and methodological materials; qualification of teachers, etc. One of the essential means of managing pedagogical goal-setting is the definition of the goals of studying a subject. Depending on the approach to defining the goals of a school subject, they can be correlated in different ways with the general goals of school education.
It should be noted that if we consider the formation of key competencies among schoolchildren as general goals, then it should be borne in mind that these goals are achieved not only in the study of academic subjects, but also through the entire organization of school life, through its connection with other significant aspects of schoolchildren's life. Therefore, the general goals of school education cannot be presented as a simple set of goals for the study of academic subjects. At the same time, it is obvious that the study of academic subjects is of decisive importance for the purposes of school education.
Usually In the structure of the objectives of the subject, there are several components: assimilation of knowledge; development of skills and abilities; relationship building; development of creative abilities (the last component is not always highlighted). This structure of goals corresponds to ideas about the content of social experience that needs to be mastered at school. This approach to setting goals is easy to use if the content of education is predetermined. In this case, the educational results that can be obtained by mastering the content of education are specified.
From the standpoint of the competency-based approach, the definition of the goals of the subject should precede the selection of its content: first, you need to find out what this subject is for, and then select the content, the development of which will allow you to get the desired results. At the same time, it should be taken into account that some results can be obtained only when the subject interacts with other components of the educational process, and some results can only be achieved within the subject and it is impossible (or difficult) to obtain them by studying other subjects.
The first group of goals subject can be described as goal-intentions. These are the goals of forming value orientations, worldviews, developing interests, forming needs and achieving other personal results that depend on many different factors, including “out-of-school” ones.
The second group of goals subject includes targets describing "destination station", those results, the achievement of which the school can guarantee (with a certain cognitive activity of the student himself and a number of other conditions). There are four types of goals within this group:
Goals that model meta-subject results that can be achieved through the interaction of a number of subjects (for example, the formation of general educational skills, communication and other key skills, some functional skills);
Goals that define meta-subject results that can be achieved within the subject, but can be used in the study of other subjects or in other activities (for example, the formation of the reader as the goal of studying literature);
Goals focused on the assimilation of knowledge and skills that ensure the general cultural competence of students, their ability to understand certain problems and explain certain phenomena of reality;
Goals focused on the assimilation of knowledge and skills that have a reference value for vocational education of a certain profile.
It is possible to make some explanations regarding the second type of goals, modeling meta-subject results, the achievement of which becomes the main meaning of studying the subject. In the scientific literature, the idea is often expressed that the meaning of studying, for example, philosophy, is not the knowledge of many philosophical systems, but the formation of the ability to philosophize. Naturally, in this case, the ability is understood not as a technique, but as the ability to consider phenomena from a certain point of view, based, among other things, on specific knowledge of the history of philosophy.
A similar approach can be applied to setting similar goals in other disciplines. So, the main meaning of studying a school course in biology can be the development in schoolchildren of the ability to observe, systematize, classify, chemistry - the ability to experiment, put forward and test hypotheses, geography - to systematically analyze the phenomena of reality, etc. There may be a different understanding of such meanings, but in any In this case, it is important to single them out, because they will, first of all, determine the place of the subject in the system of general education.
One of the main features of the competence-based approach in designing educational goals is to build a technological process of education, i.e. such a process that would guarantee learning outcomes, where a clearly defined goal could be realized not only by the teacher, but also by the student, and this involves the formulation of diagnostic educational goals.
How should one understand the term "diagnostic goals of training and education"? Of the many statements, we give the definition of V.P. Bespalko, who believes that the goal is set diagnostically if the concepts used meet the following requirements:
It describes as specifically as possible what should be the result of training, the goal is specific;
There are indicators, signs by which one can judge the achievement of the goal, the goal contains criteria and indicators by which it can be judged that it has been achieved - the goal is criterial;
The signs are so accurately described that the concept is always adequately correlated with its objective manifestation (that is, with what it denotes) - the goal is identifiable;
The results of measurements can be correlated with a certain rating scale.
Therefore, for a diagnostic projected educational goal, it is required that it be accurately described, measurable, that there be a scale for the degree of its achievement - assessment. Summarizing the above, we can assume that educational goals should be:
specific. The goal must be clearly stated. Otherwise, in the end, a result different from the planned one may be achieved.
measurable. If the goal does not have any measurable parameters, then it will be impossible to determine whether the result has been achieved.
achievable. Goals are used as an incentive to achieve some goals and thus move forward through success. It is worth setting rather difficult goals that require effort, but they must be achievable.
Result Oriented. Objectives should be characterized in terms of the result, not the work being done. Thus, efficiency is achieved.
Corresponding to a specific period. Any goal must be achievable in a certain time dimension.
Let's turn to typical goal setting, which are common in the practice of teachers and are very stable and similar in different countries of the world. They are given in the book by M. V. Klarin “Innovative Models of Education in Foreign Pedagogical Searches”. (M., 1994, p. 214).
1. Determining goals through the content being studied. For example: "Study the phenomena of electromagnetic induction" or "Study the Pythagorean theorem." Or through a direct appeal to a section of the textbook: "Study the content of paragraphs No...."
What gives this way of setting goals? Perhaps, only one thing - an indication of the area of content, affected by the lesson or a series of classes. But is it possible, with this method of setting goals, to judge whether they have been achieved? In other words, is this way of setting goals technological? Obviously not. Therefore, within the framework of using the competency-based approach and building the appropriate educational technology, this method is clearly insufficient.
2. Determination of goals through the activities of the teacher. For example: “Introduce students to the principle of operation of an internal combustion engine, show the operation of the device, formulate the main provisions of the theory ...” or “Demonstrate how to read symbols on a geographical map.” This way of setting a goal - "from the teacher" - is focused on his own activities and creates the impression of clarifying and streamlining the work. However, the teacher plans his actions, not having the opportunity to check their consequences, with the real results of learning, since these results are not provided for by this method of goal setting. The non-instrumental, non-technological nature of this method of setting goals is only masked, but not overcome.
3. Setting goals through the internal processes of the intellectual, emotional, personal, etc. development of the student. For example: "To form the ability to analyze the observed phenomena"; "To develop the ability to structure the content of educational material"; “To form the ability to independently analyze the condition and find a way to solve a mathematical problem”; "To develop the cognitive independence of students in the process of solving problems"; "Generate Interest..." In statements of this kind, one can recognize generalized educational goals at the level of an educational institution, a subject or a cycle of subjects, but not at the level of a lesson or even a series of lessons.
In this way, it is impossible to find landmarks by which one can judge the achievement of the goal; for this it is set too "procedurally". However, this method is not fundamentally fruitless. It is only necessary not to confine ourselves to general formulations, but to advance along the path of their clarification.
4. Setting goals through student learning activities. For example: the purpose of the lesson is “Solving problems using the formula of the roots of a quadratic equation”, or “Plot the borders of states and colonies on a contour map”, or “Studying the cellular structure of a plant”, etc.
At first glance, such a formulation of the learning goal introduces certainty into the planning and conduct of the lesson. However, here, too, the most important moment falls out of sight - the expected result of training, its consequences. This result is nothing but a certain shift in the development of the student, which is reflected in one or another of his activities: what are the new increments as a result of the activity, what new did he learn, how did the new knowledge fit into the existing system?
In order to productively design educational goals, it is necessary to describe and evaluate what the student does. But this must be done with a certain degree of accuracy and rigor. Therefore, the way of setting goals that meets the modern requirements of the educational process is that the goals of education are formulated through learning outcomes expressed in the actions of students, and those that the teacher or some other expert can reliably identify.
The purpose of project-based learning is to create conditions under which students:
independently and willingly acquire the missing knowledge from various sources;
learn to use the acquired knowledge to solve cognitive and practical problems;
acquire communication skills by working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, communicate); develop systems thinking.
- - theoretically and experimentally substantiate the need to introduce the project method in school education;
- - to determine the pedagogical conditions for the use of project activities in the educational environment of schoolchildren;
- - to identify the degree of training in project activities, the level of formation of educational and cognitive interest;
- - to test the methodology of working on the project in the conditions of secondary vocational education.
Essence of project-based learning
This method involves the "living" by students of a certain period of time in the educational process, as well as their familiarization with the fragment of the formation of a scientific understanding of the world, the construction of cognitive models. materialized product
design is an educational project, which is defined as a detailed solution to the problem in the form of developments independently applied by students. We emphasize that the didactic unit in the method of projects is taken from real life and personally
a significant problem for students (economic, legal, environmental, etc.). Thus, the problem and ways to solve it acquire the contours of project activities. When solving a project, along with the scientific and cognitive side of the content, there are always emotional-valuable (personal) activity and creative sides. Moreover, it is the emotional-valuable and creative components of the content that determine how significant the project is for students and how independently it is completed.
The project encourages the student to: show intellectual abilities; moral and communicative qualities; demonstrate the level of knowledge and subject skills: show the ability for self-education and self-organization. In the process of developing a project: students synthesize knowledge in the course of their search; integrate information from related disciplines; looking for more effective ways to solve project problems; communicate with each other. The project activity clearly demonstrates the possibilities of mono- and multi-subject, individual and group educational routes of the project.
The essential features of this method are the subjectivity of the student, dialogue, creativity, contextuality, manufacturability and independence of students that arise in the process of implementing the project method. Organization of teaching in history,
social studies, law, cultural studies by the method of projects creates optimal conditions for the transformation of students into "subjects" of activity. Each student becomes an equal member of the creative team, work in which contributes to the development of social roles,
educates commitment and responsibility in completing tasks on time, mutual assistance in work. Feelings, attitudes, thoughts and actions of schoolchildren are involved in project activities.
Dialogue allows students in the process of project implementation to enter into a dialogue both with their own "I" and with others. It is in the dialogue that the "free self-revelation of the personality" is realized (MM Bakhtin). The dialogue in the project method performs the function of a specific socio-cultural environment that creates conditions for students to accept new experience, rethink the old meanings, as a result of which the received legal, social, and legal information becomes personally significant. Creativity is associated with the resolution of a problem situation, which causes the beginning of active mental activity, independence of students, as a result of which they discover a contradiction between the legal, social, economic content known to them and the inability to quickly apply them in practice. The solution of the problem often leads to original, non-standard methods of activity and the result of implementation. Any project is always the work of students. Contextuality in this method allows you to create projects that are close to the natural life of students, to realize the place of "Law", "Social Science", "Culturology" in the general system of human existence.
Integrity means the optimal synthesis of knowledge for students to implement the problem under study with the involvement of content from other subjects.
Manufacturability is associated with the organization of cognitive activity of students at certain stages of project activity.
In order to stimulate the cognitive activity of students in the lessons of social science in grade 9, I conduct practical and laboratory classes with solving problematic problems, discussing typical situations. Students with interest get acquainted with the Constitution of the Russian Federation, the Charter of the school. To implement the skills and competencies associated with work planning, the development of a phased action program from concept to finished product, I practice including ninth graders in project activities.
Projects encourage the student to set goals, master general educational skills, display intellectual abilities, display communicative qualities, develop group work skills, and build relationships. Joint activity provides ample opportunities for both the teacher and the student to build subject-subject relationships.
