Ministry of Education of the Tula Region
STATE PROFESSIONAL EDUCATIONAL INSTITUTION
TULA REGION
"TULA STATE UTILITIES AND CONSTRUCTION TECHNICIUM"
WORKING PROGRAM OF THE DISCIPLINE
EAL.16 "INDIVIDUAL PROJECT"
by profession
01/08/26 Master for repair and maintenance of engineering systems
housing and communal services
1 Explanatory note 4
2 General characteristics of the academic discipline 6
3 Place of the academic discipline in the curriculum 7
4 Results of mastering the academic discipline 8
6 Thematic planning 14
7 Characteristics of the main types of educational activities of students 15
8 Educational, methodological and logistical support 17
1 EXPLANATORY NOTE
The program of the general educational discipline "Individual Project" is intended for study in professional educational organizations that implement the educational program of secondary general education within the framework of mastering the main professional educational program of the SPO (OPOP SPO) on the basis of basic general education in the training of skilled workers.
The program was developed on the basis of the requirements of the Federal State Educational Standard of secondary general education for the structure, content and results of mastering the academic discipline "Individual Project", in accordance with the Recommendations for the organization of secondary general education within the corresponding educational program of secondary vocational education is carried out in accordance with the following regulatory documents :
Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended on July 3, 2016, as amended on December 19, 2016) (hereinafter referred to as the Federal Law on Education);
Order of the Ministry of Education and Science of the Russian Federation of December 31, 2015 N 1578 "On Amendments to the Federal State Educational Standard of Secondary General Education, approved by Order of the Ministry of Education and Science of the Russian Federation of May 17, 2012 N 413".
Individual project - is a special form of organization of students' activities (educational research or educational project)
formation of project competence of students;
the formation of students' skills to independently acquire new knowledge, work on the development of intelligence;
development of students' cognitive interests;
the formation of students' skills to generate new ideas, think creatively;
acquisition by students of the experience of using information technologies in project activities;
formation of competence in the field of acquiring knowledge from various sources: a textbook, additional literature, the Internet;
formation of competencies in the field of information processing to provide it in various forms,
formation of competencies in the field of dissemination of knowledge among peers.
practical preparation of students for the formulation and implementation of real design problems, including elements of research work.
2 GENERAL CHARACTERISTICS OF THE EDUCATIONAL DISCIPLINE
The program material reflects the current demands of society and the state for the construction of the educational process: the activity nature of education, the development of information literacy, including ICT skills in the development of educational programs.
One of the characteristics of modern society is the practical preparation of students for the formulation and implementation of real design problems, including elements of research work. Therefore, education, including professional education, is faced with the problem of forming the project competence of a specialist (the ability of an individual to design work in solving educational, everyday, professional problems) that ensures his competitiveness in the labor market.
The academic discipline "Individual project" includes the following sections:
"Types and types of projects"
“Selecting and formulating a topic, setting goals. Hypothesis Definition"
"Stages of the project"
"Methods of working with the source of information"
“Rules for the design of the project. Project presentation»
When organizing practical classes, it is necessary to focus students' attention on searching for information on the Internet, in educational and specialized literature with the appropriate design and presentation of the results. This contributes to the formation of students' skills to independently and selectively use various ICT software tools, as well as plan their activities.
The study of the discipline "Individual project" ends with summarizing the results in the form of a differentiated test as part of the intermediate certification of students in the process of mastering the OBEP SVE with obtaining a secondary general education (PPKRS).
3 THE PLACE OF THE EDUCATIONAL DISCIPLINE IN THE CURRICULUM IN GPOU TO "TGKST" the discipline "Individual project" is studied in the cycle of additional academic disciplines of the curriculum of the OPOP SPO on the basis of basic general education with secondary general education (PPKRS) by profession 08.01.26 Repair foreman and maintenance of engineering systems of housing and communal services. In the curricula of the PPKRS, the place of the academic discipline "Individual Project" as part of additional academic disciplines, for the professions of secondary vocational education of the corresponding profile of vocational education 08.01.26 Master in the repair and maintenance of engineering systems of housing and communal services.
4 RESULTS OF MASTERING THE EDUCATIONAL DISCIPLINE
personal:
Personal, professional, life self-determination;
The action of meaning formation, i.e. the establishment by students of the connection between the purpose of the learning activity and its motive, in other words, between the result of the learning and what motivates the activity, for which it is carried out, the student should ask himself the question of what meaning, meaning the teaching has for me ", and be able to find the answer on him;
The action of moral and ethical evaluation of the content to be assimilated, providing a personal moral choice based on social and personal values.
metasubject:
Goal-setting as a setting of an educational task based on the correlation of what is already known and learned, and what is still unknown;
Planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
Forecasting - anticipation of the result and the level of assimilation of its temporal characteristics;
Control in the form of comparing the method of action and its result with a given standard in order to detect deviations from it;
Correction - making the necessary additions and adjustments to the plan, and the method of action in the event of a discrepancy between the expected result of the action and its real product;
Evaluation - the selection and awareness by the student of what has already been learned and what is still to be learned, assessing the quality and level of assimilation;
subject:
Independent selection and formulation of a cognitive goal;
Search and selection of necessary information; application of information retrieval methods, including using computer tools;
Ability to structure knowledge;
The ability to consciously and voluntarily build a speech statement in oral and written forms;
Choosing the most effective ways to solve problems depending on specific conditions;
Reflection of methods and conditions of action, control and evaluation of the process and results of activities.
1.1 Goals and objectives of the course. Project types.
2 Choosing and formulating a topic, setting goals. Definition of a hypothesis.
Workshops
Practicing goal setting. Working out the formulation, proof and refutation of hypotheses
3 Stages of work on the project
3.1 Stages of work on the project. Preparatory stage: choosing a topic, setting goals and objectives for the future project. Planning: selection of necessary materials,
Workshops
Development of methods for searching for information on the Internet
Drafting a text plan. Extracts from the text.
5.2 General requirements for the design of the text (GOSTs for the design of typewritten works)
5.4 Presentation of the project. Features of working in Power Point. Requirements for the content of the slides.
Workshops
Registration of a text document in accordance with GOST
Preparation of the written part of the project
Using tables in a word document
Design of the title page, content. Making a bibliographic list.
Registration of the application of the results of the study of an individual project
Creation and editing of graphic and multimedia objects by means of computer presentations
Making a presentation on the topic of a research project
Methods of working with the source of information
6 Features of the research work
Workshops
Making a report to defend an individual project
Finalization of the project taking into account comments and suggestions
Sample Topics for Individual Computer Science Projects
On the topic "Information and Information Technology":
1 Computer addiction.
2 Encryption of information.
3 Methods of processing and transmission of information.
4 Organization of data.
5 The computer is within us.
6 A world without the Internet.
7 Russia and the Internet.
8 Information society.
9 Best information resources of the world.
10 Types of information technology.
11 World information wars.
12 Cybercrime.
13 The problem of protecting intellectual property on the Internet.
On the topic "Devices and functioning of computers":
1 Artificial intelligence and computers.
2 Operating system. Principles and objectives
3 Computerization of the 21st century. Perspectives.
4 Keyboard. History of development".
5 History of Operating Systems for the personal computer.
6 Safety precautions when working in the Informatics class 30 years ago and now.
7 Viruses and the fight against them. "USB1.1, USB2.0. Perspectives.
8 Random Access Memory.
9 Encryption using the private key.
10 BlueRay vs. DVD.
11 Central Processor Unit.
12 Compilers and interpreters.
13 Dead programming languages.
Sample Topics for Individual Projects in Mathematics
The role of mathematics in the modern world
Mathematics in science, technology, economics, information technology and practice
Goals and objectives of the study of mathematics in the development of professions of secondary vocational education
Development of the concept of number
Functional dependencies in real processes and phenomena (from related disciplines)
The use of linear function graphs in various areas of life: in everyday life, in professional activities
Linear function plotting (duties, schedules, etc.)
Application of mathematical methods for solving meaningful problems from various fields of science and practice
Approximate topics of individual projects in physics
Alexander Grigorievich Stoletov is a Russian physicist.
Alexander Stepanovich Popov - Russian scientist, inventor of radio. History of the development of geometry
André Marie Ampère is the founder of electrodynamics.
Boris Semenovich Jacobi - physicist and inventor.
The greatest discoveries of physics, etc.)
Igor Vasilievich Kurchatov - physicist, organizer of atomic science and technology.
Isaac Newton - creator of classical physics
Sergei Pavlovich Korolev - designer and organizer of the production of rocket and space technology.
6 THEMATIC PLANNING
When implementing the content of the general educational discipline "Informatics" within the framework of mastering the OBEP SPO on the basis of basic general education with secondary general education (PPKRS), the mandatory workload of students in the professions of SVE of the technical profile of vocational education is: - 64 hours, including practical classes, - 44 hours
THEME PLAN
| Type of accounting work. Auditory lessons. Content of training | Mandatory classroom workload |
|
| classes in the classroom | workshops |
|
| 1 Types and types of projects | ||
| 2 Choice and formulation of the topic, setting goals. Defining a hypothesis | ||
| 3 Stages of work on the project | ||
| 4 Methods of working with the source of information | ||
| 5 Rules for the design of the project. Project presentation | ||
| 6 Features of the research work | ||
| Total | ||
| Intermediate certification in the form of a differentiated test |
||
| Total 20 44 |
||
7 CHARACTERISTICS OF THE MAIN TYPES OF STUDENTS' LEARNING ACTIVITIES
| 1 Types and types of projects |
|
| 1 Goals and objectives of the course. The project as one of the types of student's independent activity. Project types | Be able to identify projects Know the classification of projects. |
| 2 Choice and formulation of the topic, setting goals. Defining a hypothesis |
|
| 2.1 Choosing a topic. Determining the degree of significance of the project. Relevance and practical significance of the study. | Know how to choose a topic Be able to determine the degree of significance of the project |
| 2.2 Definition of goals and objectives. Goal setting efficiency. The concept of "Hypothesis" Formulating a hypothesis. Proof and refutation of the hypothesis. | Be able to define goals and objectives. Have an idea about the effectiveness of goal setting Be able to formulate a hypothesis Ability to prove and disprove hypotheses |
| 3 Stages of work on the project |
|
| 3.1 Stages of work on the project. Preparatory stage: choosing a topic, setting goals and objectives for the future project. Planning: selection of necessary materials, determination of methods for collecting and analyzing information | Know how to choose a topic for a future project Know how to set tasks Be able to select the necessary materials Be able to identify ways to collect and analyze information |
| Characteristics of the main types of educational activities of students (at the level of educational activities) |
|
| 3.2 Stages of work on the project. Main stage: discussion of methodological aspects and organization of work, structuring of the project. Final stage: summing up, presentation of the project. | Know the basic steps of a project Be able to discuss Be able to sum up |
| 4 Methods of working with the source of information |
|
| 4.1 Types of literary sources. Information resources (Internet technologies). Rules and features of information retrieval on the Internet. | Have an idea about the literary sources of information. Be able to work with literary sources Determine keywords, phrases for information search. Know the rules of working on the Internet. |
| 5 Rules for the design of the project. Project presentation |
|
| 5.1 Creation, organization and basic methods of transformation (layout) of text | Be able to create text documents. Know the basic ways of converting text Ability to analyze the conditions and possibilities of using the software for solving typical problems. |
| 5.2 General requirements for the design of the text (GOSTs for the design of typewritten works | Know the requirements for the design of text documents in accordance with GOST Be able to format text documents |
| 5.3 Rules for the design of the title page, the content of the project. Rules for the design of tables, graphs, diagrams. | Know how to make a title page Be able to design the content of the project Know the rules for the design of tables, graphs, diagrams Know how to format tables Be able to draw graphs and diagrams |
8 EDUCATIONAL AND METHODOLOGICAL AND MATERIAL AND TECHNICAL
SECURITY
Mastering the program of the academic discipline "Individual Project" implies the presence in a professional educational organization that implements an educational program of secondary general education within the framework of mastering the OBEP SVE on the basis of basic general education, a study room, in which it is possible to provide free access to the Internet during a lesson and during the period of extracurricular activities of students.
The room of the office meets the requirements of sanitary and epidemiological rules and regulations (SanPiN 2.4.2 No. 178-02) and is equipped with standard equipment specified in these requirements, including specialized educational furniture and teaching aids sufficient to meet the requirements for the level of training of students.
The composition of the educational, methodological and logistical support of the program of the discipline "Individual project" includes:
Seats by number of students;
Teacher's workplace;
The board is magnetic;
Technical training aids:
Computers at workplaces with system software (for the Windows operating system), application software for each topic of the program of the discipline "Individual project"
Internet.
REFERENCES AND INTERNET SOURCES
For students
1 Gin, S. I. Project or research? / S. I. Gin // Patchy school. - 2016. - No. 6. - P. 49–51
2 Gurman S.M. Design of educational text documents: Methodological instructions / S.M. Gurman, V.I. Semenov. – Bogdanovich, 2014
3 Sergeev I.S. How to organize student project activities. – M.: ARKTI, 2014.
4 Shurygina A.G., Nosova N.V. The program of training modules "Fundamentals of project activities" for students of the main school developed by A.G. Shurygina and N.V. Nasal. - Kirov: Kirov IPK and PRO, 2016
5 Shcherbakova S.G. Organization of project activities in an educational institution. Publishing and trading house "Coripheus" - Volgograd, 2015.
For teachers:
1 Berezhnova E.V. Fundamentals of educational and research activities of students: textbook. for stud. avg. ped. textbook institutions / E.V. Berezhnova, V.V. Kraevsky. - M .: publishing center "Academy", 2015
2 Pastukhova I.P., Tarasova N.V. Fundamentals of educational and research activities of students: study guide for student institutions environments. prof. education / I.P. Pastukhov,
N.V. Tarasov. - 4th ed., Sr. - M .: Publishing Center "Academy", 2014.
3 Stupitskaya M.A. Materials of the course "New pedagogical technologies: organization and content of students' project activities": lectures 1-8. M.: Pedagogical University "First of September", 2014.
4 Sergeev I.S. How to organize student project activities. – M.: ARKTI, 2015.
Internet resources
1 http://psystudy.ru - electronic scientific journal
2 http://studentam.net - electronic library of textbooks
3 http://www.gumer.info - library
EXPLANATORY NOTE
The program "Individual Project" was compiled on the basis of the Collection "Education for the Future" by E.N. Yastrebtseva and the collection "Project activities of students in grades 9-11" by E.S. Larin.
In accordance with the curriculum, 1 hour per week is allotted for project activities. Accordingly, the program is designed for 34 hours in the 10th grade.
Changes in Russian education and transformations in society require a new approach to the learning process from the school teacher. In modern conditions of life, it is not enough just to possess a set of knowledge, skills and abilities, one must be able to acquire them in an increasing volume, to be able to apply them in real life, in a real situation. Project activity puts the personality of the child, the disclosure of his creative potential, at the center of the educational system. Project activity is a joint cognitive, creative activity of students, aimed at mastering the methods of independent achievement of the assigned cognitive task, satisfaction of cognitive needs, stimulating self-realization and development of personally significant qualities in the process of implementing an educational project.
Project activity allows you to go beyond the scope of school subjects, to make interdisciplinary connections, to connect existing life experience with new knowledge, to choose an active life position, to maximize the available creative opportunities.
Participation in project activities allows organizing joint activities of students and parents, as well as increasing the possibilities for maximum self-realization of each student.
The program of project activities is aimed at mastering by students a set of educational and cognitive techniques and practical actions for solving personally and socially significant tasks and finding ways to resolve problematic issues through independent actions.
Purpose of the projects:
Realization by children of their abilities and personality potential.
Tasks:
Educational:
1. Introduce the concept of "project activity", types of projects.
2. To teach to formulate problems, to raise problematic questions.
3. Learn to work with various sources of information.
4. Teach methods of primary information processing.
5. Learn to observe, experiment and document the results.
6. Learn to work in a group, team.
7. Learn to evaluate your own and other people's results.
8. To acquaint with different types of presentation of the results of their activities.
Educational, developing:
1. Contribute to the increase in personal confidence of each participant in project-based learning, its self-realization and reflection;
2. To develop in students the awareness of the importance of teamwork to obtain results, the role of cooperation, joint activity in the process of performing creative tasks; inspire children to develop communication skills.
3. Develop research skills.
Work on the project is preceded by the necessary stage - work on the topic, during which children are invited to collect a variety of information on a common topic. At the same time, children themselves choose what exactly they would like to learn within the framework of this topic. In further work on projects, the compiled general encyclopedia or card file can serve as one of the main sources on the topic. Suggested course of action:
1. Familiarization of the class with the topic.
2. Selection of subtopics (fields of knowledge).
3. Collection of information.
4. Selection of projects.
5. Work on projects.
6. Presentations (video clips) of projects.
During the course, students should know:
1. Rules for working with a computer and safety precautions
2. About different ways of finding information;
3. Appointment of digital technology for the creation of didactic materials;
4. Appointment of input and output devices.
should be able to:
1. Use the Internet to find graphic illustrations, audio objects;
2. Create drawings in a graphics editor;
3. Create booklets;
4. Use a digital camera and video camera;
5. Use a scanner, microphone and printer to input and output information.
Stages of project activity :
Determination of the thematic field and theme of the project, search and analysis of the problem, setting the goal of the project, choosing the name of the project.
Discussing possible options, comparing proposed strategies, choosing methods, collecting and studying information, determining the form of the product and product requirements, drawing up a work plan, assigning responsibilities.
Execution of planned technological operations, making necessary changes.
Preparing and defending a presentation.
Analysis of the results of the project, assessment of the quality of the project
Skills and skills of project activities formed in the process of working on a project :
1) mental-activity: putting forward an idea (brainstorming), problematization, goal-setting and formulating a task, putting forward a hypothesis, posing a question (search for a hypothesis), formulating an assumption (hypothesis), a reasonable choice of a method or method, a path in activity, planning one’s activity, introspection and reflection;
presentational: construction of an oral report (message) on the work done, the choice of methods and forms of visual presentation (product) of the results of activities, the production of visual objects, the preparation of a written report on the work done;
communicative: listen and understand others, express yourself, find a compromise, interact within the group, find consensus;
search: find information in catalogs, contextual search, in hypertext, on the Internet, formulating keywords;
informational: structuring information, highlighting the main thing, receiving and transmitting information, presenting it in various forms, orderly storage and search;
conducting an instrumental experiment: organizing a workplace, selecting the necessary equipment, selecting and preparing materials, conducting the experiment itself, observing the progress of the experiment, measuring parameters.
Technologies, methods:
level differentiation;
problem learning;
modeling activity;
search activity;
information and communication technologies;
health-saving technologies;
Intersubject communications in the classroom on project activities :
With Russian language lessons: recording individual expressions, sentences, paragraphs from the texts of the studied works;
With lessons in fine arts: design of creative works, participation in exhibitions of drawings during the defense of projects;
With labor lessons: the manufacture of various elements on the topics of projects.
Forms of control : protection of completed projects, work competitions.
Possible products of project activities of schoolchildren :
illustration series,
magazine, flip book,
directory,
wall newspaper,
holiday script,
tutorial,
music selection,
photo album.
visual aids,
Control and evaluation of students' achievements (criteria for evaluating educational and research work)
Estimated parameters
Score in points
The relevance of the task:
Has great practical and theoretical interest;
Has an auxiliary character;
The degree of relevance is difficult to determine;
Insufficient level of elaboration of the problem, goals and objectives of the study;
Problems, goals and objectives of the study are not singled out and formulated.
Originality of methods for solving the research problem:
Solved by new, original methods;
Has a new approach to solving, new ideas are used;
Traditional solution methods are used.
The novelty of the results obtained:
New theoretical and practical results have been obtained;
An original experiment was developed and carried out;
There is a new approach to solving a known problem;
There are elements of novelty;
There is nothing new.
Practical significance of the work:
Can be used in the scientific work of schoolchildren;
Can be used in the educational process;
Doesn't deserve attention.
The level of research elaboration, problem solving:
The tasks are solved completely and in detail with the implementation of all the necessary elements of the study;
Insufficient level of sophistication of the solution;
The solution cannot be considered as satisfactory.
Use of known results and scientific facts in the work, possession of a special apparatus, familiarity with the current state of the problem, the logic of presentation is observed, persuasiveness
reasoning;
The use of the educational material of the school course, the proof of an already established fact, the logic of presentation is violated.
Quality of work design:
The work is well-organized;
There are comments on the design of the work;
Does not meet design requirements.
Total:
20 points
Criteria for evaluating reports
Estimated parameters
Score in points
Report quality:
Makes an outstanding impression, accompanied by illustrative material;
Clearly built;
Tells, but does not explain the essence of the work;
Read out.
Using demo material:
Used in a report, well designed, but there are inaccuracies;
The submitted demonstration material was not used by the speaker or was designed
bad, illiterate.
Quality of responses to questions:
Answers the questions;
Cannot answer most questions;
Cannot answer questions clearly.
Possession of scientific and special apparatus:
Possession of a special apparatus is shown;
General scientific and special terms are used;
Possession of the basic apparatus is shown.
Conclusion Clarity:
Fully characterizes the work;
Fuzzy;
There are, but not proven.
Total:
14 points
Section/topicQty
hours
Requirements for the level of training
Subject representation
"Individual project"
The concept of a project, design
activities, project
culture. Story
design. Projects in
the modern world. Structure
project. Typology of projects.
School of the Future - School
projects? Scheme
design. Design
technology.
Distinguish between the concepts of project, project activity, project culture.
Know the history of design.
Determine the structure of projects, the typology of projects. be able to build
design schemes.
Project classification
Personal or group
projects? What are the benefits.
Classification of projects by
duration.
Classification of projects by
dominant activity
students. Classification
training projects according to Collings Classification of projects according to the complexity and nature of contacts.
Distinguish between types of projects
classify projects,
determine the structure of the project.
Stages of work on the project.
Definition of project topics.
Formation of project teams.
Formation of didactic
project goals. Formation
methodological objectives of the project.
Criteria for evaluating project
project. Student methods
research. Presentation types
projects. Fundamental rules
business communication and management
discussions. Methods of influence
to the audience. Creation of a working
project material folders. Review
and correction of materials according to
project. Usage
Internet resources in the design
activities. Booklet creation
to projects. Usage
electronic encyclopedias in
project activity.
Introduction to educational
sites. A source of information.
list of information
resources for the project and its
materials. Creation of electronic folders. Search and processing of information. Analytical work on the collected material. "Visit card of the project".
Be able to choose and justify a topic
project, select the necessary
information for project implementation.
Be able to define goals and objectives
put forward hypotheses. To Work with
sources of information, collect,
organize and analyze
received data. be able to do
reasoned conclusions,
build a system of evidence,
present the results of the work
create working folders. Be able to
work with applications
programs. Responsibly
treat information with due regard
legal and ethical aspects of its
distribution. To work in
team, solve cognitive,
creative tasks, in collaboration
while performing different
social roles. Be able to draw
explanatory note compliance
requirements for its design;
evaluate the completed project;
protect the project.
Bibliography
1. Goryachev A.V., Iglina N.I. I know everything, I can do everything. Allowance for project activities. M: Balass, 2011
2. Pakhomova N.Yu. Teaching project method in an educational institution. – M.: Arkti, 2003.
3. Sergeev I.S. How to organize student project activities. – M.: Arkti, 2007.
4. Sergeev I.S. How to organize the project activities of students: A practical guide for employees of educational institutions. – M.: ARKTI, 2003.
5. Savenkov A.I. Content and organization of research education for schoolchildren. - M .: "September", 2003. - 204 p.
6. Leontovich, A. V. What is the difference between research activity and other types of creative activity? / A. V. Leontovich// Head teacher. - 2001. - No. 1. - C 105-107.
8. Maslennikova, A. V. Materials for conducting a special course “Basics of research activities of students” / A. V. Maslennikova // Practice of administrative work at school. - 2004. - No. 5. - S. 51-60
9. Bychkov A.V. Method of projects in modern school. - M., 2000.
10. Frolov M.I. Learning animation on a computer: tutorial - M.: Binom, 2002. 11. Frolov M.I. Learning to work on a computer: tutorial -M.: Binom, 2006
12. Frolov M.I. Learning to draw on a computer: tutorial - M.: Binom, 2002.
13. Larina E.S. Informatics 9-11 grades project activities of students. Volgograd 2009
14. Yastrebtseva E.N. "Learning for the Future". Moscow: Intel Corporation, 2003
Calendar-thematic planning of the course "Individual project" Grade 10
Section/topic
Qty
hours
The main types of educational
activities
the date of the
according to plan
in fact
Presentation of the program of project activities - 5 hours
The concept of the project, project activities,
design culture
Design history. Projects in
the modern world.
perception, comprehension and memorization of information
Project structure. Typology of projects.
reviewing the information received,
answers to questions after explaining the material
School of the Future – School of Projects?
perception, comprehension and memorization of information, participation in the discussion
Design schemes. Design
technology.
perception, comprehension and memorization of information
Classification of projects - 5 hours
Personal or group projects. Their benefits.
Classification of projects by duration
perception, comprehension and memorization of information
Classification of projects by dominant
student activities
taking notes of the information received, answering questions after explaining the material
Classification of educational projects by
Collings
listening, taking notes, answering questions after explaining the material
Classification of projects by complexity
and nature of contacts
taking notes, participating in a conversation on a given topic
The main stages of work on the project– 25 hours
Stages of work on the project
perception, comprehension and memorization of information, note-taking of the information received
Definition of project topics.
Formation of project teams
creation of project teams, search for a problem, selection and justification of the project
Formation of the didactic goals of the project
in a conversation on this topic
Formation of the methodological goals of the project
listening, taking notes, participating
in a conversation on this topic
Criteria for evaluating design work
perception, comprehension and memorization of information
note-taking, portfolio creation
Student Research Methods
summarizing the information received
Review and correction of materials on
preparation of reports on selected topics, analysis of work performed
Use of Internet resources in
project activities
work with Internet resources, note-taking, analysis of information found
Creation of booklets for projects
practical work on the computer
The use of electronic encyclopedias in
project activities
taking notes, working with Internet resources
Familiarity with educational sites.
viewing projects, participating in the discussion of the material seen
perception of information
answers to teacher questions
perception of information, participation in a conversation on a given topic
Study time reserve
Summarizing
MINISTRY OF EDUCATION OF THE MOSCOW REGION
STATE BUDGET EDUCATIONAL
INSTITUTION OF SECONDARY PROFESSIONAL
EDUCATION
"BALASHIKHINSKY INDUSTRIAL AND TECHNOLOGICAL
TECHNICAL COLLEGE"
MOSCOW REGION
I approve:
Deputy Director for Management and Control of GBOU SPO MO "BITT"
G.V. Eremina
WORKING PROGRAMM
academic discipline
Fundamentals of Electronics and Digital Circuitry
module program name
Reviewer: Eremina G.V. - Deputy for CPR
(position, surname, initials)
Approved:
methodological committee
Chairman: Belousova T.D.
Minutes No. 1 dated 03.09.2015
Balashikha
The program of the academic discipline was developed on the basis of the Federal State Educational Standard for Professions of Primary Vocational Education (hereinafter referred to as NPO) 230103.02 Digital Information Processing Master
(position, surname, initials)
Reviewer: Eremina G.V. - Deputy for CPR
(position, surname. Initials)
Recommended at a meeting of the methodological commission for the profession 230103.02 « Master in Digital Information Processing» State budgetary educational institution of secondary vocational education of the Moscow region "Balashikha Industrial-Technological College" Balashikha Protocol No. 1 dated ___________.
1. GENERAL PROVISIONS
1.1. Project activity is a special form of educational work that contributes to the education of independence, initiative, responsibility, increasing motivation and effectiveness of educational activities. The inclusion of students in the project activities of students is one of the requirements of the federal state educational standard for basic general education.
1.2. The student's individual final project is an educational project carried out by the student within the framework of one or more academic subjects.
1.3. The implementation of an individual final project is mandatory for each student; failure to complete it is tantamount to receiving an unsatisfactory grade in the subject.
1.4. This Regulation defines the basis for organizing work on an individual project and features of the assessment of an individual project.
1.5. This regulation is a local act of an educational institution, developed to clarify the principles and features of organizing work on an individual project in the context of the implementation of the Federal State Educational Standard.
Non-profit partnership
“College of Economics and Entrepreneurship”
Working programm
academic discipline
SPO specialty
by enlarged groups of areas of training
38.00.00 Economics and management
21.00.00 Applied geology, mining,
oil and gas business and geodesy
Teacher Starikova S.V.
Tambov 2015
The work program of the academic discipline was developed on the basis of the Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) in the specialties of secondary vocational education (hereinafter referred to as SVE) for the enlarged groups of areas of study 38.02.04 "Commerce" (by industry), 38.02.01 "Economics and Accounting" (until) February 38, 2007 “Banking” (economic profile), February 21, 2005 “Land and property relations” (technical profile).
Organization-developer: NP "Technical School of Economics and Entrepreneurship"
Developers: Starikova Svetlana Vyacheslavovna, teacher of the 1st category
Approved by the cycle commission of general humanitarian, socio-economic, natural science and mathematical disciplines
Protocol No. ____ dated _______
Chairman of the Cycle Commission Zaitseva L.Yu.
Compiled in accordance with the Basic Curriculum of General Educational Institutions and recommendations for the implementation of secondary (complete) general education in educational institutions of secondary vocational education for technical and economic specialties
Deputy Director for UMR Starikov S.V.
"____" __________2015
"____" __________2015
page
PASSPORT OF THE WORKING PROGRAM OF THE EDUCATIONAL DISCIPLINE
4
STRUCTURE and content of the EDUCATIONAL DISCIPLINE
8
conditions for the implementation of the academic discipline
11
Monitoring and evaluation of results Mastering the academic discipline
14
1. passport of the working PROGRAM of the EDUCATIONAL DISCIPLINE
"INDIVIDUAL DESIGN"
1.1. Scope of the work program.
The work program of the discipline is part of the SSSP in accordance with the Federal State Educational Standards in the specialties of secondary vocational education for enlarged groups of areas of training 02/38/04 "Commerce" (by industry), 02/38/01 "Economics and Accounting" (by) 02/38/07 "Banking" ( economic profile), 21.02.05 "Land and property relations" (technical profile)..
The work program of the discipline can be used in the implementation of basic professional educational programs in the specialties 38.02.04 "Commerce" (by industry), 38.02.01 "Economics and Accounting" (to) 38.02.07 "Banking" (economic profile), 21.02 .05 "Land and property relations" (technical profile) by all educational institutions of secondary vocational education in the territory of the Russian Federation that have the right to implement the LSPP in these specialties.
1.2. The place of the academic discipline in the structure of the PPSSZ: discipline is included in the general education cycle.
1.3. Goals and objectives of the academic discipline - requirements for the results of mastering the academic discipline:
The project method is considered as a learning system in which students acquire knowledge and skills in the process of planning and performing gradually and progressively more complex practical tasks - projects.
Individual project, which is an educational project or educational research carried out by a student within the framework of one or more academic subjects, should provide the acquisition of skills in independent mastering of the content and methods of selected areas of knowledge and / or activities, or independent application of acquired knowledge and methods of action in solving practical problems , as well as the development of the ability to design and implement expedient and productive activities (cognitive, design, social, artistic and creative, other).
The results of the individual project should reflect:
1) the ability to plan and implement project and research activities;
2) the ability to present the results achieved, including the ability to prioritize goals, taking into account values and life plans; independently implement, control and carry out correction of their activities on the basis of preliminary planning;
3) the ability to use available resources to achieve goals; to choose constructive strategies in difficult situations;
4) the ability to create products of their activities that are in demand by society and have pronounced consumer properties;
5) the formation of skills to use a variety of information and the knowledge, skills and competencies obtained as a result of training for goal setting, planning and implementation of an individual project.
In the profile course, the content of education presented in the course of individual design of open source software develops in the following directions:
Goals and objectives of the project activity:
formation of an information picture of the world in the mind;
the ability to work with a computer;
development of information search and processing skills;
work on new technologies;
development of independence;
the formation of personal confidence in each participant in project-based learning;
development of research skills. ;
development of creative activity of students, the ability to perform research work, analysis of the work performed;
the development of the collective educational activity of students, in which the goal is realized as a single one, requiring the unification of the entire team;
Formation in the course of activity between members of the team of a relationship of mutual responsibility;
controlling the activities of the project implementation by the members of the team itself;
formation of personally significant ways of educational work;
mastering the ways of self-education
ensuring the transfer of the student to the mode of self-development;
stimulation of independent work of students
gaining experience in social interaction;
development of communication skills of students;
acquisition of initiative.
Considerable attention in modern education is paid to personal orientation, methods for taking into account the individual characteristics of the student, using the student's experience and teaching research methods.
These requirements for the content of modern education, of course, meet the project-based form of education. The project form of education is the involvement of students in educational and cognitive practical activities, as a result of which something new arises.
In addition, the project activity allows the teacher to carry out an individual approach to each student, to distribute responsibilities in groups according to the abilities and interests of students.
The work program is focused on the formation of the following competencies:
Reflective skills;
Search (research) skills;
Ability and skills to work collaboratively;
Managerial skills and abilities;
Communication skills;
Presentation Skills and Skills
The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. The method of projects - this technology involves a set of research, search, problem methods, creative in nature. teacher within the the role of a developer, coordinator, expert, consultant is assigned.
That is, the basis of the project method is the development of cognitive skills of students, the ability to independently construct their knowledge, navigate in the information space, develop and creative thinking.
In the process of project activities, the following general competencies are formed:
development logical thinking, spatial imagination, algorithmic culture, critical thinking at the level necessary for future professional activity, for continuing education and self-education;
mastery of projective knowledge and skills, necessary in everyday life, for the study of related natural science disciplines at the basic level and disciplines of the professional cycle;
upbringing means of design, understanding the significance of the process for scientific and technological progress, attitude to discipline as part of human culture through acquaintance with the history of the development of design, the evolution of ideas.
General educational skills, skills and methods of activity.
In the course of acquiring individual design skills in SPO, students continue to master a variety of activities, gain and improve experience:
carrying out evidence-based reasoning, logical substantiation of conclusions, using various methods of illustration, interpretation, argumentation and evidence;
solving a wide class of problems from various sections, search and creative activities in solving problems of increased complexity and non-standard tasks;
planning and implementation of algorithmic activities: implementation and self-compilation of algorithmic prescriptions and instructions; use and independent drawing up of plans based on generalization of particular cases and experimental results; performing practical calculations;
building and researching models for describing and solving applied problems, problems from related disciplines and real life; checking and evaluating the results of their work, correlating them with the task, with personal life experience;
· independent work with sources of information, analysis, generalization and systematization of the received information, its integration into personal experience.
Learning outcomes.
The learning outcomes are presented in the Requirements for the level of training and set the system of final learning outcomes that all graduates who have studied the course of mathematics at the profile level must achieve, and the achievement of which is a prerequisite for a positive attestation of the student. These requirements are structured into three components: “know/understand”, “be able”, “use acquired knowledge and skills in practical activities and everyday life”. At the same time, the last two components are presented separately for each of the sections of the content.
The scope of content and requirements outlined by the standard is focused on the development of students and should not prevent the achievement of higher levels.
Requirements for the level of training
As a result of the study, the student must
know/understand:
history of method development projects;
types of projects;
project implementation stages;
requirements for the implementation of projects;
advantages and disadvantages of various types of design;
graphic information processing technologies. Computer presentations.
Universal learning skills:
independently work with reference and additional literature;
find interdisciplinary connections; coherently, meaningfully and creatively retell the content of the studied material;
meaningfully set educational goals and objectives and achieve them; independently organize their work in the classroom;
independently perform actions according to the algorithm; mastering the basic skills of working on a computer;
the ability to formulate multi-level questions;
graphically draw up the studied material; compose your text based on the studied material;
argue your point of view on the basis of the studied material;
correctly draw up assignments in a notebook; express their thoughts orally and in writing;
explore (simulate) simple practical situations;
be able to independently collect information;
scan drawings;
select music;
ability to use Power Point programs;
the ability to listen and respect the opinions of students;
the ability to understand and consciously use various forms and ways of presenting data;
the ability to visualize the available material, to organize productive meaningful communication.
The level of development of cognitive processes
observation;
meaningful memorization of the text read or listened to;
the speed of mastering new material is higher than the average standard for the region;
the ability to independently establish causal relationships, to independently identify essential characteristics in the material being studied;
developed voluntary attention.
III. Requirements for the results of personal development
use the acquired knowledge and skills in practical activities and everyday life:
Motivational characteristics, general culture:
motivation for learning, a meaningful attitude to the educational process;
well-read at a level above the average for the region; sustained interest in the history of the subjects studied.
Communication characteristics:
speech culture, communicative qualities (the ability to conduct a dialogue, establish contact, listen and accept the point of view of the interlocutor, competently defend one's point of view);
the ability to make friends, the ability and desire to help classmates and other people; ability to communicate and work in a team;
the ability to communicate freely with older students and teachers, to find a common language with them.
Volitional and activity characteristics:
responsibility in the performance of independent tasks; diligence, accuracy, diligence, diligence;
purposefulness, showing initiative; self-regulation; volitional qualities when faced with difficult material, diligence;
ability to independently plan and organize your time;
ability to independently make decisions in the educational process.
Individual development: the ability to be aware of one's individual abilities for their further development
the maximum study load of the student is 85 hours, including: the mandatory classroom study load of the student is 57 hours, practical classes - 30 hours;
independent work of the student 28 hours.
2. STRUCTURE AND CONTENT OF THE EDUCATIONAL DISCIPLINE
2.1. Volume of academic discipline and types of educational work
Type of study work
Watch Volume
85
Mandatory classroom teaching load (total)
57
including:
practical exercises and tests
30
Independent work of the student (total)
2 8
including:
Final certification in the form– differentiated credit (2 semester)
2.2. Thematic plan and content of the discipline
« Individual design»
Name of sections and topics
The content of the educational material, laboratory work and practical exercises, independent work of students, term paper
Watch Volume
(classroom/
independent)
Level of development
1-introductory
2-reproductive
3-productive
Section 1.
Project method
25 /14 /6
History of the project method
2
Method and objectives of the educational project
2
Project stages
2
Project types
2
2
Project Completion Requirements
2
2
Types of computer graphics
2
2
Practical work.
14
Advantages and disadvantages of various types of design
2
3
Methodology for considering the basic concepts of computer graphics
2
Types of computer graphics
2
2
Font as a means of communication
2
2
2
3
Discussion of the project “Photocollage”
2
3
fractal geometry
2
2
Independent work
8
Drawing up a scheme “Design stages”
Drawing up a table: “Advantages and disadvantages of various types of design”
Scheme of elements of letters
Create a composition for unity by defining the main functions and structure of the composition.
Prepare work analysis.
Section 2
information design
32\16\22
Design History
2
The main categories of the design object.
3
Information technology in society
3
Technologies for processing graphic information. computer presentations
2
Techniques and methods for creating a logo
2
Rationale design solutions .
2
2
Practical work.
16
Implementation of the project "Gallery"
2
3
2
3
Individual design “Geometry around us”
2
3
Individual design “Geometry around us”
2
3
Individual design “Geometry around us”
3
2
3
Individual defense of the project “Geometry around us”
2
3
Individual defense of the project “Geometry around us”
2
3
Independent work
22
Messages:
1. Image encoding.
2. Raster and vector graphics.
3. Interface of graphic editors.
4.Graphic file formats
Prepare an analysis of booklet sketches.
The use of multimedia. Sounds and video images.
Technical means of multimedia.
Computer presentations.
Presentation design and slide layouts.
Brochure sketch analysis.
Complete the tutorial project “Creating a Presentation”
3. conditions for the implementation of the academic discipline
3.1. Minimum Logistics Requirements
The implementation of the academic discipline requires the presence of a study room for mathematics and statistics;
Study room equipment:
Multimedia projector
Projection screen
Computer equipment for students with licensed software
Uninterruptable power source
Digital camera
Scheme
computer presentations
Drawing accessories
PC
A set of the best written notes and tests
3.2. Information support of training
LITERATURE
Primary Sources (MI)
№ p/p
Name
Publisher, year of publication
OG 1
Computer Science and Information Technology
Ugrinovich N.D.
Moscow, Binom, 2007
OG 2
Lesson developments in informatics Grade 10
Sokolova O.L.
Moscow, VAKO, 2007
OG 3
Informatics 10 - 11 class
Lyakhovich V.F.
Moscow, Education, 2005
OG 4
Educational and methodological complex in the discipline "Informatics and ICT"
Panchenko T.N.
Lesozavodsk, 2013
Additional sources (CI)
№ p/p
Name
Publisher, year of publication
DI-01
Informatics and ICT Grade 11
Makarova N.V.
SPb., Peter, 2008
DI-02
Informatics 10-11 grade
Ostreykovsky
Moscow, Education, 2005
Internet resources (I-R)
I-R 1 Methodical piggy bank of a computer science teacher. Access form: http:// www.metod-kopilka.ru
I-R 2 Information and educational portal for teachers of computer science and ICT. Access form: http://www.klyaksa.net
Learning Outcomes
(learned skills, acquired knowledge)
Forms and Methods
monitoring and evaluation
learning outcomes
Section 1. Method of projects
The student must:
Know: have an idea:
subjects and objectives of the course;
About the history of the method of projects;
On the methodology and tasks of the educational project;
On the stages of the projects;
About types of projects;
On the advantages and disadvantages of various types of design;
On the requirements for the implementation of projects;
About the basic concepts of computer graphics
Be able to:
use computer programs;
Using font as a means of communication;
Implementation of the project "Photocollage";
The use of elements of fractal geometry in the construction of models.
oral frontal and individual control
Section 2 Information Design
Know/Understand:
Design history;
About the main types of information technologies in society;
About techniques and methods of creating a logo;
Be able to:
Be able to apply technologies for processing graphic information;
Be able to use the programs used in the design processing of information;
Ability to justify design decisions.
Individual: work progress control
4. Monitoring and evaluation of the results of mastering the EDUCATIONAL Discipline
Control and evaluation of the results of mastering the academic discipline is carried out by the teacher in the process of conducting practical classes, testing, as well as the implementation by students of individual tasks, projects
1. Grading system
When checking the assimilation of the material, it is necessary to identify the completeness, strength of students' assimilation of the theory and the ability to apply it in practice in familiar and unfamiliar situations, to form competencies:
Evaluation of meta-subject results
The assessment of meta-subject results involves the assessment of universal learning actions of students (regulatory, communicative, cognitive), i.e. such mental actions of students that are aimed at analyzing their cognitive activity and managing it.
These include:
The ability of the learner to accept and maintain the learning goal and objectives;
Independently transform a practical task into a cognitive one;
Ability to plan own activities in accordance with the set
task and conditions for its implementation and seek means of its implementation;
The ability to control and evaluate their actions, to make adjustments to them
Execution based on the evaluation and consideration of the nature of the errors, take the initiative
and autonomy in learning;
Ability to carry out information search, collection and selection of essential
information from various information sources;
The ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;
The ability to carry out logical operations of comparison, analysis,
generalizations, classifications according to generic characteristics, establishment
analogies, reference to known concepts;
The ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions.
2. Evaluation of students' oral answers
Like any activity, project activity has its stages.
Stages of work on the project
Goals and objectives
Teacher activity
Student activities
Parents activities
1. Dive into the project
Target - preparing students for project activities.
Tasks:
– definition of the problem, theme and goals of the project in the course of joint activities of the teacher and students;
– creation of a group (groups) of students to work on the project.
Selects possible topics and offers them to students.
Encourages students' interest in the topic of the project.
Helps to formulate:
project problem;
plot situation;
goal and tasks.
Motivates students to discuss, create a project.
Organizes students to find the best way to achieve the goals of the project.
Helps in analysis
and synthesis, observes,
controls.
Advises students when setting goals and objectives, if necessary, corrects their wording.
Forms the necessary
specific skills
and skills.
Get used to the situation.
Discuss the topic of the project, the subject of research with the teacher.
Get additional information.
Determine their needs.
They make a decision as part of a group (or independently) about the topic (subtopics) of the project and justify their choice.
Carry out:
analysis of resources and search for the best way to achieve the goal of the project;
personal appropriation of the problem.
Formulate (individually or as a result of group discussion) the goal of the project.
Help in choosing a thematic field, topic; in the formulation of the problem, goals and objectives of the project.
Motivate children.
2. Activity planning
Target - step-by-step development of the project with a list of specific actions and results, deadlines and responsible persons.
Tasks:
– determination of sources of information, methods of collecting and analyzing information, type of product and possible forms of presentation of project results, presentation deadlines;
– establishing procedures and criteria for evaluating results and the process;
– distribution of tasks (duties) among group members.
Directs the process of information search by students (if necessary, helps to determine the range of sources of information, recommends experts).
Offers students:
various options and methods for storing and organizing the collected information; organize groups;
distribute roles in groups;
plan activities to solve the problems of the project;
think over possible forms of presentation of the results of the project;
think over the criteria for evaluating the results and the process.
Forms the necessary
specific skills
and skills.
Organizes the process of control (self-control) of the developed plan of activities and resources.
Carry out:
search, collection, systematization and analysis of information;
grouping;
distribution of roles in the group;
work planning;
choice of the form and method of presentation of the expected results;
making a decision to establish criteria for evaluating the results and the process.
Think over the product of group and / or individual activity at this stage.
An assessment (self-assessment) of the results of this stage of work is carried out.
Advise in the process of searching for information.
They provide assistance in choosing ways to store and organize the collected information, in drawing up a plan for future activities.
3. Implementation of activities to solve the problem
Target - project development.
Tasks:
– independent work of students on their individual or group tasks of the project.
– intermediate discussions of the data obtained in groups, at consultations (in the classroom and / or after school hours).
Observes, advises, indirectly directs activities, answers students' questions.
Monitors compliance with safety regulations.
Monitors compliance with the time frame of the stages of activity.
Perform planned activities independently, in a group or in a combined mode.
Carry out intermediate discussions of the received data in groups.
They are watching.
Monitor compliance with safety regulations.
Monitor compliance with the time frame of the stages of activities.
Assist in the collection of information, design of materials and portfolio of project activities.
4. Presentation of results
Target - structuring the information received and integrating the acquired knowledge, skills and abilities.
Tasks:
– data analysis and synthesis;
– formulation of conclusions.
Observes, advises
guides the analysis process.
Motivates students, creates a sense of success; emphasizes the social and personal importance of what has been achieved.
Make up a project
make a product.
They participate in the collective analysis of the project, evaluate their role, analyze the completed project, find out the reasons for success and failure.
Conduct an analysis of the achievement of the goal. They draw conclusions.
Observes and advises.
Helps to secure the project.
Motivates students, creates a sense of success.
5. Presentation of results
Target - demonstration of materials, presentation of results.
Tasks:
– preparation of presentation materials;
– preparing a public speech;
– project presentation.
Organizes a presentation.
Thinks through and implements interaction with parents.
If necessary, advises students on the preparation of presentations and portfolio design.
Rehearses with students the upcoming presentation of the results of project activities.
Acts as an expert.
Accepts report:
generalizes and summarizes the obtained results;
sums up the learning outcomes;
evaluates skills: communicate, listen, justify one's opinion, tolerance, etc.;
focuses on the educational moment: the ability to work in a group for a common result, etc.
Choose (offer) the form of presentation.
Preparing a presentation.
Continue building your portfolio.
If necessary, consult with the teacher (expert).
Protect the project.
Answer questions from listeners.
Demonstrate:
understanding of the problem, goals and objectives;
ability to plan and carry out work;
found a way to solve the problem;
reflection of activities and results.
Acting as an expert, i.e. ask questions and make critical remarks (when presenting to other groups/students) based on the established criteria for evaluating the results and the process.
CRITERIA FOR ASSESSING STUDENTS' PERFORMANCE OF REPORTING WORKS
LIST OF REPORTING WORKS
Scheme of elements of letters
Implementation of the project "Photocollage"
Design of the project “Building the Pyramids”
Implementation of the project "Gallery"
Messages: historical information about the development of design
From the creation of the logo
Individual design “Geometry around us”
|
|
|
|
|
||
|
| the scheme is drawn according to the task; fluency in computer graphics. | one or two inaccuracies are allowed; good command of computer graphics | several errors in the content of the figure; ability to use basic concepts; | no work submitted; the student is not ready to explain the mistake. |
| 2. Scheme of elements of letters |
| the composition is created; sufficient number of elements; the text is well-written. | the composition is created; 1-2 frames are not enough; There are 1-2 errors in the composition. | the composition is created;
More than 3 mistakes were made in the composition. | Scenario composition not created. |
| 3. Implementation of the project "Photocollage" |
| the sketch was created in full in accordance with the task. | the teacher's help in creating a sketch is required. | the sketch was not created in full, there are small inaccuracies. | thumbnail not created. |
| 4. Design of the project “Building the Pyramids” |
| the analysis of analogs was carried out without the help of a teacher | the teacher's help is required in creating an analysis of analogues | the analysis was not carried out in full, there are small inaccuracies | analysis not done |
| 5. Implementation of the project "Gallery" |
| composition created;
| the composition is created; one or two inaccuracies in the layout are allowed. | composition created; several errors in the content of the answer; ability to justify your answer. | composition has not been created. |
| 6. Messages: historical information about the development of design |
| there is a stylistic unity in the selected material. | the help of the teacher in the selection of material is required. | little material has been collected. | material has not been collected. |
| Design project of an advertising booklet. |
| selection of illustrations created in full in accordance with the task. |
| selection of illustrations is made with errors. | illustrations were not selected. |
| From the creation of the logo |
| the selection of technologies and materials was created in full in accordance with the task. | the help of a teacher is required. | selection of technologies and materials is made with errors. | selection of technologies and materials is not performed. |
| Individual design “Geometry around us” |
| the rationale for the design solution was created in full in accordance with the assignment. | the teacher's help is required in creating a rationale for the design solution. | justification of the design decision is made with errors. | no rationale for the design decision has been made. |
Explanatory note
The working program of the training course "Individual project" for the 5th grade was developed on the basis of documents:
Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation";
GEF LLC (No. 1897 dated 12/17/2010);
The concept of spiritual and moral development and education of the personality of a citizen of Russia;
Exemplary program for extracurricular activities;
The main educational program of basic general education of the OO MKOU "Novokastorenskaya secondary school".
Program goal:
transformation of the process of development of the intellectual and creative potential of the child's personality by improving his research abilities in the process of self-development.
Program objectives
Tutorials:
Awakening the need of students for independent and project activities;
Improving the communicative culture of students;
Teaching children the special knowledge necessary for independent research.
Educators:
Education of culture of communication with the book;
Formation and development of students' diverse interests, culture of thinking.
Developing:
Develop ingenuity and ingenuity;
Involve students in independent research work;
Develop the ability to use a variety of dictionaries, reference books, encyclopedias.
The program of extracurricular activities "Individual Project" is implemented in the paradigm of the system-activity approach of the educational process as a reflection of the requirements of the Federal State Educational Standard, is an integral part of the educational process and is organized in the design and research direction. The program is focused on the formation of personal, meta-subject and subject results.
General characteristics of the training course
The relevance of studying the subject. The training course "Individual Project" creates favorable conditions for meeting the individual interests of students and for the formation of sustainable communication skills, internalization and interaction of students in creative and research activities. In practice-oriented classes, students will be able to go beyond the scope of educational literature, learn to independently select and analyze material, use reference literature, enter into a collective dialogue with peers, argue their point of view of a young researcher, and compose creative work according to an algorithm developed independently or in a collective project activity. . Design and research activities are aimed at developing both the independence of students and creative initiative.
The organization of students' activities within the framework of the "Individual Project" allows you to identify the individual characteristics of each student, carry out work with the maximum interest of children and achieve creative satisfaction for each child.
An individual project is an educational project or educational research carried out by a student within the framework of one academic subject - the Russian language, should provide the acquisition of skills in independent mastering of the content and methods of selected areas of knowledge and / or activities, or independent application of acquired knowledge and methods of action in solving practical tasks, as well as the development of the ability to design and implement expedient and productive activities (cognitive, design, social, artistic and creative, other).
Of particular importance for the development of UUD is an individual project, which is an independent work carried out by students over a long period (several classes, academic quarter). In the course of such work, a teenager - the author of the project - gets the opportunity to learn how to plan and work according to a plan - this is one of the most important not only educational, but also social skills that a student must master.
Therefore, a course that supports the formation of key competencies of students should provide students with the opportunity to integrate previously mastered methods in their activities, independently integrate them into the algorithm for developing and implementing a project, the opportunity to form and implement a project idea in a particular field of activity, having mastered the appropriate methods of activity in the system.
One of the features of working on a project is self-assessment of the progress and results of work. This allows, looking back, to see the miscalculations made (at first, this is an overestimation of one's own strengths, improper distribution of time, inability to work with information, in time to ask for help
Description of the place of the training course in the curriculum
The work program is designed (in accordance with the curriculum, the annual calendar study schedule) for 34 hours per year (1 hour per week).
Personal, meta-subject and subject results of development
training course
Personal Outcomes
Self-knowledge and self-determination
Meaning formation
Establishing a connection between teaching and future professional activity; the desire for self-change; acquisition of new knowledge and skills; motivation for a high result of educational achievements.
Moral and ethical orientation
The concept of moral standards; positive experience of personal moral choice; the ability to make decisions based on the correlation of several moral norms.
Metasubject Results
1. Regulatory UUD
1. Goal setting
Determine the purpose of learning activities with the help of a teacher or independently;
Formulate and maintain a learning objective.
2. Correlation of the completed task with the sample (standard)
Correlate the completed task with the model proposed by the teacher;
3. Evaluation of the solution to your problem
Evaluation of your task according to the following parameters: was it easy to complete the task, were there any difficulties in performing it;
The degree of development of voluntary attention.
Communicative UUD
1. Communication as cooperation
Negotiate, find a common solution;
Maintain a friendly attitude towards each other in a situation of conflict of interest;
Argument your proposal, convince and yield;
Establish mutual control and provide mutual assistance in the course of the task.
2. Communication as internalization
To formulate their thoughts in oral and written speech, taking into account educational and life situations.
3. Communication as interaction
Understand the possibilities of different positions and points of view on any subject or issue;
Respect the positions of other people, different from your own;
Consider different opinions and the ability to justify your own.
Cognitive UUD
1. General educational universal actions
Independently predicts information that will be needed to study unfamiliar material; selects the necessary sources of information;
Makes a complex plan of the text;
Compares and selects information obtained from various sources.
2. Logical learning activities
Analyzes, compares, groups various objects, phenomena, facts
3. Setting and solving problems
Independently draws conclusions, processes information, transforms it, presents information on the basis of schemes, models, messages;
Able to transmit content in a compressed, selective or expanded form;
Plans his work on the study of unfamiliar material.
Subject Results
The formation of subject knowledge and methods of action, manifested in the ability to reveal the content of the work, competently and reasonably, in accordance with the problem / topic under consideration, use the available knowledge and methods of action.
Project. (4 hours) Design theory as an interdisciplinary scientific branch; main approaches to the definition of the concept of "project"; structure and characteristics of the main elements of the project; types and classification of projects for various reasons; project features; project life cycle and project phases; history of the project method and projects of the 20th century.
Project activity and its features. (2 hours) Project activity and its content; the difference between project activities and educational work; the role of teacher and student in project work; the importance of design in the development of modern society.
The order of project activities. (6 hours) The concept of "project concept" and its elements; situation and needs analysis; formulation of the problem; definition of the purpose and objectives of the project; project result: characterization and evaluation; analysis of the feasibility of the project idea; project risk analysis; choice of project implementation strategy; project plan and project planning technology; project's budget; the concept of project documentation.
Implementation of projects. (16 hours) Effective project management as a condition for success; implementation of an individual project; organizational forms of managing a collective project: functional and team; methods of collective work on the project; control and regulation of work on projects; directions and technologies of work control; information support of control activities.
Completion of the project. (6 hours) Completion and presentation of project results; evaluation and self-evaluation of the project; reporting documentation.
Thematic planning
with the definition of the main types of educational activities of students
| Section / Topic, quantity | Type of learning activity students | Universal learning activities |
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| Metasubject | Personal |
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| Regulatory | Communicative | cognitive |
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| Introduction. What is a project | learning dialogue, didactic game | Formulate and maintain a learning task | Agree, find a general solution | Plan the text | The desire to acquire new knowledge and skills; motivation for a high result of educational achievements |
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| Project types (creative, role-playing) | Mini project |
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| Project types (informational) | Mini project |
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| Mini project |
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| research, didactic game | Determine the purpose of learning activities with the help of a teacher | Maintain a friendly attitude towards each other in situations of conflict of interest | Comparing and deleting information obtained from various sources |
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| Presentation plan |
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| Didactic game | Correlate the completed task with the model proposed by the teacher; build an individual route for filling problem areas in solving subject, cognitive tasks | Justify your proposal convince and yield | Analyze, compare, group various objects, phenomena, facts; Plan your work to study unfamiliar material | The ability to make decisions based on the correlation of several moral standards; Adequately assesses himself as a person and his abilities, is aware of ways to maintain his self-esteem |
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| Research hypothesis. | Didactic game |
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| Practical work |
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| Practical work |
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| Practical work |
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| (group activity) | Practical work |
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| Advice on choosing a topic | Practical work | Determine the purpose of learning activities independently; Formulate and hold a learning task; build an individual route for filling problem areas in solving subject, cognitive tasks | establish mutual control and provide mutual assistance in the course of the task; understand the possibilities of different positions and points of view on any subject or issue; respect other people's positions, different from their own. | Independently predicts the information that will be needed to study unfamiliar material, selects the necessary sources of information; independently draw conclusions, process information, transform it |
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| Practical work |
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| Practical work |
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| Interim reports | Practical work |
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| Literature review by topic | Practical work |
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| Practical work |
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| Practical work |
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| Practical work |
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| Consulting on the results of group work on the project | Practical work |
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| Consulting on the results of group work on the project | Practical work |
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| Practical work |
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| Editing abstracts and demonstration materials | Practical work |
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| Practical work |
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| Consultations on the design of works | Practical work |
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| Practical work |
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| Evaluation of your task according to the following parameters: was it easy to complete the task, were there any difficulties in performing it; The degree of development of voluntary attention | To formulate their thoughts in oral and written speech, taking into account educational and life situations; Consider different opinions and the ability to justify your own | Be able to convey content in a compressed, selective or expanded form | Adequately assesses himself as a person and his abilities, is aware of ways to maintain his self-esteem |
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| Practical work |
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| Practical work |
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| Practical work |
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| Protection of group projects. | Presentation |
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| Protection of group projects. | Presentation |
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| Questionnaire |
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Description of the educational, methodological and logistical support of the educational process
1. Asmolov A.G. System-activity approach to the development of new generation standards. M.: Pedagogy, 2009.
2. Alekseev N.G., Leontovich A.V. Criteria for the effectiveness of teaching students research activities / / Development of research activities of students. - M., 2001.
3. Demin I.S. The use of information technology in teaching and research / / Development of research activities of students. - M., 2001.
4. The concept of Federal state educational standards of general education / ed. A.M. Kondakova, A.A. Kuznetsova. M.: Education, 2008.
5.Leontovich A.V. A selection of articles on the practice of organizing research activities of students / / Head teacher. - 2001. - No. 1. - p. 93-119
6. Obukhov A.S. Research activity as a possible way for adolescents to enter the space of culture // Development of research activities of students. - M., 2001.
7. Order of the Ministry of Education and Science of the Russian Federation dated November 24, 2011 No. MD 1552/03 “Recommendations for equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the Federal State Educational Standard of Basic General Education, the organization of project activities, modeling and technical creativity of students”
8.Federal state educational standard for basic general education. M.: Education, 2010.
9. Kharitonov N.P. Fundamentals of research work by schoolchildren / / Development of research activities of students. - M., 2001
10. Tsybulko I.P. Russian language. Planned results. Task system. 5-9 grades: a manual for teachers of educational organizations. / ed. G.S. Kovaleva, O.B. Loginova.- M.: Enlightenment, 2014..
Planned results of studying the training course
| The student will learn (baseline results) | The student will have the opportunity to learn (for a higher level of results) |
| Extract the necessary information from dictionaries, encyclopedias and reference books, use it in various activities | Compose creative work according to the algorithm for its implementation with the advisory assistance of a teacher |
| use a variety of information | plan and implement project and research activities |
| Make a project plan with the help of a teacher | the ability to present the results achieved, including the ability to prioritize goals, taking into account values and life plans; independently implement, control and correct their activities based on preliminary planning |
Calendar-thematic planning
| Lesson topic | Lesson type | control | the date of the |
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| Introduction. What is a project | Discoveries of new knowledge | ||||
| Types of projects (creative, role-playing) | Discoveries of new knowledge | ||||
| Types of projects (informational) | Discoveries of new knowledge | ||||
| Types of projects (research) | Discoveries of new knowledge | ||||
| Methodology for conducting independent research | Discoveries of new knowledge | ||||
| Presentation of the research work (collective activity) | Practicing skills and reflection | ||||
| Topic update. Relevance. Project goals. | Discoveries of new knowledge | ||||
| Research hypothesis. | Discoveries of new knowledge | ||||
| Research methods. Experiment of knowledge in action | Discoveries of new knowledge | ||||
| Analysis, synthesis. Judgments, inferences, conclusions | Discoveries of new knowledge | ||||
| Planning, literature review | Discoveries of new knowledge | ||||
| Research Paper Presentation (group activity) | Developmental control | thematic | |||
| Advice on choosing a topic | Practicing skills and reflection | ||||
| Consulting: object, subject of research | Practicing skills and reflection | ||||
| Consulting: purpose, tasks | Practicing skills and reflection | ||||
| Interim reports | Practicing skills and reflection | ||||
| Literature review by topic | Practicing skills and reflection | ||||
| Consulting: planning | Practicing skills and reflection | ||||
| Counseling: research methods | Practicing skills and reflection | ||||
| Consulting on the results of group work on the project | Practicing skills and reflection | ||||
| Consulting on the results of group work on the project | Practicing skills and reflection | ||||
| Consulting on the results of group work on the project | Practicing skills and reflection | ||||
| Editing abstracts and demonstration materials | Practicing skills and reflection | ||||
| Editing abstracts and demonstration materials | Practicing skills and reflection | ||||
| Consultations on the design of works | Practicing skills and reflection | ||||
| Consultations on the design of works | Practicing skills and reflection | ||||
| Working on a memo when preparing a public speech | Practicing skills and reflection | ||||
| Testing. Introspection. Reflection. | Developmental control | final | |||
| Criteria for the final assessment of students' project activities | Discoveries of new knowledge | ||||
| Proper preparation of the presentation for the project | Discoveries of new knowledge | ||||
| Using Internet Resources When Preparing a Presentation | Discoveries of new knowledge | ||||
| Protection of group projects. | Developmental control | final | |||
| Protection of group projects. | Developmental control | final | |||
| What are your impressions of working on the project? | General methodological orientation | ||||
