What is a project and research work. How is research activity different from project activity? Organization of project activities

The work on the research project takes place in several stages:

1. Selecting a topic.

2. Definition of the purpose, tasks, hypothesis, object and subject of research.

3. Selection and study of materials on the topic: literature, other sources.

4. Choice of research methods.

5. Development of a project plan and its implementation.

6. Writing a research project.

7. Making a research project.

8. Defense of the research project (presentation, report).

The first stage - choosing a topic

The choice of a topic for a research project must meet the following requirements:

1. The topic should correspond to the inclinations of the author.

2. The main texts must be accessible (that is, physically accessible to the author).

3. The main texts must be comprehensible (that is, intellectually feasible for the author).

The second stage is the definition of the goal, objectives, hypothesis, object and subject of research

At goal setting research questions need to be answered:

1. What is the expected result?

2. How do you see this result even before it is obtained?

Under tasks research is understood as what needs to be done in order for the goal to be achieved.

Hypothesis - a scientific assumption put forward to explain any phenomena.

The object, the subject of the project are also determined.

Object of study a process or phenomenon that generates a problem situation and is chosen for study is called. The main question in determining the object - What is being considered?

Subject of study determined by answering the following questions:

1. How to consider an object?

2. What kind of relationship does he have?

3. What aspects and functions are selected by the researcher to study the object.

The third stage is the selection and study of materials on the topic

When studying materials on a chosen topic, it is customary to divide all sources into primary sources and secondary sources.

When working with books, primary sources are considered to be the first edition or academic edition of the text.

The fourth stage - the choice of research methods

It is obligatory in the research project to indicate the research methods that serve as a tool for obtaining factual material, being a necessary condition for achieving the goal. There are the following research methods (you need to choose the appropriate ones for your work):

observation. (It is an active cognitive process, based primarily on the work of the human senses: sight, hearing, touch, smell).

Comparison. (Allows you to establish the similarity and difference between objects and phenomena of reality. As a result of the comparison, the common thing that is inherent in two or more objects is established.)

Measurement. (The procedure for determining the numerical value of a certain quantity by means of a unit of measurement. Gives accurate, quantified information about the surrounding reality.)

experiment or experience. (Assumes intervention in natural conditions the existence of objects and phenomena or the reproduction of certain aspects of objects and phenomena in specially created conditions).

Modeling. (Construction and study of models of real-life objects and phenomena and constructed objects. By the nature of the models, subject and sign modeling are distinguished. Subject modeling is called modeling, during which the study is carried out on a model that reproduces the geometric, physical, dynamic, or functional characteristics of the object - the original. When symbolic modeling models are diagrams, drawings, formulas, etc.).

Conversation, questioning, or survey. (Organized in order to identify the individual characteristics of the individual, her desires, positions).

Fifth stage - development of the project plan and its implementation

When working on a research project, it is necessary to outline a work plan.

A work plan will help clarify what needs to be done. Next comes its implementation: observations, experiments, experiments, conversations, polls, questionnaires, etc. are carried out. according to the chosen methods.

Stage six - writing a research project

When writing a research project, it should be borne in mind that its language and style are scientific.

Scientific style has its own characteristics:

Emphasized, strict logic, manifested in the fact that all sentences are arranged in a sequence corresponding to the cause-and-effect relationships of phenomena, and the conclusions follow from the facts stated in the text;

Accuracy, which is achieved by careful selection of words, their use in direct meaning, wide use of terms;

Objectivity of presentation of facts, inadmissibility of subjectivism and emotionality. In linguistic terms, these properties are manifested in the fact that it is not customary to use emotional-evaluative vocabulary in scientific texts, and instead of the pronoun “I” and verbs in the 1st person singular, indefinite personal sentences are more often used (they believe that ......), impersonal (it is known that ......), definitely personal (consider the problem ...);

Clarity - the ability to write in an accessible and intelligible way;

Brevity - the ability to avoid unnecessary repetition, excessive detail and verbal garbage.

The project is "a set of actions specially organized by the teacher and independently performed by the children, culminating in the creation of a product consisting of an object of labor made in the design process and its presentation in the framework of an oral or written presentation." A project is literally “thrown forward”, that is, a prototype, a prototype of an object, type of activity, and design turns into a process of creating a project. Thus, the project creates something that does not yet exist, it always requires a different quality or shows the way to obtain it. Research Research is understood primarily as a process of developing new knowledge, one of the types cognitive activity person. Fundamental difference research from design lies in the fact that research does not involve the creation of any pre-planned object, even its model or prototype. Research is the process of searching for the unknown, new knowledge, one of the types of cognitive activity. Research is the search for truth or the unknown, and design is the solution of a specific, clearly perceived task. four

The purpose of the design activity is the implementation of the design intent. The purpose of research activity is to understand the essence of the phenomenon, the truth, the discovery of new patterns, etc. Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of a project, one of the means will be a study, and, in the case of a study, one of the means may be design. 5

The study involves putting forward hypotheses and theories, their experimental and theoretical verification. Projects can be without research (creative, social, informational). There may not always be a hypothesis in the project, there is no research in the project, there is no hypothesis. 6

The main stages of the project activity: Definition of the project topic, search and analysis of the problem, setting the project goal, choosing the name of the project; Discussion options research, comparison of proposed strategies, choice of methods, collection and study of information, determination of the form of the product and product requirements, drawing up a work plan, distribution of responsibilities; Implementation of planned technological operations, making the necessary changes; Preparing and defending a presentation; Analysis of the results of the project, evaluation of the quality of the project. 7

Formulation of the problem, substantiation of the relevance of the chosen topic. Putting forward a hypothesis. Statement of the purpose and specific objectives of the study. Definition of the object and subject of research. The choice of methods and methodology for conducting research. Description of the research process. Discussion of the research results. Formulation of conclusions and evaluation of the results. eight

9

Problem (a contradiction that the child could not initially understand) Problem (a contradiction that the child could not initially understand) Object (this is the name overall process to be investigated in order to propose a solution to the problem). Object (this is the name of the general process that needs to be investigated in order to propose a solution to the problem). Purpose (designation as a process of what I want to get as a result of research; Why I will investigate in order to ....) Purpose (designation as a process of what I want to receive as a result of research; Why I will investigate in order to ....) Hypothesis (formulates what the child proposes to do in the process of research and with the help of what methods to solve the problem; If you do this - this and this - then with the help of this - this and that - that, then you can get this - this and that - that") Hypothesis (formulates what the child intends to do in the process of research and with the help of what methods to solve the problem; If you do this - that and that - that with the help of this - that and that - that, then you can get this - that and that - that") Subject (this is part of the overall process, its aspect or perspective) Subject (this is part of the overall process, its aspect or perspective) Tasks (determining the stages on the way to achieving the goal, what will I do step by step to achieve the goal) Tasks (determining the stages on the way to achieving the goal what i will do step by step to achieve the goal) Research methods (how to complete the tasks? With what methods?) Research methods (how to complete tasks? With what methods?)

A project is an idea, a plan, creativity according to a plan. Design can be represented as a sequential execution of a series of well-defined, algorithmic steps to obtain a result. Project activity always involves drawing up a clear plan for ongoing research, requires a clear formulation and awareness of the problem under study, the development of real hypotheses, their verification in accordance with a clear plan, etc. Research is the process of developing new knowledge, true creativity. Research is a search for truth, the unknown, new knowledge. At the same time, the researcher does not always know what the discovery made during the research will bring him. eleven

A project is an idea, a plan, creativity according to a plan. Research is the process of developing new knowledge, true creativity. Research activity should initially be free, not regulated by any external installations, it is more flexible, it significantly more space for improvisation. When organizing any activity, it is necessary to take into account age features schoolchildren, to create conditions for their development. 12

The main result of research activity is an intellectual product. For research, it is valuable in itself. The method of projects is a way of effectively building any type of activity (including research). In this way, research activities students can be organized by the method of projects. 13

14 Design Research 1. Development and creation of a planned object or its specific state 1. Does not involve the creation of a pre-planned object 2. Solution of a practical problem 2. Creation of a new intellectual product 3. Preparation of a specific option for changing the elements of the environment 3. The process of searching for the unknown, obtaining new knowledge

Abstract - works written on the basis of several literary sources, involving the task of collecting and presenting as much as possible complete information on the chosen topic. Example: “Who is he, the hero of our time?”, “What methods of preserving the world does modern humanity use?”, “What are the modern ideas about the problem ozone holes? fifteen

Naturalistic descriptions are works aimed at observing and qualitatively describing a phenomenon according to a certain method with fixing the result. At the same time, no hypotheses are put forward and no attempts are made to interpret the result. Example: “What are the parameters of air temperature, humidity and atmospheric pressure in winter months in our locality?”, “How many new words and which ones did you meet in the story/article ..?”, “What colors are represented on the flags of the countries of the world?” 16

Research - works performed using a method that is correct from a scientific point of view, having their own experimental material obtained using this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study. A feature of such works is the uncertainty of the result that research can give. Example: “How do residents of the N municipality vote in elections and why?”, “What determines the actions of heroes literary work?”, “What are the features geological history rivers..? 17

Design - work related to planning, achieving and describing a certain result (building an installation, finding an object, etc.). May include a research phase as a way to achieve the final result. Example: "How to make interesting school holiday?”, “Why are school desks uncomfortable?”, Why does youth vocabulary exist?” eighteen

Experimental - works that are written on the basis of an experiment described in science and having known result. They are rather illustrative, suggesting an independent interpretation of the features of the result, depending on changes in the initial conditions. Example: “How does the brightness of the glow of a tungsten wire depend on its temperature?”, “What are the differences in the ideas of my peers about civil society depending on their social activity? 19

(the following indicators may be common to all) the research question is formulated, the authorship is indicated; the goal is formulated; the hypothesis is formulated; the objectives and course of the study are clear; research methods are clear; the experiment was carried out (depending on the type of project); results are received; conclusions are made; the result / conclusions correspond to the goal; ways of using the results are suggested; the resources used are indicated. twenty

Design and research activities of schoolchildren: similarities and differences.

Petrova Larisa Nikolaevna

organizer of work with gifted children

Activity is the only way to knowledge .

Bernard Show

the sphere of education that allows the child to acquire knowledge, skills, competencies, personal meanings sufficient for his self-realization in the conditions of modern high-tech civilization on personal, social, professional levels

Scientific and practical education

Project activity

Research

activity

Scientific and technical creativity -

a type of activity consisting in the theoretical solution and material embodiment of any technical problem in the form of technical projects, models, models and prototypes that have objective or subjective novelty; search and solution of problems in the field of technology based on the use of scientific achievements

the process of searching for the unknown, new knowledge is an activity aimed at obtaining by students new ideas about the objects and phenomena of the surrounding world using the scientific method.

Project activity –

activities aimed at creating a product. A project is literally "thrown forward", that is, a prototype, a prototype of an object, type of activity.

Thus, the project creates something that does not yet exist, it always requires a different quality or shows the way to obtain it.

A project is an idea, a plan, creativity according to a plan.

Activity goals

The purpose of the project activity- Implementation of the project intent.

Purpose of research activity- understanding the essence of the phenomenon, the truth, the discovery of new patterns, etc.

Fundamental difference project from research lies in the fact that work on a project is always aimed at resolving a specific personally significant or socially significant problem, study does not involve the creation of any pre-planned object.

Study- the search for truth or the unknown, and design- the solution of a specific, clearly perceived problem.

Project-Research Ratio

Obtaining new knowledge about existing objects and phenomena

Study

Creation of new objects and phenomena or changing them in order to obtain new properties from them

Design

Design activity

five rules "P"

Problem

Design

Search for information

Product presentation

Performance results

The main result of the research activity is intellectual product, establishing the truth as a result of the research procedure.

The result of the project activities are products of practical importance .

Project Product Forms

directory

video film clip

Booklet, letter, article, newspaper, magazine

scenario

publication

bill

model, layout

game, costume

Map, atlas

Research activities

Description

Stages of research activity

• Formulation of the problem, substantiation of the relevance of the chosen topic.
• Putting forward a hypothesis.
• Statement of the purpose and specific objectives of the study.
• Definition of the object and subject of research.
• The choice of methods and methodology for conducting research.
• Description of the research process.
• Discussion of the research results.
• Formulation of conclusions and evaluation of the results.

Stages of project activity

• Determining the topic of the project, searching and analyzing the problem, setting the goal of the project, choosing the name of the project;

Discussing possible research 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;

Implementation of planned technological operations, making the necessary changes;

Preparing and defending a presentation;

Analysis of the results of the project, evaluation of the quality of the project.

The project-research activity of students contributes to true learning, as it:

• personally oriented;
• characterized by an increase in interest and involvement in the work as it is completed;
• allows you to realize pedagogical goals at all stages;
• allows learn from own experience, on the implementation of a specific case;
• brings satisfaction to students who see the product of their own labor.

DIFFERENCE BETWEEN PROJECT AND RESEARCH

In the traditional views of school teachers, exploratory learning is understood as a method of projects. Many teachers do not see the difference between research and design. Most of the difficulties are due, first of all, to a lack of understanding of the nature of both research and abstract, experimental, and other creative works of students. The teacher, as the leader of the study, must himself be prepared and competent.

We will try to eliminate this gap in the competencies of teachers. So let's look at the definitions first.

The research activity of students is the activity of students associated with the solution by students of a creative, research problem with an UNKNOWN solution in advance (as opposed to a workshop that serves to illustrate certain laws of nature) and implies the presence of MAIN STAGES CHARACTERISTIC FOR RESEARCH in the scientific field, normalized based on STATEMENT OF THE PROBLEM, STUDY OF THE THEORY DEVOTED TO THIS PROBLEM, SELECTION OF RESEARCH METHODS AND PRACTICAL MASTERING THEM, COLLECTION OF OWN MATERIAL, ITS ANALYSIS AND GENERALIZATION, SCIENTIFIC COMMENTARY, OWN CONCLUSIONS. Any research, no matter in what area of ​​natural or humanities it is executed, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

Project activities of students - joint educational and cognitive, creative or play activity students, having a GENERAL PURPOSE, AGREED METHODS, WAYS OF ACTIVITY, AIMED TO ACHIEVING A GENERAL RESULTS OF ACTIVITIES. An indispensable condition for project activity is the availability of pre -developed ideas about the final product of activity, design stages (development of a concept, determining the goals and objectives of the project, available and optimal resources of activity, creating a plan, programs and organization of project implementation) and the implementation of the project) and the implementation of the project, including its comprehension AND REFLECTION OF THE RESULTS OF ACTIVITIES.

Both definitions show that research and projects have e there are common features. But this does not mean that they can be used as synonyms. Let us recall our reasoning about pedagogical technologies: a technology is such as long as all its stages are being implemented. If the sequence of stages is missing or violated, the technology is destroyed and ceases to be such. So, let's try to highlight the common features of these DIFFERENT pedagogical technologies.

GENERAL FEATURES ARE:

1. socially significant goals and objectives of research and project activities: as a rule, the results of research, and in particular, project activities have a specific practical value, are intended for public use
2. the structure of design and research activities includes common components:

• analysis of the relevance of these works;
• goal setting, formulation of tasks to be solved;
• choice of means and methods adequate to the set goals;
• planning, determining the sequence and timing of work stages;
• actually carrying out design work or scientific research;
• registration of the results of the work in accordance with the design of the project or the objectives of the study;
• presentation of the results of work in a usable form;
• carrying out design and research activities requires developers to have high competence in the chosen field, creative activity, composure, accuracy, purposefulness, high motivation;
• the results of project and research activities are not only their substantive results, but also the intellectual, personal development of schoolchildren, the growth of their competence in the field chosen for research or project, the formation of the ability to cooperate in a team and the ability to work independently, understanding the essence of creative research or project work.

THERE ARE SIGNIFICANT DIFFERENCES IN PROJECT AND RESEARCH ACTIVITIES:

Any project is aimed at obtaining a very specific result conceived, conceived by the developer - a product that has a certain system of properties, intended for a certain specific use. Whereas in the course of scientific research, as a rule, a search is organized in a certain area, and at the same time, at the initial stage, only the direction of research is indicated, it may be that certain (by no means all) characteristics of the results of the work are formulated.

The implementation of design work is preceded by an accurate speculative representation of the future product, the developer mentally designs the results of design work and only after that proceeds to the actual executive stage of activity. The result of the project must be accurately correlated with all the characteristics formulated in its plan. Whereas on early stages research activity, only a hypothesis is formulated, that is, "a scientific assumption or assumption, the truth value of which is uncertain." scientific hypothesis always put forward in the context of the development of this area scientific knowledge, to solve a specific problem, therefore, the formulation of a hypothesis is always associated with the formulation of a research problem. Awareness of a scientific problem and its formulation is a significant stage of research activity. So, the logic of building research activity requires, without fail, the formulation of the research problem, the formulation of a hypothesis (to solve this problem) and the subsequent experimental or model verification of the proposed assumptions.

A significant feature of research activity, which significantly distinguishes it from project activity, is that scientific research can lead to a variety of, sometimes unexpected results - in the scientific community they say: "a negative result is also a result." That is, the researcher often cannot predict all the exact characteristics of the result of his activity, often does not know all the areas where the results of his work can find their practical application.

The project is aimed at practical application. In a scientific study practical significance often very indirect, it is not the main thing - the process of research itself is more important.

The study cannot different types activity is a strictly scientific genre. Research work must be written in a certain genre, and this genre is reasoning. Its composition can be built differently by different researchers, but the stages of work will be repeated. In the project, everything will depend on the genre that the author is striving for. An article can be written in the genre, for example, a reportage, combine the research and design components of the project. Thus, in the project, as in a single whole, very different areas of activity can be harmoniously intertwined.

Let's compare the main stages of scientific research and design work.

Scientific research

Choosing a field of activity, proof of the relevance of the planned work.

Project intent statement:

• Preliminary description of the design work product.
• Its compliance with the conditions of future use.
• Awareness of the problem that exists in this scientific field.
• Formulation of a hypothesis aimed at solving this problem.

Goal Formulation:

• to fulfill the project intent (very specific)
• to solve a scientific problem (great degree of freedom)

Interpretation of goals in the language of tasks:

• obtaining a specific product of design work
• versatile scientific research of the object of study

Choice of methodological tools

Basically, specific methods subject areas, operations and techniques for obtaining the specified properties of the product of project activities, etc.

Includes all methodological tools: general scientific methods, specific methods, various necessary operations of research activities

Carrying out design or research work

Implementation of design work in accordance with the plan, goals and objectives, using the selected tools - obtaining a specific product of project activity.

Conducting scientific research aimed at solving an existing scientific problem, experimental verification of the hypothesis put forward, achieving the goals of the research, solving problems that specify the goals of the research.

Evaluation of the compliance of all properties of the development product with the design intent. Preparation of the resulting product for its further use: development of recommendations and instructions for use.

Clarification, analysis, processing of the results of scientific research. Registration of research results for their subsequent presentation.

Checking the possibility of using the resulting product in specific conditions.

Discussion of the results of scientific research with competent persons.

Practical use of the obtained product.

Forecast of further development of scientific research in this area.

After such a comparison, it is clearly seen that the project and the study are DIFFERENT pedagogical technologies, they consist of different stages, different products of activity, etc.

RESEARCH ACTIVITY of a schoolchild - the activity of students in solving a creative, research problem with an UNKNOWN RESULT in advance; There are MAIN STAGES characteristic of research in the scientific field. The main RESULT OF RESEARCH ACTIVITY IS AN INTELLECTUAL PRODUCT ESTABLISHING THIS OR OTHER TRUTH AS A RESULT OF THE RESEARCH PROCEDURE AND PRESENTED IN A STANDARD FORM. There are several such standards in science: theses, Research Article, oral report, dissertation, monograph, popular article. Each of the standards defines the nature of the language, scope, structure.

PROJECT, PROJECT ACTIVITY of students - a joint educational and cognitive, creative or game activity of students, which has common goal, agreed methods of activity, AIMED TO ACHIEVING A SPECIFIC OVERALL RESULT OF ACTIVITY (PRODUCT). AN ESSENTIAL CONDITION OF PROJECT ACTIVITY IS THE AVAILABILITY OF PREVIOUSLY DEVELOPED IDEAS ABOUT THE FINAL PRODUCT OF ACTIVITY. Its main value is accomplishment, transformation, therefore all means are subordinated to the achievement of the result. AT DIFFERENT STAGES OF THE PROJECT, RESEARCH PROBLEMS SHOULD BE SOLVED FOR THE PROJECT TO BE REAL, BUT RESEARCH PERFORMS PURE SERVICE FUNCTIONS HERE.

The main tasks of the researcher are to conscientiously and accurately conduct a scientific search, obtain reliable results, find a reasonable interpretation for them, and make them available to other specialists working in this field. In contrast to research activities, the result of design work is always precisely defined: it is difficult to imagine that the designer intended to produce a car, but made a telephone ...

The project is aimed at PRACTICAL USE. In a scientific study PRACTICAL SIGNIFICANCE IS OFTEN HIGHLY INDIRECT, it is not the main thing - the research process itself is more important.

AT RESEARCH CANNOT BE DIFFERENT ACTIVITIES - THIS IS A STRICTLY SCIENTIFIC GENRE. IN THE PROJECT, AS AS A SINGLE WHOLE, VERY DIFFERENT ACTIVITIES CAN BE HARMONIOUSLY INTEGRATED.

The word "project" (literally translated from Latin - "thrown forward") is interpreted in dictionaries as "a plan, idea, text or drawing of something that precedes its creation." This interpretation has been further development: "The project is a prototype, a prototype of an object, type of activity, etc., and the design turns into the process of creating a project";

A learning project from the student's point of view is an opportunity to do something interesting on their own, in a group or on their own, making the most of their abilities; this is an activity that allows you to prove yourself, try your hand, apply your knowledge, benefit and show the publicly achieved result; this is an activity aimed at solving an interesting problem formulated by the students themselves in the form of a goal and a task, when the result of this activity - the found way to solve the problem - is practical, has an important applied value and, which is very important, is interesting and significant for the discoverers themselves .

Student design is the process of working on an educational project, the process of achieving the intended result in the form of a specific “product” (project).

Educational project (from the point of view of the teacher): a) this is both a task for students, formulated in the form of a problem, and their purposeful activity, and a form of organizing the interaction of students with the teacher and students among themselves, and the result of the activity as a way they found to solve the problem of the project; b) it is an integrative didactic tool for development, training and education, which allows you to develop and develop specific skills and design skills.

The project method is Team work teachers and students, aimed at finding a solution to a problem, a problem situation. The project method is a way to achieve didactic purpose through a detailed development of the problem (technology), which should end in a very real, tangible bottom line formatted in one way or another.

Differences in research, design, design and research activities

The research activity of students is the activity of students associated with the solution by students of a creative, research problem with an unknown solution in advance (as opposed to a workshop that serves to illustrate certain laws of nature) and involves the presence of the main stages characteristic of research in the scientific field, normalized based on from the traditions accepted in science: the formulation of the problem, the study of the theory devoted to this issue, the selection of research methods and their practical mastery, the collection of own material, its analysis and generalization, scientific commentary, own conclusions. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

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

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

Ratio of design and research

Classification of projects.

There are many approaches to classifying projects. Here are some of the most popular ones.

According to A.S. Sidenko:

Design types:

l Reproductive design.

l Productive design.

l Innovative design.

Project classification:

1. By the nature of the result (information, research, review, production, dramatization project, almanac, collection of illustrations, collection of own creative works or folklore finds, wall newspaper, film script, publication in the media, travel booklet, website, etc. ).

3. By the nature of the activity that dominates in the project (search, research, creative, role-playing, applied, familiarization and orientation).

ь A practice-oriented project is aimed at solving social problems that reflect the interests of project participants or an external customer. These projects are distinguished by the result of the activity of its participants, clearly indicated from the very beginning, which can be used in the life of a class, school, microdistrict, city, state. The form of the final product is varied - from study guide for the physics classroom to a package of recommendations for the restoration of the Russian economy. The value of the project lies in the reality of the use of the product in practice and its ability to solve a given problem.

b A research project is similar in structure to a scientific study. It includes the substantiation of the relevance of the chosen topic, the formulation of the research problem, the obligatory advancement of a hypothesis with its subsequent verification, discussion and analysis of the results obtained. Methods to be used in the execution of the project modern science: laboratory experiment, simulation, sociological survey and etc.

b Information project is aimed at collecting information about any object or phenomenon in order to analyze, summarize and present information to a wide audience. Such projects require a well-thought-out structure and the possibility of its correction in the course of work. The output of the project is often a publication in the media, including on the Internet.

b creative project involves the most free and unconventional approach to its implementation and presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, video films, etc.

l Role project. The development and implementation of such a project is the most difficult. By participating in it, the designers take on the roles of literary or historical characters, fictional characters in order to recreate various social or business relationships through game situations. The result of the project remains open until the very end. How will the trial end? Will the conflict be resolved and an agreement concluded?

4. According to the profile of knowledge (monoprojects - in one academic subject; interdisciplinary - in 2-3 academic subjects, projects "at the intersection of sciences". Such a typology is developed in the works of V.V. Guzeev, E.S. Polat, I.D. Chechel.

5. By the nature of coordination (with open, or explicit, coordination:

- in such projects, the coordinator participates in the project in his own function, directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of its individual participants; with hidden coordination: in such projects, the coordinator does not find himself either in networks or in the activities of groups of participants in his function, he acts as full member project).

6. By the level of contacts (intra-school (local), inter-school or regional: these are projects organized either within one school, in lessons in one subject or interdisciplinary, or between schools, classes within a region, one country; international: project participants are representatives of different countries).

Here is a more detailed description:

ь Mono-projects are implemented, as a rule, within the framework of one subject or one area of ​​knowledge, although they can use information from other areas of knowledge and activity. The head of such a project is a subject teacher, a consultant is a teacher of another discipline. Monoprojects can be, for example, literary and creative, natural sciences, environmental, linguistic (linguistic), cultural studies, sports, historical, geographical, musical.

l Integration is carried out only at the stage of product preparation and presentation: for example, computer layout of a literary almanac or musical arrangement sports holiday. Such projects can be carried out (with certain reservations) within the classroom system.

ü Interdisciplinary projects are carried out outside school hours and fit into the classroom system. And also proceed under the guidance of several specialists in various fields of knowledge. Often used as a supplement to lesson activities. They require deep meaningful integration already at the stage of problem statement. For example, a project on the theme “The problem of human dignity in Russian society XIX - XIX centuries. requires simultaneously historical, literary, cultural, psychological and sociological approaches.

ь Supra-subject projects - non-subject projects performed at the junctions of knowledge areas. Go beyond school subjects. They are used as a supplement to educational activities, it is in the nature of research.

By the nature of contacts, projects can be:

b intraclass,

b intraschool,

l regional (within one country),

l international.

The last two types of projects are still telecommunications, since they require the coordination of the activities of the participants, their interaction on the Internet and, consequently, the use of modern computer technologies.

7. By the number of participants (personal - individual, pair, group).

8. By duration (mini-projects; short-term for 1-5 lessons; medium-term - for 1-2 months; long-term - up to 1 year).

Here is a more detailed description:

ü Mini-projects can fit into one lesson or part of a lesson. Example: the project "Calculation of the cost of buying a car on credit", economics course 10-11 grade. Work on the project is carried out in groups according to options, depending on the amount to buy a car and its brand. Duration - 20 minutes (preparation - 10 minutes, presentation of each group - 2 minutes). (Other examples: calculating the cost of organizing a trip, calculating the cost of a family meal for a month, starting your own business, etc.).

b Short term projects require the allocation of 4 - 6 lessons that are used to coordinate the activities of project team members. The main work of collecting information, making a product and preparing a presentation is carried out within the framework of extracurricular activities and at home. Example: the project "Wonders of Russia" about unique natural objects, geography course, grade 8. It can be carried out in the form of a conclusion, generalization of knowledge in the section " general characteristics nature of Russia. Work is carried out in groups, duration - 4 lessons. Lesson 1: determining the composition of project teams, issuing a task (collecting information on their elements, for example: Rivers of Russia, Lakes of Russia, Mountain systems of Russia, Unique natural monuments of Russia, recommendations for the preparation of the finished product). 2nd lesson: reports of groups on the collected information, and, development of content project product and the form of its presentation. 3rd and 4th paired lessons: presentation of finished projects, for example, electronic travel brochures, their discussion and evaluation.

Weekly projects are completed in groups during the project week. Their implementation takes approximately 30 - 40 hours and takes place entirely with the participation of the project manager. When implementing a weekly project, it is possible to combine classroom forms of work (workshops, lectures, laboratory experiment) with extra-curricular activities (excursions and expeditions, outdoor video filming, etc.). An example is ethnographic trips and expeditions, environmental projects.

l Long-term (one-year) projects can be carried out both in groups and individually. In a number of schools, this work is traditionally carried out within the framework of student learned societies. The entire cycle of the implementation of a one-year project from the definition of the topic to the presentation (defense) is carried out outside of school hours. For example, space projects, socially significant projects “Veteran lives nearby”, “Children for orphans”, etc.

9. By type of design object (morphological (designing things, creating new models); social (aimed at social issues); existential (designing the personal development of the human "I").

Project types:

l Educational project.

b Educational project.

l Management project.

l Organizational project.

l Regulatory project.

ь Socially significant project.

b Political project.

l Legislative project.

ь The project is an illustration of the educational topic.

ь Project - the study of a scientific problem in a particular academic discipline.

ь The project is a statement of the problem.

b Overview draft.

b Current study project.

b Final training project.

According to E.S. Polat:

1. According to the method or activity dominant in the project:

l research,

b creative,

role-playing,

information,

b practice-oriented (applied).

2. On the basis of the subject area:

l monoprojects,

l interdisciplinary projects.

3. By the nature of contacts:

l internal or regional,

l international.

4. By the number of project participants:

l individual,

b paired,

l group.

5. By project duration:

b short-term,

b medium duration,

b long-term.

6. According to the results:

l report, album, collection, catalogue, almanac;

l layout, scheme, plan-map;

l video film;

l exhibition; and etc.

According to S. Haynes:

1. Message projects or research projects(Information and Research projects).

2. Survey projects.

3. Project-production (Production projects).

4. Projects-role-playing games and dramatic performances (Performance and Organizational projects).

According to the American professor E.W. Collings:

(Savchenko N.P., Theory and Practice additional education No. 6, 2010, p.35: /…. In the 1910s Collings, organizer of a lengthy experiment in one of the rural schools Missouri, proposed the world's first classification educational projects into four groups.../):

1. "Game Projects" - children's activities, the immediate purpose of which is to participate in group activities, such as: various games, folk dances, drama, all kinds of entertainment, etc.

2. "Excursion projects", which involved the expedient study of problems related to surrounding nature and social life. One of these projects, implemented in middle group students, was called "Visit to the house of Mr. Smits to find out the cause of typhoid diseases."

3. "Narrative projects", developing which, the children had the goal of "enjoying the story in the most diverse form" - oral, written, vocal (song), artistic (picture), musical (playing the piano), etc.

4. "Constructive projects" aimed at creating a specific, useful product: making a rabbit trap, making cocoa for the school lunch, building a stage for the school theater

By subject of work:

o Man is a man. Man is nature.

b Man is technology. Man is an artistic image.

b Man is a sign system.

By scope:

b School. A family. Leisure.

b Production. Professional self-determination.

By interest:

b Cognitive. Ecological.

b Commercial. Gaming. Professionally - labor.

b Scientific. Complex.

According to the material embodiment:

b Intelligent.

l Informational.

b Complex.

According to the prevailing technological processes:

b Archaic (manual technologies),

l Traditional (machine technology),

ь Innovative (technologies based on radio electronics and telemechanics)

According to the purpose of the project activity:

b Gnostic.

b Exploration.

b Transformers.

By execution time:

b Long-term (from 20 to 60 hours),

ь Medium-term (block 8 - 10 hours),

b Short-term (2 - 4 hours)

Organization of project activities:

b Individual.

b Link.

b Group.

b School.

By content structure:

b Monomodular (cover one module of the program)

b Polymodular (connection of several blocks or modules)

b Integrated (interdisciplinary)

Creativity level:

b Reproductive.

l Creative tasks.

l Creative project.

Specificity.

The role of the teacher. Project activity requires the teacher not so much to explain "knowledge" as to create conditions for expanding cognitive interests children, and on this basis - the possibilities of their self-education in the process practical application knowledge. That is why the teacher - the project manager must have high level common culture, complex creativity. And, above all, a developed fantasy, without which he cannot be a generator of the development of the child's interests and his creative potential. The authority of the teacher is now based on the ability to be the initiator of interesting undertakings. Ahead is the one who provokes independent activity of students, who challenges their ingenuity and ingenuity. In a certain sense, the teacher ceases to be a “subject specialist”, but becomes a generalist teacher.

How exactly does the teacher have to create conditions for the development of students in the course of project activities? The answer to this question gives a list of roles that the teacher will have to "live" in the course of project management:

l active, competent and competent user of a foreign language;

l an enthusiastic innovator in the field of learning and language acquisition, able to expertly evaluate, stimulate and inspire productive foreign language communication, supporting, encouraging and guiding students towards achieving the goal;

ь specialist (possesses knowledge and skills in several - not in all! areas);

l a consultant who is always ready to help (organizer of access to resources, including other specialists);

ь leader, organizer and manager of educational activities (especially in matters of time planning); “a person who asks questions” (according to J. Pitt, one who organizes a discussion of ways to overcome emerging difficulties through indirect, leading questions; one who detects errors and generally supports feedback);

l coordinator of the entire group process (facilitator);

l an experienced expert adviser (gives a clear analysis of the results of the completed project).

This is how the role of the teacher changes significantly compared to the traditional model. It is in the design activity that a foreign language teacher acquires such a role-playing communicative repertoire.

The role of the student. The role of the student participating in the project activity is also changing, which becomes:

The initiator of the work;

idea generator;

Independent performer;

An independent participant with an opinion;

problem researcher;

Assistant for other participants;

Evaluator of the results and products of foreign language communication activities.

The most difficult is the question of the degree of independence of students working on the project. Which of the tasks facing the project team should be solved by the teacher, which ones should be solved by the students themselves, and which ones can be solved in their cooperation? There is no ready answer to these questions. It is obvious that the degree of independence of students depends on many factors: on the age and individual characteristics of children, on their previous experience in project activities, on the complexity of the project topic, on the nature of relations in the group, etc. It is important for the teacher to avoid excesses in both the other side.

It should be noted that one of the main directions of criticism of the method of projects in the 1920s. was precisely "belittling the role of the teacher." In the domestic practice of design activities at the beginning of the XXI century. the opposite extreme prevails. Even in projects completed by high school students, the "hand of the leader" is often clearly felt. But the developing effect of project activity is directly dependent on the degree of its independence. The question is that for each age period choose such types and products of project activities that would be adequate for age. Yes, in primary school the project can be a drawing, some kind of handmade composition, etc. It is just as important that the topic of the project should not be rigidly set by adults. As a last resort, let's choose one of the proposed topics. Even better -- joint development topics in the “students + teacher” group according to the principle of covert coordination. Planning, implementation and evaluation of projects should also be carried out primarily by the children themselves. It should not be forgotten that the student spends most of his time in traditional class-lesson teaching, where he is doomed to play only one role - the role of a performer.

All stages of work organized in the conditions of project activities are accompanied by:

Specially created atmosphere of communication;

Organized group, pair, team and individual work;

group formation technique;

management techniques learning activities during project preparation.

Thus, the design aspect of the formed communicative competence of schoolchildren allows:

1. Strengthen the intensity of learning by increasing the role of speech-cogitative activity of students in the volume training session in relation to the organizational activity of the teacher.

2. To develop interpersonal interactivity (pragmatic and strategic competencies) in the learning process through group work, create role-playing situations addressed to the interlocutor in the act of communication.

3. To form socio-cultural and discusive competencies in the course of constructing communicative situations and tasks using communicative strategies, background information about the culture, realities, traditions of the countries of the language being studied.

The sequence of work on the project

Project evaluation

(individual card of the student defending the project)