Literature on project activities at school. "Educational research and project activities of students in the process of studying literature" (description of work experience)

The page contains a list of useful literature on research work of students and its proper organization.

Submitted bibliography on organization research work(activities) at school and preschool educational institutions will be of interest to both teachers and schoolchildren, preschoolers and their parents.

The following lists of literature on project activities at school and preschool ( kindergarten) will be useful in the study of the humanities, subjects of the natural and mathematical cycle, in planning lessons and classes using project-based research activities.

Literature on project activities in the study of the humanities
Literature on project activities in the lessons of the natural and mathematical cycle
Literature on project activities at the lessons of the Russian language and literature
Literature on project activities in the lessons of mathematics, physics, chemistry

In simple words, the list contains literature for teachers (educators) - project and research managers in the preschool educational institution and school, who directly supervise the research and project work of schoolchildren and preschoolers, and also use project technologies when organizing lessons and activities with children.

List of literature on the organization of project activities in preschool educational institutions

List of literature on the organization of research activities of preschoolers:

1. Savenkov A. Research methods of teaching in preschool education/ A. Savenkov // Preschool education. - 2006. - N 1. - S. 21-30.

2. Savenkov A. Research methods of teaching in preschool education / A. Savenkov // Preschool education. - 2005. - N 12. - S. 3-11.

3. Savenkov A. Research methods of teaching in preschool education / A. Savenkov // Preschool education. - 2006. - N 4. - S. 10-19.

4. Innovative network of developing education / comp. V.A. Guruzhanov. - M. : Evrika, 2003. - 240 p. - (B-ka cultural and educational initiatives).

5. Kudrova I.A. On the development of thinking based on a research approach / I. A. Kudrova // Standards and monitoring in education. - 2006. - No. 5. - S. 14-21.

6. Mukhina V. Psychological meaning of research activities for the development of personality / V. Mukhina // Public education. - 2006. - No. 7. - S. 123-127.

7. Solovyova N. Seven steps towards the beginning of research work: scientific and methodological seminar N 1 / N. Solovyova // 2003. - No. 6. - S. 60.

8. Selevko G.K. Pedagogical technologies based on activation, intensification and effective management UVP / G.K. Selevko. - M.: 2005. - 288 p. - (Encyclopedia of educational technologies). - ISBN 5-87953-195-3.

List of literature on the organization of project activities at school

List of literature on the organization of research activities of schoolchildren:

1. Aleinikova I. Intelligence of the future / I. Aleinikova // School management: ed. house First of September. - 2007. - No. 1. - S. 25-27.

2. Baranova E.V. How to captivate schoolchildren with research activities / E. V. Baranova, M. I. Zaikin // Mathematics at school. - 2004. - N 2. - S. 7-10.

3. Bezrukova V.S. Director on the research activities of the school / V. S. Bezrukov. - M.: September, 2002. - 160 p. - ISBN 5-88753-051-0.

4. Belogrudova V.P. On the research activity of students in the conditions of the project method / V. P. Belogrudova // Foreign languages at school. - 2005. - No. 8. - S. 6-11.

5. Belfer M. A few words about the research work of schoolchildren / M. Belfer // Literature: ed. house First of September. - 2006. - N 17. - S. 13-15.

6. Bogomolova A.A. Organization of project research activities of students / A. A. Bogomolova // Biology at school. - 2006. - N 5. - S. 35-38.

7. Borisenko N.A. How we worked on the project, or Technology of research activities of students: project method / N. A. Borisenko // Literature at school. - 2002. - No. 7. - S. 39.- N7.

8. Brykova O. Co-creation of teacher and student / O. Brykova // School management: ed. house First of September. - 2006. - No. 20. - S. 33-36.

9. Brykova O.V. Project activity in the educational process / O. V. Brykova, T. V. Gromova. - M.: Chistye Prudy, 2006. - 32 p. - (B-chka "First of September"). - ISBN 5-9667-0230-6.

10. Vechtomova E.G. The norm of life of the lyceum - a study / E. G. Vechtomova, N. A. Makarkina // Principal of the school. - 2006. - No. 8. - S. 102-103.

11. Volkov S. In order not to be bored / S. Volkov // Literature: ed. house First of September. - 2006. - N 13. - S. 17-19.

12. Gayfitulin M.S. Project "Researcher" / M. S. Gayfitulin // School technologies. - 2005. - No. 3. - S. 102-104.

13. Gilmeeva R.Kh. The role of the research activity of the primary school teacher in the implementation of the ideas of developmental education / R. Kh. Gilmeeva // Primary School: plus before and after. - 2006. - No. 4. - S. 58-60.

14. Glazkova K.R. Research lessons: the formation of a creative, critically thinking personality / K. R. Glazkova, S. A. Zhivodrobova // Physics: ed. house First of September. - 2006. - No. 24. - S. 29-31.

15. Glikman I.Z. Preparation for creativity: educational research / I. Z. Glikman // School technologies. - 2006. - No. 3. - S. 91-95.

16. Gromova T. Teach to raise questions and look for solutions / T. Gromova // School management: ed. house First of September. - 2006. - No. 1. - S. 14-16.

17. Gromova T.V. Organization of research activities / TV Gromova // Practice of administrative work at school. - 2006. - No. 7. - S. 49-53.

18. Zakurdaeva S.Yu. Formation of research skills / S. Yu. Zakurdaeva // Physics: ed. house First of September. - 2005. No. 11. S. 11.

19. Zaripov R.S. Research work in the system of distance learning / R. S. Zaripov // Additional education. - 2005. - No. 3. - S. 61-63.

20. Zachesova E.V. Presentation of the results of schoolchildren's research / E. V. Zachesova // School technologies. - 2006. - No. 4. - S. 115-122.

21. Zorina L.Ya. Didactic foundations for the formation of a systematic knowledge of high school students / L. Ya. Zorina. - M.: Pedagogy, 1978. - 128 p.

22. Ivanov G.A. Integrative bases of the organization of research activities of students / G. A. Ivanov // Pedagogical technologies. - 2006. - No. 1. - S. 22-28.

23. Klenova I. Science is getting closer: the experience of organizing research activities of students / I. Klenova // Teacher. - 2006. - No. 5. - S. 23-24.

24. Kopaneva G.A. Organization of research activities of students in a multidisciplinary gymnasium / G. A. Kopaneva, N. P. Lomakina, O. I. Chub // Head teacher. - 2006. - No. 6. - S. 47-52.

25. Kopylova V.V. Methodology design work on lessons of English language: Toolkit/ V. V. Kopylova. - M.: Bustard, 2003. - 96 p. - (Teacher's library. Foreign languages). - ISBN 5-7107-7116-3.

26. Korotaeva E.V. Activation of the cognitive activity of students: questions of theory and practice / E. V. Korotaeva. - M.: Yekaterinburg, 1995. - 84 p. - ISBN 5-7186-0100-3.

27. Korotaeva E.V. Teaching technologies in the cognitive activity of schoolchildren / E. V. Korotaeva; ed. M.A. Ushakov. - M.: September, 2006. - 176 p. - ISBN 5-88753-062-6.

28. Leontovich A. Complex research expedition / A. Leontovich // Public education. - 2006. - No. 3. - S. 207-214.

29. Leontovich A.V. Modern interpretations of giftedness and organization of research work with children in the field of additional education / A. V. Leontovich // Additional education. - 2002. - No. 9. - S. 13-17.

30. Lerner G.I. Course "Pedagogical theory - modern teacher": Lecture N 3. Teaching methods, their specifics / G. I. Lerner // Biology: publishing house First of September. - 2004. - No. 37. - P. 22.

31. Matyash N.V. Project activity junior schoolchildren: a book for primary school teachers / N. V. Matyash, V. D. Simonenko. - M.: Ventana-Graff, 2002. - 112 p.: ill. - (Teacher's library). - ISBN 5-9252-0214-7.

32. Menyaeva I.N. Organization of search, research, experimental work at school / I. N. Menyaeva // Pedagogical workshop. - 2005. - No. 3. - S. 12-15.

33. Mutik M.A. Organization of experimental and research work of students / M. A. Mutik // Biology: publishing house First of September. - 2002.- N40. - S. 7.

34. Mukhina V.S. Psychological meaning of research activity for personality development / V. S. Mukhina // School technologies. - 2006. - No. 2. - S. 19-31.

35. Mind-activity pedagogy in high school: new forms of work with children (based on the project "Innovation network" Mind-activity pedagogy) / federal agency of Education; Russian Educational Forum; APKiPRO. - M. : APKiPRO, 2004. - 28 p. - (Methodological library "Projects - winners of the Russian educational forum in 2004").

36. Novozhilova N.V. Internet resources in the research activity of teachers and students / N.V. Novozhilova // School technologies. - 2004. - No. 4. - S. 148.

37. New pedagogical and Information Technology in the education system: tutorial for students of pedagogical universities and advanced training system teaching staff/ ed. E.S. Polat. - M.: Publishing Center ACADEMY, 2003. - 272 p. -( Higher education). - ISBN 5-7695-0811-6.

38. Obukhovskaya A.S. Oh yeah educational project: competence approach / A.S. Obukhovskaya // Biology at school. - 2004. No. 8. S. 27.

39. Pentin A. Educational research and projects - the concepts are close, but not identical / A. Pentin // Principal of the school. - 2006. - No. 2. - S. 47-52.

40. Pidkasy P.N. Independent cognitive activity schoolchildren in teaching: theoretical and experimental research / P. N. Pidkasisty. - M.: Pedagogy, 1980. - 240 p.

41. Poddyakov A.N. Methodological foundations for the study and development of research activities / A. N. Poddyakov // School technologies. - 2006. - No. 3. - S. 85-90.

42. Pozdnyak S.N. Research activities of schoolchildren and the method of projects / S. N. Pozdnyak // Standards and monitoring in education. - 2006. - No. 3. - S. 52-56.

43. Regulations on All-Russian competition research works of students of educational institutions, dedicated to the 175th anniversary of the birth of D.I. Mendeleev for 2006-2007. // Education administrator. - 2006. - N 22. - S. 97.

44. Prokofiev L.B. open educational technologies: research activities of schoolchildren / L. B. Prokofiev // School technologies. - 2006. - No. 4. - S. 108-114.

45. Savenkov A.I. Research teaching and design in modern education/ A.I. Savenkov // School technologies. - 2004. No. 4. S. 82.

46. Sanina S.P. Computer modeling in the research activities of students / S. P. Sanina // Pedagogical technologies. - 2005. - No. 4. - S.36-45.

47. Sakharova G. Research activities of students in local history / G. Sakharova // Teacher. - 2003. No. 5. S. 38.

48. Semenova N.A. Research activities of students / N. A. Semenova // Elementary school. - 2006. - No. 2. - S. 45-49.

49. Sergeev I.S. How to implement a competency-based approach in teaching / I. S. Sergeev // Teaching history and social science at school. - 2004. - No. 3. - S. 29-39.

50. Slobodchikov V.I. Anthropological meaning of the research work of schoolchildren / V. I. Slobodchikov // School technologies. - 2006. - No. 3. - S. 14-18.

51. Smirnova T.G. Formation and development of the foundations of students' research creativity / T. G. Smirnova // Biology at school. - 2006. - N 1. - S. 6-8.

52. Modern gymnasium: the view of the theorist and practice / ed. E.S. Polat. - M.: Humanitarian publishing center VLADOS, 2000. - 168 p. - (Pedagogical workshop). - ISBN 5-691-00491-3.

53. Reference manual on the organization of search and research activities of students of educational institutions / comp.: N.V. Karpova, S.V. Kuskova, L.E. Tolkachev. - Pskov: PSPI, 2001. - 46 p. - ISBN 5-87854-175-0.

54. Stepanov V.G. Fundamentals of research activity of a schoolchild / V. G. Stepanov. - Pskov: POIPKRO, 2004. - 96 p. - POIPCRO. - ISBN 5-75-22-0221-3.

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56. Educational design and research activities of students in the conditions of profile education // Profile school. - 2006. - No. 4, 5.

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PROJECT ACTIVITY IN LITERATURE LESSONS AS A COMPONENT OF THE FORMULA FOR GROWTH OF STUDENTS' CREATIVE POTENTIAL

Chernova Tatyana Alekseevna,

teacher of Russian language and literature, secondary school № 501

Statement of the problem and relevance:

The criterion for the quality of education today is the versatile success of a child who has become more experienced, independent, and responsible in the process of learning. One of the directions of the general education school is the transition from traditional to developing humanitarian technologies.

Using the design method allows students to acquire the skills and qualities necessary for a person of the 21st century:

Responsibility and adaptability

Communication skills

Creativity and curiosity

Critical and systems thinking

Ability to work with information and media

Interpersonal interaction and cooperation

Ability to pose and solve problems

Focus on self-development

Social responsibility.

It should also be noted such actual advantages of using the method of project activity as increasing self-esteem of students and the opportunity to gain skills in presenting themselves and their work in various forms(oral, written, using the latest technological means).

Project activities of students can be short-term and long-term, individual or group.

Development and implementation educational project includes the following steps:

Search stage(before the formulation of the problem). At this stage, in the course of joint discussions, initial questions that are personally significant to the student are revealed, and the problem is fixed. Work on the project is impossible without basic knowledge of the structure scientific work, requirements to it, methods. The structure assumes the presence of traditional components: the relevance of the problem, the subject of research, the purpose of the project, the hypothesis, the tasks, the methods used, the practical significance of the result. The structure must be disclosed so that students have a support for planning their activities.

The teacher acts as a consultant, helps in the search for information, its analysis, structuring (4-6 consultations).

Analytical stage(up to and including the preparation of the action plan).

This stage includes the search for means of self-education: educational resources as school resources (opportunities subject, teachers as consultants), and those not associated with an educational institution (library, Internet, media, etc.).

The following activities are carried out: planning information retrieval resources, clarifying the intended goals and objectives, collecting information and sharing it with others (students, teachers, parents, invited consultants, etc.), drawing up an activity plan.

Practical stage(implementation of the action plan). At this stage of work on an educational project, in the course of implementing and adjusting a previously developed activity plan (1-3 consultations with a teacher), there is an awareness of one’s own competence and success in educational process.
Presentation stage(presentation of products of self-education).

The stage involves understanding the significance of the results obtained, determining how to use the results achieved during the development and implementation of the educational project, understanding and formulating new goals of self-education. This is achieved through the use of techniques such as group and individual reflection.

Preparing and summarizing presentation material tends to raise new questions and encourage students to debate. The function of the teacher is to explain to the students of the project group the basic rules for conducting discussions and business communication.

control stage.

The immediate result, which is expressed in the possession by students of a certain set of methods of activity during the development and implementation of an educational project (competence).

The forms of presenting a completed task or reporting can be a publication, a booklet, a presentation, a website, an album, an almanac, a newspaper, a video script, a reportage, a holiday program, a theatrical production, etc.

When studying Russian literature, project activity acquires a particularly vital character, since it entails the unification of many topics and subjects of the humanitarian cycle.

The Federal State Educational Standard (FSES) emphasizes that “understanding literature as an art form in relation to the relationship with other art forms (music, theater, painting, cinema) is helped by the experience of analyzing and interpreting a work of art as an artistic whole, conceptual understanding it in this integrity and interrelations with the cultural environment, a look at his poetics, as the embodiment of the originality of the author's personality and the artistic trends of the era.

Project activities help to solve all these problems and develop the creative potential of students.

Examples of student project activities:

research project

"Creating the Image of Russia in Russian Literature and Art of the Second Half of the 19th Century". Grade 10.

Prepare students for the perception of works of art of the second half of the 19th century, which will be studied in the course of literature 10 kassa, using examples to show the importance of Russian literature of the second half of the 19th century in the development of Russian literature and art.
To acquaint students with the work of representatives of various arts of the second half of the 19th century (literature, theater, music, art, architecture), with their contribution to the creation of the image of Russia.

To cultivate patriotic feelings of students, pride in their country.

The result of the project activity is the creation of a research work and a presentation that can be used in an overview lesson that precedes the study of the work of writers of the second half of the 19th century.

Students are divided into interest groups (“artists, musicians, theater-goers, architects, writers”).

They collect material using Internet resources, the help of subject teachers and parents.

creative project

"Rites and ritual folklore" Grade 5.

1. To introduce students to Russian folk culture, to the system of moral values accumulated over the centuries.

To acquaint children with the traditions, rituals, historical and cultural origins of their people.
To form the need for the assimilation of high cultural and spiritual values.
Encourage to master the basics of moral behavior and the norms of humanistic morality (mutual understanding, cultural communication, faith in the contemplative powers of man, hard work).
Cultivate a respectful attitude towards the older generation.

At the first stages of work, students get acquainted with collective and family rituals, collect material, analyze it with the help of a teacher.
Four creative groups for five people:

The first group - cooking game tasks and quiz questions.
The second group - selects musical material, learns folk songs.
The third group is responsible for staging Christmas divination.
The fourth group - makes ceremonial dolls (gifts for holiday guests), prepares messages for them.

A decision was made on such a reporting form as holding a festive evening for parents: “On the night before Christmas”.

Role (game) project.

Recreation of a “living picture” of time for a lesson in the 10th grade on the topic “Literature and time. Ideological and aesthetic struggle in literature and art in the second half of the 19th century.

A situation is created: the hostess of the capital's salon and her guests (among whom there is a student, a "statesman" and an official) are involved in a debate about modern poetry. There are poems by A. Fet, A. Maikov, N. Nekrasov, D. Minaev and N. Kurochkin.

The ideological and aesthetic struggle in literature was the result of a dispute about ways and means historical movement Russia to the future. Serious passions flared up, even when people who were far from it spoke about literature.

The students had to show the sharpness of the conflict, portray the intransigence of the supporters of "pure art" and representatives of the democratic camp.

Worked in groups:

I. Screenwriters (2 people)

II. Actors (6 people)

III. Decorators (2 persons)

IV. Musical accompaniment(2 persons).

The result of the project activity:

1. Writing a script

2. Statement of the composition.

IV. Information project.

An example of such a project is the work “In the footsteps of the heroes of the novel by F.M. Dostoevsky "Crime and Punishment" (Group of 3 people).

Objective of the project:

Creation correspondence excursion"Petersburg of Dostoevsky" (presentation).

Independently study, photograph and describe the places in St. Petersburg, where the events of the life of the heroes of the novel by F.M. Dostoevsky take place.
Find out how the cultural heritage is preserved in our city, how the memory of the writer and his heroes is immortalized in our city.
Explore modern life in the historic interiors of tenement houses of the 19th century.

In the process of work, not only a presentation was created, but also a route for the excursion "Petersburg of Dostoevsky", which was held for students of their 10th grade, was compiled.

With this work, the students performed at the school NPC and won first place.

Practically - oriented project .

Purpose: to create presentations, newspapers, clips, tests and other materials that the teacher can use in the classroom.

An example of such work can be a long-term project "Work on speech errors".

The teacher gives the students material (excerpts from school essays), which they study, systematize and make cards " Speech errors”, publish humorous newspapers “Collective composition”.

In the process of project activities of students, all educational and cognitive tasks aimed at acquiring new knowledge and skills are solved by searching for ways and methods of solution, the implementation of which uses all mental operations that establish connections and relationships, evidence and generalization of data, develops creative thinking.

A person who has mastered the design culture is a subject who is able to independently creatively carry out design activities “from concept to result”, up to the design and implementation of individual life programs.

Literature

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Tsvetkova G.V. Tutor support of the educational process. Technology of sense-search activity. Volgograd: Teacher, 2012
Sovetova E.V. School of the new generation. Teachers' Council. Rostov-on-Don: Phoenix, 2012

Project activity

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Baiborodova, L.V.Project activities of schoolchildren in mixed age groups[Text]: a guide for teachers of general organization. / L. V. Baiborodova, L. N. Serebrennikov. - M.: Enlightenment, 2013. - 175s. - (We work according to new standards).

Gostev, A.G.Innovative educational and professional environment as an implementation factor modern technologies education: monograph / A. G. Gostev, E. V. Kipriyanova. - Yekaterinburg, 2008. - 290s. - Bibliography. pp.246-250.

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GBOU DPO "Stavropol Regional Institute

development of education, advanced training and retraining of educators”

Department of Humanities

Topic:"Educational research and project activities of students in the process of studying literature"

(description of work experience)

Completed:

Pankina Galina Borisovna, teacher of the Russian language and literature of the second category, secondary school No. 13, Iskra village, Budyonnovsky district

Stavropol, 2014

Content

INTRODUCTION…………………………………………………………………...

MAIN PART…………………………………………………….......

The concept, essence of teaching, research and project activities of students ……………………………………………………..

Form and types of organization of educational, research and project activities of students …………………………………………………….

Experience in organizing teaching, research and project activities at literature lessons…………………………………………

CONCLUSION……………………………………………………………..

Bibliography…………………………………………

INTRODUCTION

At the heart of the Federal State Educational Standard there is a system-activity approach that focuses the educational process on the development of the student's personality, its cognitive principles and creative abilities, on the realization of the student's creative potential, which excludes the student from acting as a passive listener, information absorber. The Federal State Educational Standard is focused on the formation of the graduate's personal characteristics, among which the priority are the following: creative and critically thinking, actively and purposefully knowing the world, aware of the value of science, labor and creativity for a person and society, motivated for education and self-education throughout his life; owning the basics of scientific methods of cognition of the surrounding world, motivated for creativity and modern innovative activity; ready for educational cooperation, able to carry out educational and research, design and information activities. To form such qualities of a graduate particular relevance acquire methods of activity-based organization of learning. Only through active independent activity is the development of each student possible. The use of project activities is one of actual problems modern methods of teaching philological disciplines. The use of project activities allows students to form an objective system of ideas about their knowledge, capabilities and skills to implement them.

MAIN PART

The concept, essence of educational, research and project activities of students.

According to R. G. Ivanova and A. G. Iodko - research activities of students - this is a set of actions of a search character, leading to the discovery of facts unknown to students, theoretical knowledge and methods of activity. Under the research activity of students, which models the process scientific knowledge, one can understand a special type of intellectual and creative activity of a search nature, aimed at forming an adequate idea of the object under study, carried out in accordance with the requirements scientific research and accompanied by the acquisition of the necessary knowledge and skills, and hence the formation of competencies. It is in the process of research that many, if not all, key competencies are formed:

value-semantic,

general cultural,

educational and cognitive,

information,

communicative,

social and labor,

personal competence of self-improvement.

Educational research and the project are built according to the traditions accepted in science: problem statement, study of literature on this issue, selection of research methods and practical mastery of them, collection of own material, its analysis and generalization, scientific commentary, own conclusions.

Literature is a subject that provides great opportunities for a variety of research and projects: from small short-term (within one lesson) to long and deep, which are formalized in research papers.

The methodology for organizing a research project involves several stages.

1. Planning work on the project (the stage of exchanging existing knowledge on the topic, interests):

expressing wishes and possible ways to resolve disputes;

discussion of emerging ideas;

listing the topics of projects that interest students;

formulating a project topic for a class or group of students.

2. Analytical stage (the stage of research work of students and independent acquisition of new knowledge):

clarification of the intended goal and task;

search and collection of information with the help of specialized literature, the media, the Internet, the use of students' own knowledge and experience;

exchanging information with others (students, teachers, parents, etc.);

data interpretation;

comparison of the obtained data and selection of the most significant ones.

3. The stage of generalization (the stage of structuring the information received and integrating the acquired knowledge, skills and abilities):

systematization of the received data;

building a common logical conclusion diagram for summing up (in the form of abstracts, conferences, videos, multimedia presentations, etc.).

4. Presentation of the results obtained (stage of analysis of the research activities of schoolchildren):

understanding the data obtained and ways to achieve results;

discussion and organization of the presentation of the results of the work (at the level of school, district, city, etc.)

Form and types of organization

educational research and design work

Every student has a passion for discovery and exploration. Even a poorly performing student shows interest in the subject when he manages to “discover” something. Therefore, I consider educational research and project work at school as follows: the creation problem situations in the lesson, finding a solution, both theoretical and through experiment, analysis of the results, observations, then conclusions and generalizations.
No less important restrictions are imposed on the subject, nature and scope of research by the requirements developmental psychology. Adolescence is characterized by a still low general educational level, unformed worldview, underdevelopment of the ability for independent analysis, poor concentration of attention. Excessive volume of work and its specialization, which lead to narrow subject area, can harm general education and development, which are, of course, main task in this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks must satisfy certain requirements, on the basis of which it is possible to establish general principles designing research tasks for students in various fields of knowledge

Ogorodnikova N.V. subdivides the teaching and research activities of students into several forms, but this division is rather arbitrary and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system.

For the organization of educational and research activities of students of the 9th, 10th, 11th grades, a lesson is presented

Teachers use pedagogical technologies based on the use of research method learning and project method.

The research method and the project method can be defined as independent (without walkthrough teachers) students solve a new problem for them using such elements of scientific research as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, laws or patterns.

The application of the research method and the project method is possible in the course of solving a complex problem, analyzing primary sources, resolving the problem posed by the teacher, and more.

b) Non-traditional lesson system.

There are many types of non-traditional lessons that involve students performing an educational research, project or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson of invention, lesson - "Amazing is nearby", lesson of a fantastic project, lesson - a story about scientists, lesson - defense of research projects, lesson - examination, lesson - "Patent for discovery", lesson of open thoughts, etc. .

in) Educational experiment allows you to organize the development of such elements of research and design activities as planning and conducting an experiment, processing and analyzing its results.

Usually a school experiment is carried out on the basis of a school using school equipment. An educational experiment may include all or several elements of a real scientific research (observation and study of facts and phenomena, identifying a problem, setting a research problem, determining the goal, objectives and hypotheses of the experiment, developing a research methodology, its plan, program, methods for processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the course and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis of the data obtained, interpreting the facts obtained, formulating conclusions, defending the results of the experimental study).

G) Homework research and project nature can combine a variety of types, and allows you to conduct an educational study that is quite extended in time.

Project types

By the nature of the activity dominating in the project:

Research project. It includes the substantiation of the relevance of the chosen topic, the designation of research objectives, the obligatory putting forward of a hypothesis with its subsequent verification, and discussion of the results obtained. At the same time, methods of modern science are used: a laboratory experiment, modeling, a sociological survey, and others.

Information project set to collect information about some object, phenomenon for the purpose of analysis, generalization and presentation for a wide audience. The output of such a project is often a publication in the media, incl. in the Internet.

Tcreative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatricals, works of fine or decorative art, video films.

Role (game) project. By participating in it, the designers take on the roles of literary or historical characters, fictional characters. The result of the project is open until the very end.

Practice-oriented project is aimed at the social interests of the project participants themselves or an external customer.
2. By subject area:

Monoproject, within one area of knowledge;

Interdisciplinary project, at the junction of different areas.

3. By the nature of project coordination:

With open coordination (hard);

Closed coordination (flexible)

4. By the number of project participants:

personal;

Double;

Group.

Design and research activities

students in literature lessons

Design and research activities are labor-intensive work. Why do I try to use it in my practical activities? Probably because the project methodology in literature lessons develops independence, creativity, and activity among schoolchildren. When using this method, I try to really turn students from an object of learning into a subject. learning activities. I myself act as an assistant and consultant. This is one of the most successful forms of control, stimulating the mental activity of students, arousing their keen interest.In the process of project work, I place responsibility on the student himself. I prepare and defend the project at the final stage of work on the topic. This is already a creative level, which is preceded by a large, painstaking work to consolidate and activate the material at the reproductive stage. Students defend the project by demonstrating colorful materials.
In literature lessons, I consider it expedient to use the project method when studying review topics, since this is one of the most difficult sections of the literary course. With their help, students' knowledge of the major phenomena of Russian literature is formed into a system, which helps students to form a holistic view of the history of Russian literature in its movement and development.

The task of studying literature is to enrich the reading, moral experience of students, the formation scientific foundations analysis of works of art, development of artistic taste and aesthetic needs. The literature course, which includes monographic and review topics, is built on a historical and chronological basis with an attempt to present literary development, change literary trends like a process.

When preparing for a lesson, I often ask myself questions about how to get students interested in my subject, new material; how, taking into account the knowledge already acquired, to stimulate their independent and creative activity which method is better to use for this.

From the fifth grade for the adaptation of students, it is necessary to gradually introduce mini-projects, short-term and weekly projects. The preparation time should not be long, because the guys often forget or put off work until the last day. At the same time, consultation days are obligatory (the number of consultations depends on the duration of the project and the schedule). By the nature of the result, at first it is better to use a production project (students, having done something with their own hands, will be more satisfied: there is an assessment and a “thing” available) or an information project (it is not difficult to obtain information in our time, it remains only to present it properly). level).In this way in 5th grade I organized implementation of 2 short-term and weekly projects.
A series of projects on the topic "D. Rowling - a modern English writer and her books about Harry Potter." The first project is carried out in the process of getting to know the life and work of the writer and studying the book in postcards (3 lessons). The second and third projects - 4, 5 lesson of the study of the topic (or use the lessons extracurricular reading for a deeper study).
The creation of a collective book will not cause any particular difficulties for students if it is observed under the guidance of a teacher. The second project is an express museum - a museum of one day, which is visited at the lesson by students of this class, and at recess - by students of parallel classes (in order to teach project activities, develop cognitive interest, broadening one's horizons, comparisons with one's own activities). The opening hours of the museum are discussed at the first lesson.

With students 6th grade work on projects continues, however, the types of projects may change and the guys should gain more experience in working with this method. So. When studying the fables of I.A. Krylov is proposed to implement short term project- staging. At the lesson, the teacher divides the class into 3-4 groups, who choose fables, characters, a demonstration option (shadow theater, puppet show, normal), the best version of costumes and scenery is determined. From the active groups, initiative groups are distinguished that implement the project and present it at the next lesson.

The project “On a desert island” proposed to schoolchildren is also short-term. When it is implemented, students get a positive experience of adapting to living conditions, they can feel and realize some of the difficulties that the main character faced.
Students are tasked with: to collect as much information as possible on the book by D. Defoe "Robinson Crusoe" about how he made furniture, grew and preserved grain, bred livestock, how long it took; make a chair model with a description of the labor process.

It is proposed to organize pairs (boy - girl). The deadline for completing the work on the project is set: 2 lessons before the end of the study of the work. Responsibilities are distributed (however, the guys can change if they wish)

Collects information, draws up a descriptive part of the project - a girl.

The creator of the creative work - a chair (stool) - is a boy.
Registration of results: a chair (stool) of any size from any material. The information and the story are handed over on the sheets in printed or handwritten form. A presentation of the project with a story about the achievements and difficulties experienced during the implementation of the project takes place in the classroom.
At the same time, students often expand the boundaries of work, offer their own options. So, one child during the implementation of the project proposed not to create a chair, but to sow wheat. Creativity in this case is only encouraged.
Mini project, on the one hand is easy option part of the lesson, but on the other hand, it poses a risk that the goal of the lesson will not be achieved. The main difficulties in the implementation of this type of project are time constraints, the inability of students to work with concentration, to establish joint effective work of the group. Therefore, acquaintance with the mini-project, in my opinion, should be started no earlier than from the 6th grade. By this time, students have already adapted after moving to the second stage. high school, got used to the requirements of teachers, got acquainted with the basic principles of working with projects, carefully. And here the mini-project “A Gift to a Literary Hero” based on the work “French Lessons” by V. Rasputin can become successful. Another name is also possible: "Sending from the reader."

During the year, work also continues on the collection Our Poetry Collection (My Fable), but the type of material changes. The task becomes more complicated: students are invited to reveal a language theme with elements of folklore - the guys can create their own fairy tales about parts of speech. During the implementation of this project, the skills acquired in literature lessons are implemented. The difficulties of working on this project are as follows:
- inability to synthesize previously obtained information,
- limited literary and language skills of students.
Therefore, it is possible to attract high school students: the younger ones, aligning themselves with the compositions of the older ones, do their own layer of work. The difficulty of using projects in Russian language lessons lies in the fact that the conditions of teaching the subject almost do not allow the use of this method, since a large proportion of lesson time falls on the formation of special skills and abilities. Sometimes there is no time even for fixing.

AT 7th grade students have more opportunities, they can independently find a topic for individual project However, the hidden guidance of the teacher should still be present when formulating the topic, adjusting tasks, and recommending literature. Projects continue in class. Yes, at the end school year students can be offered a mini-project "Monument to a literary hero" at a generalizing lesson. By this age, the guys are quite familiar with the methods of working with the project, are able to organize it in the classroom (especially if they are already used to working in groups), have their own preferences, and have the necessary skills.

Responsibilities in this project the teacher distributes as follows:
- selection of material for the inscription;

Drawing of a monument to the hero (possible option in the form of a symbol);
- writing a speech at the opening of the monument;

Preparing a mini-presentation.

Animal storybook creative project by students 7 classes, is valuable in that in the course of working on it, schoolchildren develop independence of thinking, creative abilities, the ability for self-realization and creation. The authors are trying to fully express their attitude to animals, birds. This project can be offered to students 6th grade when studying the poem by N. Zabolotsky "Cranes".
AT 8th grade when studying the works of the East, students can prove themselves not only as people who have a fine sense of poetry, but also as designers who combine literature and photography. Not every ordinary child is able to understand the philosophical meaning of rubaiyat, haiku, tanka, pick up an illustration corresponding to them, phot. Therefore, the complexity of such an interdisciplinary individual project will be the selection of students who have not only knowledge, but also aesthetic taste. More often, schoolchildren notice what lies on the surface (bright visual images), but they also think about the deep meaning inherent in the work, which is why “pearls” are so rare among these projects. Despite this, the teacher should encourage the children, even sometimes overestimate their marks for participating in the project, justifying why the score was increased. In the same period, you can start working on the elements of the project, pay attention to the content of the portfolio.
If the work on the project is carried out systematically, then by the age of 14, students perceive any non-standard task as a project. On the one hand, this is good, since they have already developed a certain algorithm of actions, on the other hand, the usual performance of a teacher's task is not a project. Therefore, it is necessary to pay special attention to the existence of a problem and ways to solve it, setting goals. Project assignments in literature in grades 5-7 are of great interest to students, create conditions for the integration of knowledge from various fields of art.
AT 8th grade students can be given more complex tasks. An example of this is the project “Literary Theory is Easy”. The birth of this project is due to the fact that students experience difficulties in mastering literary terminology. Therefore, the proposed weekly (several weeks) project is aimed at identifying the most accessible ways for students to present material.
An educational project that can be offered to students in grade 8 - a collection of works, united by the title "The History of My Family in the History of the Motherland", can be offered after studying V. Astafyev's story "The Photograph Where I Am Not". The starting point for the creation of the project will be the last phrase from the story: "Village photography is a kind of chronicle of our people, its wall history."
students senior classes - they are independent people
able not only to come up with project topics, but also to successfully achieve the goal.

In the 9th grade, the most significant and voluminous topic is "The life and work of A.S. Pushkin", therefore, the realization of the goal of generalization educational material work on the creation of the project "Monument to A.S. Pushkin" can serve on this topic. The implementation of this project will help students create their own image of Pushkin, make him close and even "native".
High school students can be offered a short-term project "Look and draw", aimed at the ability to "see" what the poet said. Explain with what artistic means he did it, and draw what he saw (that is, first analyze the poem, and then synthesize the drawing based on this); and work on a series of projects

Municipal educational institution "Secondary school No. 2 with. Kuzovatovo" From the experience of the teacher of Russian language and literature Repeva Tatiana Kuzminichna Topic: Project activities in literature lessons Purpose: improving the quality of education for schoolchildren through the use of project activities. Tasks: - formation of students' skills in design and research activities; - upbringing of a spiritually developed personality; - development of ideas about the specifics of literature in a number of other arts; - development of texts of works of art; - improving the skills of analysis and interpretation of a literary work. Relevance of experience The use of project-based learning technology allows you to increase the motivation, interest of students in the subject "Literature", provides different forms submission and assimilation program material, contains a great educational, developmental and educational potential."Pluses" of the technology of project activities: "Pluses" of the technology of project activities: the design and research activities of students contribute to improving the quality of education, since it:

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

Structure of project activities

motive,
problem,
goal,
tasks,
methods and ways,
plan,
actions,
results,
reflection.

Types of work that form the skills and abilities necessary to work on projects:

1. Work on an artistic detail - forms the ability to see the "trifle". Being an element of the whole, the detail is in itself a small image and has a certain semantic, psychological and aesthetic weight in the work. Artistic detail educates the thinking reader, educates the reader's vigilance.
2. Making notes on the biographies of writers, theoretical material. Drawing up a summary contributes to the formation of the skill to choose from a large number material, only the main thing, to formulate briefly and concisely necessary information, and this skill is leading in the work on a research project.
3. Demonstration of presentations on the topic of the lesson, created by the teacher, allows you to show examples of competent presentations and the mechanism for their use. This is necessary because visibility is best able to form the ability to good sample- a great help at work.
4. The use by students to make ready-made presentations from the Internet allows them to learn how to accompany the slide show with appropriate comments, without replacing them by simply reading the text from the slides and again observing the sample.

application

The practical significance of this technology is to teach your students to independently acquire skills.

"Pros" of project activity

Projects are also convenient in that they are very diverse in form, content, the nature of the dominant activity, the number of participants, and the duration of execution. The forms of project implementation are also different: it can be a printed work, an article, a conference report, a wall newspaper, an almanac, a presentation, a creative report, etc.

Result:

improving the quality of education (77%);
mastery of schoolchildren core competencies(communicative, cultural studies, information, language, research);
writing essays (as a product of activity);
analysis of poems;
preparation of oral presentations;

creating projects: