Presentation of the pedagogical project. Pedagogical project "Innovative technologies at school"

Natalia Piskunova
Pedagogical project

Ministry of Education and Science of the Samara Region

credit work

for advanced training courses

according to IOC IB

"The main directions of regional educational policy in the context of the modernization of Russian education"

EDUCATIONAL PROJECT

on the topic:

"Development creativity older preschoolers by means of children's design.

Piskunova N. G.

educator,

SP GBOU gymnasium

"OC "Harmony" g. o. Otradny

Kindergarten № 13

Methodist:

Putilina L. A.

Samara

1. Analysis of the situation

2. Relevance.

3. Identification of the problem

4. Planned educational outcomes

5. System of work on project

6. Diagnostic tools

7. Results of work on project.

List of used sources page 3

1. Analysis of the situation.

Modern conditions public life make special demands on the creative abilities of the individual. These conditions bring to life Russian society new adjustments that require mobility, flexible thinking, quick orientation and adaptation to new conditions from specialists, creativity to solving various problems. The rapid acceleration of life, made adjustments to the education system as a whole and to the system preschool education in particular. In this regard, before teachers preschool educational institutions faced an important task - to teach children to be a creative person.

At present, in the system of preschool education, conditions are being created for the development of the creative abilities of children, learning programs, new pedagogical technologies enriches the developing environment. It is no coincidence that children's circles and studios are so popular now, music schools and art schools. Of course, there is still a lot of debate about what and how to teach children, but the fact that it is necessary to teach is beyond doubt. creative development preschooler is the most important task kindergarten teacher and involves the use various kinds activities of the child, including productive ones.

Today, attention is actively drawn to a new direction in the artistic education of children. preschool age- children's design, which gives a wide scope for children's creativity. The implementation of this direction requires an appeal to general developmental pedagogical integrated systems. This activity is new and little studied, but it has an undoubted developmental potential for all spheres of the personality. Design is a versatile way of knowing the world. Arises pedagogical and psychological problem– adaptation of children in the world around? What can preschoolers do by joining the design activity? What do they gain by designing.

2. Relevance.

Every child is a designer by nature. Remember with what enthusiasm children build a whole world from everything that comes to hand! And the fewer ready-made toys around, the more interesting this process. Gradually, the craving for creation without nourishment, the support of adults dies off, because everything around has already been invented, just go and buy: why build an airplane if all the models are on the counter? How to develop these abilities hidden in everyone? Therefore, it was not by chance that I faced the task of supporting the initiative and non-standard thinking in children. In games and in everyday life, little creators get acquainted with various manifestations of design culture, pay attention to "images" world of adults in toys - models, models, learn to plan and anticipate the result of their work, consistently implement their own plan, skillfully handle materials and tools.

The novelty of my proposed project is content and the use of new techniques and materials. This artistic design project contributes to the formation of new knowledge, skills and abilities in preschoolers in the manufacture of unique children's works, using products in the life of a child, kindergarten and family.

The relevance of the problem is determined by the fact that the consolidation of patterns in the child's creativity is a great danger for him, so it is necessary to destroy the frozen patterns and introduce new activities that help stimulate the child's own creativity. Design is the modern art of artistic design, the development of models for the rational construction of an objective environment; it is a conscious and intuitive effort to solve a problem that can never be the only correct solution.

3. Identification of the problem.

Despite the development of technologies for the application of children's design in preschool educational institutions, work in this area is carried out intuitively and haphazardly. In the practice of preschool institutions, not all educators use children's design options to develop the creative abilities of preschoolers.

This determined the theme of my work: "The development of creative abilities of older preschoolers by means of children's design."

Children's design can be focused both on the aesthetic organization of space and on the creation of beautiful useful objects that make up the child's environment. Elementary crafts of a child can be considered as his project activities, since already in simple arrangements he plans a certain result. The child is introduced to different artistic techniques and ornamental materials, With accessible ways manufacturing and decorating products: twisting, bending, tearing, and rubbing, cutting, piercing, sewing, embroidering, stringing, joining, gluing, weaving, etc.

Working on the direction - the development of creative abilities in older preschoolers, I created project on teaching children the elements of design - "Young Designers".

Target project: to develop cognitive, constructive, creative and artistic abilities through teaching children the elements of design.

Implementation project covers educational areas recommended FGT: "Knowledge", "Communication", "Artistic Creativity", « Fiction» , "Socialization".

To achieve this goal, the following tasks:

Learning tasks:

The development of creative thinking of preschoolers, through familiarization with the methods and techniques used in artistic and constructive

Create conditions for the formation of knowledge, skills for

achieving certain results.

To form the ability to analyze, self-assessment in the performance of work.

Development tasks:

develop cognitive activity communication, independence.

To form the ability to consistently implement your plan, skillfully handle materials and tools.

Development of figurative thinking, imagination, steady attention, observation.

Educational tasks:

To cultivate aesthetic taste, culture of behavior, accuracy.

Encourage co-creation with peers and adults using the outcome creative activity in everyday life, games, room decor.

Raise interest in design - creativity

4. Planned educational outcomes.

The project is intended for teachers preschool senior and preparatory groups.

Type of project– practice - oriented

Implementation period - 2 years (long term).

The main form of work is sub-group activities once a week. There are 36 classes per year.

Construction principles pedagogical process.

1. From simple to complex.

2. Systematic work.

3. The principle of thematic cycles.

4. Individual approach.

As part of the implementation project the interaction of educators, specialists of preschool educational institutions and parents was carried out. Work with teachers provides: conversations, consultations and advice on the manufacture of a particular craft, workshops on Topics: "Fundamentals of Design", "Children's Design", "Children's needlework", "Children's costumes for the holidays".

Implementation of all directions in project would not be effective without close cooperation with parents.

Working with parents suggests:

Special advice "Design in the Family", "Portfolio of crafts";

"Our hands are not for boredom";

Presentations "Origami", slide show "Workshop of Santa Claus";

Master classes "Our hands are not for boredom";

Family Art Contests "Painted toys", "Gifts of Autumn";

Open days.

projects are: Exhibitions, open events, participation in reviews of the best design of the group, competitions "Institution Design". Proposed project

Methods and techniques of teaching.

1. Visual (display teacher, example, help).

2. Verbal (explanation, description, encouragement, persuasion, use of tongue twisters, proverbs and sayings).

3. Practical (independent and joint performance of crafts). Stages of work. The entire educational cycle is divided into 3 stage:

Stage 1 - acquaintance with the properties of materials.

Stage 2 - training in manufacturing techniques.

Stage 3 - making crafts.

Forms for summarizing the implementation of this projects are: exhibitions, open events, participation in reviews, competitions.

Proposed project is variable, that is, if necessary, it is allowed to adjust the content and forms of activities, the time of passage of the material.

Expected result of the planned activity. Table number 1.

1 year of study 2 year of study

children will be familiar, will be able to learn, do. children will know, learn how to make and apply

They will have a general idea of design, its purpose in society.

Get acquainted with the technology of making applications from paper of different textures.

Will have ideas about various materials and their properties.

They will be able to master various brush painting techniques on various materials.

They can compose.

Apply non-traditional drawing techniques on paper.

Decorate the item.

Use at work natural materials.

Cut out objects of various shapes along the contour.

Distinguish and name the basic concepts of design and composition (idea, harmony, composition).

Distinguish and name the elements of the composition (space, line, spot, shape, color, texture).

Rules for the design of the finished product.

Arrange the drawing on a sheet of paper.

Learn a variety of techniques design: "Decoupage", "Patchwork", "Quilling".

Make a variety of crafts, clothing accessories from waste material.

Create your own product.

Evaluate the results of your work.

5. System of work on project.

Design training is carried out in stages. AT childhood artistic ideas are stable and the child is able to take on any role "painter", "sculptor", "designer". He is able to motivate the choice of material to convey mood, emotional attitude to the world around.

The directions of activity of children's design were chosen.

it: architectural and artistic modeling; Interior Design;

clothing and jewelry design; dish design.

When perceiving the final result of their creativity, older preschoolers showed an active, pronounced interest in design. Children assessed from the perspective of understanding artistic image as a result of creativity.

Let's consider each of them.

Architectural and artistic modeling:

Architectural and artistic design meets the fundamental tasks of the development of the child, since his entire environment, the interior, as elements of a common culture, forms an aesthetic attitude to everyday life.

I solve this problem by introducing children to the samples of domestic and world architecture available to them. Children got acquainted with the architecture of different times, various buildings and structures. To implement their ideas in club activities, children created projects on topics: "Lanterns on the streets of the city"; "We build a kindergarten ourselves"

(layout making); "Houses of the Three Little Pigs"; "House for Birds".

These works were made from different materials (cardboard, paper, plastic bottles, boxes, waste and natural material).

Interior Design:

Currently big influence the child has a subject-developing environment, so I pay special attention to the decoration of the interior. In this case, the interior is the standard of aesthetic education, in which the child draws a boundless sea of fantasy and creativity. Children pay attention to the surrounding objects that they like or dislike, note the variety of their color, shape, texture, size, proportions.

For design activities, children collected plants, cones, used paper, fabrics, natural materials, created arrangements from them. (bouquets, herbariums, garlands) and figurative compositions to decorate your life: "Gifts of Autumn"; "Curly Trees"; "Spring Meadow"; "Our Aquarium".

The design of compositions from the gifts of nature is interesting and useful for children. (greens, dead wood, vegetables, fruits). Being engaged in needlework from living materials and inanimate nature, children join the beauty, learn the amazing and immense world of nature. After all, natural material is a pantry for fantasy and imagination. In the process of joint labor activity the child feels his importance, which brings him joy, maintains interest and desire to craft. So the little designers created beautiful compositions: "Old Man - Forester"; "Turtle"; « gold autumn» ; "Fairy peacock".

Fashion and jewelry design:

I pay special attention to familiarizing children with clothes, new technologies and trends in decorating clothes. Games artistic content and role-playing games encourage children to look for wardrobe for dolls (dresses, hats, blouses, decor for performances. In my classes, I introduce children to the costumes of different peoples of the world, and they, in turn, give impetus to creativity, the creation of new collections of clothes that display bright colors , national motifs and traditions. Children who love folk culture will always honor the traditions of their people, which means they will love, respect and preserve what has been accumulated over centuries and millennia. So the children were happy to create headdresses made based on the Mordovian, Tatar, Russian costumes.

Direction "Modeling and decor of clothes"- made it possible to acquaint children with the culture of clothing and some of the ways preschoolers can create drawings - sketches, styles. Work in this direction formed preschoolers' attention and interest in their appearance, puppet-play wardrobe. Children learned that clothes can tell a lot about man: for example, about his artistic taste, about the sense of proportion in following fashion. Based on clothing sketches, along with teachers and parents, children created volumetric objects design: models of headdresses, dresses, suits made of waste material.

Children came up with new and amazing collections clothes: "Tie for Dad"; "Hats, crowns, kokoshniks"; "Beautiful beads and bracelets";"Dress for Mom".

Tableware design:

At the senior preschool age, the child is able to select the furnishings of doll rooms not only for their intended purpose (living room, kitchen, dining room), but also by observing and evaluating the decoration of the rooms, children transfer the principles of aesthetic unity available to them into their creativity. Preschoolers get acquainted with various utensils (table service, tea service) and bring the beauty of artistic imagery, decoration to own practice creation of a cultural and game interior.

"Young Designers" learned to see and, with the help of an adult, gradually realize their « design intent» , anticipating the artistic result. So the children came up with new dishes, sets, tea sets:

"Pencil cups"; "Vase for Mom"; "Dishes for dolls".

"Young Designers" participate in personal exhibitions, where they present their works made in different genres, using different materials. Exhibition topics are enough varied: "Vegetable Kaleidoscope", "Workshop of Santa Claus", "Defender of the Fatherland Day", "Spring Bouquets" and etc.

In order to check the assimilation of terms, concepts and as a psychological relief, games: "Young Designer", "Decorate the Suit", "Create an interior", "Replace Items", "Cheerful color", "Art Salon" etc. Introduced preschoolers to various new methods and technologies used in design: "Scrapebooking", "Remake", "Decoupage", "Sandography". She taught the ability to model clothes, while the formation of aesthetic taste, artistic outlook, understanding clothing design, how creative process, the acquisition of knowledge and skills in creating clothing models.

Observing children's creativity, one can see the importance the child attaches to his "wealth" (pebbles, beads, scraps of fabric, buttons, etc.). In our opinion, these are unnecessary things - trash, garbage, but in children's hands they turn into real ones. "jewelry"- a bead is a pearl from a distant blue sea, a patch is a princess dress, a candy wrapper - tropical butterfly. It is this ability to see the unusual in the ordinary that we use in children's design classes.

In the course of creative activity, the little master makes many discoveries, achieves personal achievements. Although objectively he does not create anything absolutely new, unknown, the result of his work is of a subjective nature, since in this very process lies his primacy for the child. In the process of design activities, children got acquainted with the features, properties, capabilities of various artistic materials and new technologies.

Interaction with parents.

In the process of working with pupils, I felt the desire of parents to co-create with children and began to involve them in joint activities. Parents began to actively help in collecting material, participate in the design of exhibitions, attend classes, because they saw that children attend them with great desire, learn to fantasize, create, create beautiful works of art.

For two years, my parents helped us with our work. They brought jointly created crafts, compositions, panels, decorations for the group, posters. They showed their skills in creating a spring collection. They invented models of clothes from junk material: "Rainbow", "Knight", "Caramel Princess", "Pearl Night" and others. Active grandmothers were involved in the preparation of competitions. As a result of the activities carried out, children and parents received positive emotions, showed creativity and imagination, showed good skills and design skills.

The genuine interest of parents in the creativity of their children has increased, a competitive moment has appeared. Exhibitions have always been decorated solemnly. All "masterpieces" were appreciated and did not go unnoticed. Anyone could see them. How many different secrets were discovered by children, studying the natural world. The soul of a child is unusually open at such moments. He begins to understand that the end result depends on him. And the most valuable thing is that children and adults spend time together.

For active participation in competitions and the preparation of wonderful crafts, groups are awarded Thanksgiving letters with names of parents and children. The organization of such exhibitions has become our good tradition.

6. Evaluation of the effectiveness of the work system.

For the level of revealing the development of creative abilities, diagnostic methods were selected that are focused on older preschoolers and have their own indicators of the development of imagination and creative abilities. These tests have a simple structure, are easily perceived by children, and are performed with interest. When determining the level of development of creative abilities, tests proposed by the author E. P. Torrens were used.

Test "Unfinished Drawing" E. P. Torrens is non-verbal and covers such dimensions of thinking as fluency, accuracy, imagination and originality. To identify the level of development of figurative creativity, the test of E. P. Torrance was used "Finishing Shapes" with several modifications.

After a comparative analysis of the assimilation project"Young Designer" at the beginning of 2010 - 2011 and 2011 - 2012 school year, it can be noted that the level of assimilation of this material by children, namely the development of artistic and creative abilities, has increased. Evaluation of the results made it possible to determine the levels of development of creative abilities at the beginning of the year and at the end. General results diagnostic examination pupils of the first year of study in are presented in histogram 1.

Histogram #1.

Evaluation of the results made it possible to determine the levels of development of creative abilities in the second year of study at the end of the year. The general results of the diagnostic examination of pupils are presented in a histogram.

Histogram #2.

Thus, teaching design elements to older preschool children is an effective means of developing the creativity of preschoolers.

7. Results of work on project.

Pupils began to respond more emotionally to the beauty of nature, clothes, premises, to show a more stable interest in design art, their creative activity, initiative and artistic independence increased. Children learned to conceive an image, look for means of implementation, think through the sequence of their work and achieve results. The children also had a sense of creative satisfaction. In cooperation with other children, the individuality of each child, the features of creative style, and performance techniques began to come out brighter. Artistic emotions and interests that arise in the process of productive search activity contributed to the successful formation of creative thinking. In live communication with art, they learned how to create and use children's books in the design; layouts; arrangements from different materials; attributes for games and performances, festive matinees; improve the interior. Pupils are active participants and winners of competitions and exhibitions of children's art. Thus, society's need for a new type of personality - creatively active and free-thinking - is constantly increasing as the socio-economic and cultural conditions of our life improve. This need can be realized through design - an activity precisely at preschool age.

Thus, I consider the artistic and aesthetic education of preschoolers in the process of familiarizing children with the basics of design activity as the basis of an active and self-developing, creative personality. Therefore, I consider this work to be necessary, systematic and purposeful, and I plan to continue working in this direction, to look for new forms of work to familiarize children with design activities. The project can be used in preschool educational institutions.

References:

1. Gribovskaya A. A. Collective creativity of preschoolers. - M., 2004

2. Davydova G. N. "Children's Design", M., 2006 1, 2 part.

"Origins": The basis of the development of a preschool child. - M., 2003

3. Dorozhin Yu. "Art for children": The first design lessons. - 2005, No. 1

4. Korotkova N. A. Educational process in groups of children of senior preschool age. - M. 2007.

5. Lykova I. A. Tsvetnye palms: The program of artistic education, training and development of children 2-7 years old. -M. 2003.

6. Lyalina L. A Design and children: from the experience of methodological work. - M., TC Sphere, 2006.

7. Lyalina L. A. Design came to kindergarten. // Methodist of a preschool educational institution No. 2.2009.

8. Loginova L. Design - premiere. // Hoop -2008, No. 6

9. Ryzhova N. Bukareva A. Unusual in the ordinary. // Hoop - 2008, No. 6

Project- this is …

1. Idea, plan.

2. Some action, a set of activities united by one program, or an organizational form of purposeful activity.

3. Activity to create any system, object or model.

Design- mental design and practical implementation of what is possible, or what should be.

The concept of "design" defines two main areas in the activities of the teacher:

1) mental design, which is embodied in an educational or management project;

2) targeted implementation activities this project, which consists in the formation of various kinds of resources, the creation of conditions for the implementation of this project, the development of tools for evaluating the effectiveness of the project, etc.

Project method is the way to achieve didactic purpose through a detailed development of the problem (technology), which should end in a very real, tangible bottom line, designed in one way or another (prof.);

this is a set of techniques, actions of students in their specific sequence to achieve the task - solving a problem that is personally significant for students and designed in the form of a certain final product.

Method- this is a set of techniques, operations for mastering a certain area of practical or theoretical knowledge, a particular activity. This is the way of cognition, a way of organizing the process of cognition.

Pedagogical project- a project on the basis of which other than it is customary in traditional practice are developed and implemented:

Conceptual and pedagogical ideas of building the content, methods and technologies of education;

New forms of organizing the activities of students, teachers, interaction with parents;

Philosophical-pedagogical, psychological-pedagogical approaches to teaching, education, development of students.

Pedagogical project - a developed system and structure of the teacher's actions for the implementation of a specific pedagogical task, specifying the role and place of each action, the time of these actions, their participants and the conditions necessary for the effectiveness of the entire system of actions, in the conditions of available (attracted) resources.

THE LOGIC OF THE PEDAGOGICAL PROJECT

1. Analysis of the current state of affairs (definition of contradictions, problems that need to be resolved)

2. Promotion of ideas.

3. Definition of the general idea of the project, the purpose of its implementation.

4. Definition of tasks, existing and necessary resources, conditions

5. Definition of planned results and their exact addressee, establishment of criteria for evaluating expected results.

6. Forecasting the consequences (socio-cultural and self-educational) of the project.

7. Planning for the implementation of the project.

8. Project implementation with continuous diagnostics, analysis and adjustment of project activities.

9. Generalization of the results, presentation of the experience of the pedagogical community.

STRUCTURE OF THE EDUCATIONAL PROJECT

Introduction

Theoretical (abstract) part

Design part

Conclusion

Bibliography

Application.

Introduction

In the introduction, the teacher indicates

Identified contradiction in their professional activities,

The problem is formulated on its basis,

A hypothesis is put forward to solve this problem,

The way, the method of its solution is indicated, the goals and objectives of the pedagogical project are formulated.

The introduction makes up about 10% of the content.

Relevance of the topic

The structure of the evidence for the relevance of the topic

The project part is devoted to the description (planning) of activities in the following period:

Determining the goals of the activity;

Determining the intended outcome of student education and outcomes own activities teacher;

Self-development program, i.e. ways to achieve the goal.

The project part can be presented in the form of a table.

Conclusion

At the end of the project, the teacher should include materials related to the implementation of the pedagogical project, in the form of a plan for a pedagogical experiment, research activities. In the case of partial or full implementation of the project, the teacher should analyze the results of the experiment, research and evaluate the effectiveness of the project, using independently selected criteria for evaluating the effectiveness of activities, which undoubtedly increases the significance of the project.

For example, when evaluating the effectiveness of the applied technology of training or education, the following criteria can be used: the dynamics of education, the development of the motivational-required sphere, psychophysiological characteristics and abilities, the degree of social adaptation, the creativity of students, as well as the manufacturability of the pedagogical project (reproducibility), its health-saving factor, optimality , controllability, normativity, etc.

With this approach to design, the teacher fully demonstrates not only the level of professionalism, but also reveals his level of socio-professional and subject-professional competence.

A pedagogical project is a description of a set of interrelated activities that ensure, within a given period of time, the creation and dissemination or implementation of pedagogical innovations in the field of educational content, educational technologies, management technologies, educational diagnostics, etc., and guaranteeing the achievement of the necessary effects.

PRESENTATION EVALUATION CRITERIA

EDUCATIONAL PROJECT

Criterion
1. Relevance	The need and timeliness of studying and solving the problem for the development of educational practice: Presence of a design problem Validity of social significance Professional demand
2. Innovation	The novelty of the results of the practice of education and ways to achieve them: Originality of ideas Possibility of distribution and implementation Projected Sociocultural Consequences
3. Realism	The impact that the results of the project have on the educational process, teaching and learning methods, organization of educational activities, etc.: Predicted results Resource security Heuristic potential (heuristic - independent finding of a solution to the problem through a system of leading questions)

Literature

1. http://distant. *****/project/meth%20project/method%20pro. htm

2. "Method of projects" as special case integral technology of education // Principal of the school. 1995.-№6.

3., Novikov project (methodology educational activities). - M.: "Egves", 2004.

4. Novikov technologies in the classroom and in extracurricular activities // National Education

5. New pedagogical and information technologies in the education system / Ed. . - M: Humanite. ed. center VLADOS, 2000.

6. New pedagogical and Information Technology in the education system / Ed. - M., 2000

7. Organization of project activities at school: work system / ed. etc. - Volgograd: Teacher, 2009.

8. Pakhomova training - what is it? // Methodist No. 1.

9. Polat of projects in foreign language lessons / Foreign languages at school - No. No. 2, Moscow

10. Polat of telecommunication projects. Science and School - No. 4, 1997

11. The program for improving the project culture of heads of educational institutions: Series "Library of the Federal Program for the Development of Education" - M .: Izd. house "New textbook", 2003.

12. Modern gymnasium: the view of the theorist and practice / Ed. - M., 2000.

13. Modern pedagogical and information technologies in the education system: Textbook /, - M .: Publishing Center "Academy", 2007.

14., Novikov and practice of experimental work in educational institutions. Series "Library federal program development of education”. - M.: Ed. house "New textbook", 2003.

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Instruction

Choose the theme you will be developing. The topic should be interesting and have practical use. Agree on the topic in the education department of your city, district, you will be given time to write, they will tell you about the procedure for presenting the project and its defense.

Having decided on the topic and, start writing the work. Make a plan. Any project has an introductory and final part, at least two chapters, one of which is theory and the other is practice. The practical chapter is very important in any work. It should include the use of innovative educational technologies.

For example, you have chosen to develop the topic "The communicative aspect in the study of classical literature of the 19th century for students of the 7th grade with an in-depth study of literature." In the introductory part, decipher the meaning of the title. For example: "The work is devoted to the features educated people century before last". In the lessons of literature, you will pay special attention to this for students.

In a concise form, indicate the goals and objectives of the project - to improve the communication skills of students, to instill the ability to intelligently and competently express their thoughts. The objective of the project is to introduce students to the circle of the nobility of the 19th century using the example of works of Russian literature of the 19th century.

Indicate the time frame for the students to achieve your goal with the help of the methodology. Justify the way to solve the problem - name the names of famous teachers who address a similar topic and similar practice.

In the first chapter (theoretical), you need to write what kind of work you worked with in preparing the project. Specify scientists who solved similar problems, their monographs, reports and results obtained in practice.

In the second chapter (practical) move on to your own developments. Describe in detail what was mentioned in the introduction. It is better if you support yourself with statistics. For example, 70% of 7th grade students do not perceive the style of the dialogues of characters in Russian classical literature. Your goal is to interest and teach to appreciate the beauty of the Russian language of that time in literature lessons. To solve the problem, 15 minutes from the literature lesson each week will be devoted to the analysis of the dialogues of the studied work. The course is designed for the second half of the 7th grade.

In the final part of the work, you need to summarize the expected success of the students. As a test, offer to arrange a demonstration public lesson- Literary room.

Sources:

№ 533 Consultation "How to draw up a pedagogical project?"

Starting any business requires a clear idea of "how it will work", formally this idea is called a business plan. Drawing up a business plan is not difficult, but certain knowledge and skills are certainly needed.

Instruction

Start with what product and in what volumes you plan to produce. At this stage, let's digress from the fact that the "limiter" of a big business is not how much you are able to produce, but how much you can actually sell. For now, assume that all goods produced will be sold. Determine the maximum revenue. This is the Income column.

Next, calculate the cost of the business. Costs are divided into one-time and recurring. One-time costs include the cost of acquiring equipment, all that in Marx’s political economy is “means of production.” Regular costs include monthly and annual costs, such as workers, fuel, wearing out and low-value, raw materials, taxes. Calculate the expense column. When calculating, do not forget to calculate taxes. As practice shows, it is taxes that can take away the most optimistic ideas at a loss.

If everything looks very, very attractive and viable, then make a list of what you can provide to the bank as liquid collateral. Advice - never risk an apartment. The bank will accept this pledge, but under unfavorable circumstances, you can lose everything, or rather, the last. Therefore, from the list of possible collateral for the bank, immediately and categorically exclude your own housing. Put yourself in the place of a banker and you will immediately understand what can suit a bank as liquid collateral. The bank sells money, not cars land plots, apartments, etc. And he does not need extra costs associated with the possible liquidation of the pledged property. It is from this point of view that you consider your property.

Finally, a “little trick” - draw up your business plan as solidly as possible. Inside, under a beautiful cover, there can only be numbers, but this will make a greater impression on bankers than the most beautiful verbal rationale for a project on 10 sheets. By the way, it should also be present, but remember that few people read more than the first three sheets.

STRUCTURE OF THE EDUCATIONAL PROJECT

Volume: no more than 25 pages (font size - 14 point, one and a half spacing, margins - 2.5 cm, font - Times New Roman).

Protection time: 10-15 minutes

1. Title page

2. Brief abstract of the project (no more than 0.5 pages)

3. Justification of the need for the project (analysis of the problem situation through the definition of contradictions in existing practice; the relevance of the project for a teacher, educational institution; the degree of adequacy of the pedagogical project to modern goals, objectives, logic of the development of education).

4. Goals and objectives of the project (determination of specific goals that are set to solve the problem, as well as the tasks that will be solved to achieve the goal).

5. The main content of the project (description of ways and methods to achieve the set goals, development of a mechanism for the implementation of the project, how information about the project will be disseminated, etc.).

6. Resources (temporary, informational, intellectual (expert), human (personnel), organizational ("administrative" resource), material and technical, financial).

7. Partners.

8. Target audience (principles of selection; selection of participants; target group for which the project is designed, the expected number of project participants, their age and social status).

9. Project implementation plan (plan-schedule of preparation, stages and terms of project implementation with planned activities, dates and responsible for each activity).

10. Expected results and social effect (results-products, i.e. New, as a rule, material objects that will appear during the implementation of the project (book, film, methodological development, exhibition, new educational program etc.) and/or results-effects, i.e. Social, cultural, psychological changes that will occur as a result of the project. Both results-products and results-effects must be measurable. The degree of achievement of the set goals and objectives - quantitative and qualitative assessment of the results. Criteria for evaluating effectiveness. Possible aftereffects of project implementation).

11. Perspectives further development project (the possibility of further continuation of the project, expansion of the territory, contingent of participants, organizers, the possibility of developing content, etc. Indication of resources for the further continuation of the project.

12. Literature