Abstract on the topic "Typology of educational projects" (for teachers). Types of educational projects Design plan for project work

Based on the dominant (dominant) activity of students:

□ practice-oriented project(from a training manual to a package of recommendations for restoring the Russian economy);

□ research project- research of any problem according to all the rules of scientific research;

□ information project- collecting and processing information on a significant issue for the purpose of presenting it to a wide audience (article in the media, information on the Internet);

Q creative project- the most free author's approach to solving the problem. Product - almanacs, videos, theatrical performances, works of fine or decorative art, etc.;

About the role-playing project- literary, historical, etc. business role-playing games, the result of which remains open until the very end.

By complexity And nature of contacts projects can be mono-projects or interdisciplinary.

Mono-projects are implemented within Interdisciplinary are performed outside
one academic subject or one lesson time under the guidance of a specialist
areas of knowledge. cialists from different fields of knowledge.

By the nature of contacts there are projects - intraclass, intraschool, regional and international. The last two, as a rule, are implemented as telecommunications projects, using the capabilities of the Internet and modern computer technologies.

By duration projects can be:

□ mini-projects- fit into one lesson or even part of it;

□ short-term- for 4-6 lessons;

□ weekly, requiring 30-40 hours. A combination of classroom and extracurricular forms of work is expected. Deep immersion in the project makes the project week the optimal form of organizing project work;

□ long-term (annual) both individually and in group settings. They are usually performed outside of school hours.

By composition of participants the project may be group And personal. Each of them has its own undeniable advantages.

Types of project presentation:

O scientific report,

Oh business game

About the video demonstration,

Oh excursion,

About the TV show, -

O scientific conference,

Oh staging,

Oh theatricality,

O games with the audience, O defense at the academic council, O dialogue of historical or literary characters, O sports game, O performance, O travel, O advertising, O press conference, etc.

Project evaluation criteria should be clear and accessible to project participants, there should be no more than 7-10 of them, known from the very beginning of work on the project. First of all, the quality of the work as a whole should be assessed, and not just the presentation.

Teacher position: enthusiast, specialist, consultant, leader, “person asking questions”; coordinator, expert. In general, if possible, the teacher’s position should be hidden, giving scope to students’ independence.

In the process of implementing the described personality-oriented technologies, students develop memory, will, emotional sphere, as well as communication skills, independence, etc., but they do not set the goal of providing developmental training. Their focus on taking into account individual characteristics can create more favorable conditions for the implementation of a developmental education system, since many of the necessary conditions for its effective implementation will be provided.

Monitor and evaluate your achievements The main goal of learning in the standards is defined as “the development of students’ personality based on the acquisition of universal methods of activity.” Forming universal learning activities means developing in students the ability to independently set educational goals, design ways to implement them (i.e., optimally organize their activities), monitor and evaluate their achievements (develop the ability to learn). The activity-based approach to teaching is based on the research of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, P.Ya. Galperina, A.G. Asmolov. From their research it follows that the development of students depends on the nature of the organization of their activities, aimed at developing the student’s consciousness and his personality as a whole.

TECHNOLOGIES FOR ASSESSMENT OF SCHOOL SUCCESS The teacher and student, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student's grade is determined on a universal scale of three levels of success. “pass/fail”, i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material; “good”, “excellent” grades indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational activities, as well as the horizons and breadth (or selectivity) of interests.

Levels of knowledge acquisition First level: reproduction and memorization Second level: application of knowledge in a familiar situation according to the model Third level: application of knowledge in an unfamiliar situation, i.e. creatively Levels of formation of methods of action First level: following a pattern, rule, algorithm without the need to understand why one should act that way. Second level: action with an understanding of the basis of the method that is necessary to solve the problem Third level: transformation of the mastered method of action in relation to a new context Level approach

Basic technologies of second generation standards Information and communication technologies (communication) Technology based on creating a learning situation (solving problems that are practically significant for studying the world around us) Technology based on the implementation of project activities Technology based on level differentiation of learning

A project is a detailed prototype of a future object or type of activity. A project is a set of actions specially organized by the teacher and independently carried out by students, culminating in the creation of a creative product. Design is an activity associated with coming up with a new way to solve a problem or overcome a difficulty.

Temporary features Short-term (implemented for the sake of a specific case) Signs of the project Contents Statement of the problem Goals and objectives, management and personnel content and methods, effectiveness budget Meaningful load Description of a specific situation that needs to be improved and specific methods for its improvement Figurative representation “An arrow that hits on target"

Typology of projects The typology of projects is based on the following features: the dominant activity in the project, the subject-content area of ​​the project, the nature of project coordination, the nature of contacts, the number of project participants, the duration of the project.

Practice-oriented Aimed at solving social problems that reflect the interests of project participants or an external customer. These projects are distinguished by the results of the activities of their participants that are clearly defined from the very beginning, which can be used in the life of a class, school, neighborhood, city, or state. The form of the final product is varied - from a textbook for a physics classroom to a package of recommendations for restoring the Russian economy. The value of the project lies in the reality of using the product in practice and its ability to solve a given problem.

Information project. Aimed at collecting information about any object or phenomenon for the purpose of analysis, synthesis and presentation of information to a wide audience. Such projects require a well-thought-out structure and the ability to adjust it as work progresses. The output of the project is often a publication in the media, on the Internet, a video, social advertising, or a booklet.

Research project. The structure resembles a scientific study. It includes justification of the relevance of the chosen topic, formulation of the research problem, mandatory formulation of a hypothesis with its subsequent verification, discussion and analysis of the results obtained.

Creative project. It assumes 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, videos, etc.

Role-playing project The development and implementation of such a project is the most difficult. By participating in it, schoolchildren take on the roles of literary or historical characters, fictional heroes in order to recreate various social or business relationships through game situations.

Social design is understood as an activity: socially significant, having a social effect; the result of which is the creation of a real (but not necessarily material) “product” that has practical significance and is fundamentally, qualitatively new in his personal experience; conceived, thought out and implemented by a teenager; during which the designer enters into constructive interaction with the world and society; through which social skills are formed

The difference between design activities and research activities is the goal of design to go beyond solely research, teaching additional design, modeling, etc. work on a project presupposes, first of all, obtaining a practical result; the project, being the result of collective efforts at the final stage of activity, involves reflection on joint work, analysis of the completeness, depth, information support, and creative contribution of everyone. for educational and research activities, the main result is the achievement of truth, new knowledge; the activity of designing one’s own research, which involves identifying goals and objectives, identifying principles for selecting methods, planning the progress of the research, determining the expected results, assessing the feasibility of the research, determining the necessary resources - is the organizational framework of the research .

The difference between the project method and project activities The project method is a didactic tool that allows you to teach design, as a result of which students acquire knowledge and skills in the process of planning and independently performing certain practical tasks with the obligatory presentation of the results. The product can be a film, a booklet, a book. When starting to work on a project, students answer the following questions: What do I want to do? What do I want to learn? Who do I want to help? The name of my project. What steps should I take to achieve my project goal? Based on their answers, students draw up a plan for an educational project according to the following scheme: project name, project problem (why is this important to me personally?), project goal (why are we doing the project?), project objectives (what are we doing for this?), deadlines project execution, schedule of consultations, information about the project leader, planned result, presentation form, list of students involved in the project

The similarity of all types of projects A project is five Ps: Problem – Design (planning) – Search for information – Product – Presentation. The sixth P of the project is its Portfolio, i.e. a folder in which all working materials of the project are collected, including drafts, daily plans and reports, etc.

Basic concepts A problem (in project activities) is a complex issue, a task that requires resolution and research. Set by life. A situation of mismatch between what you want and what you have. This is a situation where there are not enough means to achieve a goal. A situation characterized by insufficient means to achieve some goal.

Problems in the project-based teaching method The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video sequence with the same purpose, etc.). The teacher can suggest sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, and obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

Planning (design) identification of information sources; determining methods for collecting and analyzing information; determining how results will be presented; establishing procedures and criteria for evaluating results and process; distribution of tasks (responsibilities) between team members.

Limits and difficulties of using the project method The project method is used when any research, creative task arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research techniques that reveal a specific topic.

The teacher turns into the organizer of the necessary conditions for independent activity of students. The style of communication with students, methods and methods of interaction are changing. A pedagogical goal appears: the formation, development and enhancement of skills in project actions, operations, and project activities in general.

A problem is a question that objectively arises in the course of the development of cognition, or a holistic set of questions, the solution of which is of significant practical or theoretical interest. The problem is related to the formulation of the creative name (topic) of the project and the main problematic issue. This stage is the most difficult for a teacher in organizational technology, since it is it that largely determines the project development strategy and its effectiveness.

The situation can become problematic if: there are certain contradictions that need to be resolved, it is necessary to establish similarities and differences, it is important to establish cause-and-effect relationships, it is necessary to justify the choice, it is necessary to confirm the patterns with examples from one’s own experience and examples from experience with theoretical patterns, it is worth the task of identifying the advantages and disadvantages of a particular solution

Features of the stages of project activity of junior schoolchildren: motivational (teacher: states the general plan, creates a positive motivational mood; students: discuss, propose their own ideas); planning - preparatory (the topic and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established, methods of joint activity are agreed upon, first with maximum help from the teacher, later with increasing student independence); information-operational (students: collect material, work with literature and other sources, directly implement the project; teacher: observes, coordinates, supports, is himself an information source); reflective-evaluative (students: present projects, participate in collective discussion and meaningful assessment of the results and process of work, carry out oral or written self-evaluation, the teacher acts as a participant in collective evaluation activities).

Let's start with the most basic classification, which determines the substantive specifics of each project:

1. A practice-oriented project is aimed at the social interests of the project participants themselves or the external customer.

The product is predetermined and can be used in the life of a class, school, neighborhood, city, state. The palette is varied - from a textbook for the office to a package of recommendations for restoring the Russian economy. It is important to evaluate the reality of using the product in practice and its ability to solve the problem.

2. The research project is structured like a truly scientific study.

It includes justification of the relevance of the chosen topic, identification of research objectives, mandatory formulation of a hypothesis with its subsequent verification, and discussion of the results obtained. In this case, methods of modern science are used: laboratory experiment, modeling, sociological survey and others.

3. An information project is aimed at collecting information about some object or phenomenon for the purpose of analyzing, summarizing and presenting it to a wide audience. The output of such a project is often publication in the media, incl. on the Internet. The result of such a project may be the creation of an information environment for a class or school.

4. A creative project assumes the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.

5. Role-playing project. The development and implementation of such a project is the most difficult. By participating in it, designers take on the roles of literary or historical characters, fictional heroes, etc. 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?

In terms of complexity (in other words, in terms of subject area) two types of projects can be distinguished:

1. Mono-projects are carried out, 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.

2. Interdisciplinary projects are carried out exclusively outside of class time and under the guidance of several specialists in various fields of knowledge.

Projects may also differ in the nature of contacts between participants. They may be:

In-class;

In-school;

Regional;

Interregional;

International.

The last two types of projects (interregional and international), as a rule, are telecommunications, since they require interaction on the Internet to coordinate the activities of participants and, therefore, are focused on the use of modern computer technologies.

Classification of projects by duration.

Mini-projects can fit into one lesson or less.

Short-term projects require 4–6 lessons.

Lessons are used to coordinate the activities of project team members, while the main work of collecting information, making a product and preparing a presentation is carried out in extracurricular activities and at home.

Weekly projects are completed in groups during the project week.

Their implementation takes approximately 30–40 hours and is entirely carried out with the participation of the supervisor.

Year-long projects can be completed in groups or individually. The entire year-long project, from identifying the problem and topic to the presentation, is completed outside of class time.

The educational project, as a complex and multi-purpose method, has a large number of types and varieties. To understand them, different types of classifications are required.

By dominant project activity:

• · practice-oriented;
• · research;
• · informational;
• · creative;
• · role-playing.

A practice-oriented project is aimed at the social interests of the project participants themselves or the external customer. The product of the project is predetermined and can be used in the life of a class, school, neighborhood, etc.

Research projects are close in structure to genuine scientific research: proving the relevance of the topic, defining the problem, subject and object of research, identifying the task, methods, sources of information, putting forward hypotheses, generalization results, conclusions, presentation of results, identification of new problems.

Information projects are aimed at collecting information and familiarizing interested parties with it, analyzing and summarizing facts; are similar to research projects and are an integral part of them; they require presentation and its development.

Creative projects do not have a detailed structure and are subject to the genre of the final result (newspaper, film, holiday), but the results are presented in a thoughtful, complete form (scenarios for a film or holiday, newspaper layout).

Role-playing projects: designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end. How will the trial end? Will an agreement be concluded and the conflict resolved?

• · mono project (within one area of ​​knowledge);
• · interdisciplinary project.

By the nature of project coordination:

• · direct (hard, flexible);
• · hidden (implicit, simulating a project participant, typical for telecommunications projects).

By the nature of contacts between participants:

• · intraclass;
• · intra-school;
• · interregional;
• · international.

By the number of project participants:

• · individual;
• · group.

By duration:

• · mini-projects (fit into 1 lesson);
• · short-term (4-6 lessons);
• · medium-term;
• · long-term.

Any project, regardless of type, has almost the same structure.

Let's look at the general approaches to project structuring:

• 1. You should always start by choosing the topic of the project, its type, and the number of participants.
• 2. Next, the teacher needs to think through possible options for problems that are important to explore within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is appropriate here.
• 3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.
• 4. Independent work of project participants on their individual or group research and creative tasks.
• 5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).
• 6. Project protection, opposition.
• 7. Collective discussion, examination, results of external assessment, conclusions.

REMINDER

on creating educational projects and presentations

Project method is a learning system, a flexible model of organizing the educational process, focused on the self-realization of the student’s personality, the development of his intellectual qualities and creative abilities.

the purpose of the upcoming actions is formulated;

the main stages are outlined;

the results of each stage are determined in the form of tasks;

project deadlines have been established;

performers have been identified and the functions of each have been assigned;

sources of funds to achieve the goal are identified;

the form of reporting on the results of the project has been determined;

Project activities– this is an educational-cognitive, creative or gaming activity that has a common goal, agreed upon methods, methods of activity, aimed at achieving a common result of the activity.

Types of educational projects

1. Research. A research project means the author’s activity aimed at solving a creative, research problem (task) with a previously unknown solution and presupposing the presence of the main stages characteristic of scientific research.

2. Creative. This type of project requires clear planning of the final results and the form of their presentation. The structure of the project is only outlined and further developed in the course of work, subject to the genre of the final result and the interests of the participants, but already at the very beginning it is specified what the project will be. This could be a joint newspaper, essay, video, etc.

3. Introductory and orientation (informational). This type of project is aimed at working with information about some object or phenomenon. It is expected that project participants will be familiarized with specific information, analyzed and summarized for a wide audience. Such projects, like research projects, require a well-thought-out structure and the ability to adjust it as work progresses.

4.Practice-oriented (applied). These projects are distinguished by the future results of the activities of their participants being clearly defined from the very beginning. For example, a document created based on research findings; action program, recommendations.

The project must contain the following parts:

front page

brief summary

• main part

  conclusion (result)

  bibliography

1st stage

Choosing the wording of the topic– This is the initial and very serious stage of any research. The topic must be relevant, i.e. practically useful and of scientific interest. When choosing a research topic, the author must be guided by several rules:

the topic should be interesting, captivating, and consistent with the author’s inclinations,

the topic must be feasible, its solution must bring real benefits,

the topic must be original,

the topic should be feasible, the literature sources achievable and comprehensible.

1. Initial stage any project is to justify the relevance of the chosen topic. The explanation of relevance should be terse. The main thing is to show the essence of the problem situation and explain why the research is being conducted.

2. Statement of purpose, i.e. posing a question to which an answer must be obtained. At the same time, the put forward goal must be specific and accessible. The work must be necessary. Its results should be of interest not only to the author himself, but also to some other circle of people.

3. After highlighting the target, you must point to specific tasks that have to be solved (study, describe, establish, find out, derive a formula, etc.).

4. A necessary condition for project work is to determine its object and subject. The part of the object that serves as the subject of research is highlighted.

Object of study– a process or phenomenon that gives rise to a problem situation and is chosen for study.

Subject of research– everything that is within the boundaries of the object of study in a certain aspect of consideration.

5. Proposing a hypothesis– a necessary attribute of any research.

Hypothesis is a scientific assumption put forward to explain some phenomena. A hypothesis arises as a possible solution to a problem.

2 - stage

Carrying out design work:

Collection of experimental data, comparing them with literature data and theoretical predictions.

Once a topic has been chosen, questions that need to be answered are formulated - you need to try to collect as much information as possible about the subject of study.

Work planning implies the need to choose a research methodology, calculate what the required volume of observations or number of experiments should be, estimate what part of the work, how much time it will take you.

Choosing a working method depends on the purpose and subject of the study: observation, comparison, experiment, analysis, synthesis, etc.

3-stage

Registration of the obtained work results

After a detailed study of all scientific literature on the topic of research and a final discussion of the results of one’s own research, the stage of literary design of the work begins - its writing.

Work structure:

Front page,

Introduction,

Main part,

Conclusion,

References,

Applications.

Front page– the first page of the work (not numbered). The table of contents lists the work items with page numbers. Introduction is a brief justification of the relevance of the chosen topic, goals and objectives. The purpose, objectives and methods of the research are indicated. A review of the literature on this topic is carried out. The main part presents and analyzes the results obtained. The reference number in the text of the work must correspond to the serial number in the list of references. The appendix contains diagrams, graphs, tables, and figures.

Design work plan:

Introduction (justification of relevance, definition of goal, task, object, subject, research hypothesis).

Main part (literature review, research methodology, description of the study).

Conclusion (conclusions and results).

References.

1. The introduction should include a statement of the problem, reflect the relevance of the topic, a definition of the goals and objectives set for the performer of the work, a description of the object, subject, research hypothesis, and a description of the personal contribution of the author of the work to solving the selected problem.

Introduction- a very important part of the job. The introduction should clearly answer the following questions:

Why is this problem interesting from the point of view of science or its practical application? What place do the results of this work occupy in the overall solution of the problem? Why was the work done, what was its purpose and to what extent was it achieved?

2. Main part should contain a brief overview of the literature used and sources with the author’s conclusions, the degree of study of this issue, a description of the main facts under consideration, characteristics of methods for solving the problem, a comparison of old and proposed solution methods known to the author, justification for the chosen solution option (efficiency, accuracy, simplicity, clarity, practical significance, etc.). The main part is divided into chapters (paragraphs). At the end of each chapter (paragraph) there should be conclusions. The conclusions essentially repeat what was already said in the previous chapter, but are formulated concisely, without detailed evidence.

3. Conclusion should contain in a concise form the conclusions and results obtained by the author (indicating, if possible, directions for further research and suggestions for possible practical use of the research results).

4. References contains an alphabetical list of publications, editions and sources used by the author, indicating the publisher, city, and total number of pages.

Generally accepted standards for design work

Font: TimesNewRoman, 14, not bold (except for highlighting the names of sections, subsections, etc.).

Line spacing: one and a half.

Fields: top – 2 cm, bottom – 2 cm, left – 3 cm, right – 1.5 cm.

Pagination– from the second (page with plan or contents).

Paragraphs– indent from the left border of the main text by 1.5 cm.

Text alignment in width.

The page is at least 40% full.

Each section starts on a new page (but not a subsection). Do not put a period after the section title.

The scope of work does not include applications.

Basic principles for developing educational presentations

1. Optimal volume. The most effective visual series is no more than 8 – 20 slides. A presentation with more slides causes fatigue and distracts from the essence of the phenomena being studied.

2. Availability.It is mandatory to take into account the age characteristics and level of training of students. It is necessary to ensure an understanding of the meaning of each word, sentence, concept, to reveal them, relying on the knowledge and experience of students, to use figurative comparisons.

3. Variety of shapes. Implementation of an individual approach to the student, taking into account his ability to perceive the proposed educational material in terms of complexity, volume, content.

4. Taking into account the peculiarities of perceiving information from the screen. Concepts and abstract propositions reach students’ consciousness more easily when they are supported by specific facts, examples and images; Therefore, it is necessary to use different types of visualization.

It is necessary to alternate static images, animation and video clips.

5. Entertaining. The inclusion (without compromising the scientific content) in presentations of funny stories and cartoon characters enlivens the lesson, creates a positive attitude, which contributes to the assimilation of the material and stronger memorization.

6. Beauty and aesthetics. An important role is played by color combinations and consistency of style in the design of slides, and musical accompaniment. Visual learning is based not on abstract concepts and words, but on specific images directly perceived by viewers.

7. Dynamism. It is necessary to choose the optimal tempo for changing slides and animation effects for perception.

Creating a presentation consists of three stages:

I. Planning your presentation – this is a multi-step procedure, including defining goals, studying the audience, forming the structure and logic of presenting the material.

II. Presentation development – methodological features of preparing presentation slides, including vertical and horizontal logic, content and correlation of text and graphic information.

III. Presentation rehearsal– this is checking and debugging the created presentation.

Requirements for presentations

Slide design

Maintain a consistent design style.

Avoid styles that will distract from the presentation itself.

Auxiliary information (control buttons) should not prevail over the main information (text, illustrations).

Cool colors are preferred for the background.

Use of color

Animation effects

Use computer animation to present information on a slide. You should not overuse various animation effects; they should not distract attention from the content of the information on the slide.

Use short words and sentences.

Headlines should grab the audience's attention.

Location of information on the page

Preferably horizontal arrangement of information.

The most important information should be located in the center of the screen.

If there is a picture on the slide, the caption should be located below it.

Avoid solid text. It is better to use bulleted and numbered lists.

Fonts

For headings – no less than 24. For information – no less than 18.

You cannot mix different types of fonts in one presentation.

Use bold, italics, or underlining to highlight information.

You should not overuse capital letters (they are read worse than lowercase ones).

Ways to highlight information

Frames should be used; borders, fill, hatching, arrows; drawings, diagrams, diagrams to illustrate the most important facts.

Volume of information

You should not fill one slide with too much information: people can remember no more than three facts, conclusions, and definitions at a time. An incomplete slide is better than an overcrowded one.

The greatest effectiveness is achieved when key points are displayed one on each individual slide.

Make the slide simpler. The audience only has about a minute to absorb it.