Difference between research and project. Project activities at school. Types of projects, stages of implementation, examples of work. Project Product Forms

MAOU "Demikhov Lyceum" mathematics teacher Rodkina N.V.

What to choose:

project or study ?

Research work is often rightly referred to as a research project. Similarly, adequate design is impossible without research interventions. Starting points are the collection and analysis of initial information for the implementation of the project and the assessment of its possible consequences. It is important to make students aware of the difference between a project and a study, as the quality of the work done in these two genres is judged by different criteria.

Research is an activity aimed at obtaining new knowledge about an object or phenomenon existing in the surrounding world. The goal is to determine, study, obtain data, since the result of the study is known in advance.

The project is aimed at creating something that does not yet exist and involves a design intent, which is achieved in the process of its implementation. The goal is to create, build, achieve.

Any project is aimed at solving specific technical, ideological and other problems, so the main criterion for evaluating the effectiveness of design is practical significance. As in instructional research, the main result of instructional design is the ability to independently obtain a meaningful result.

It is very important to understand the difference between what a student does and what a teacher does in the process of doing research or a project.

Project activity

Research activities

TEACHER, the meaning of this activity is to achieve the main goal of education - to improve the quality of student education.

STUDENT, personal motivation is associated with obtaining objectively new knowledge about the object of one's research.

For a student, educational research is a learning task, personal involvement in activities, responsibility for the result and its presentation. For a teacher, educational research is a creative pedagogical project, where it is necessary not only to control the content of the research, but also to adapt the process to the specific personality of the student.

Scientific novelty and practical significance cannot be criteria for the effectiveness of educational research, they are the level of mastering skills and new knowledge in this area. The skills and abilities acquired by students in the course of project or research work also differ.

Skills and abilities,

received by students when performing

design and research work

PROJECT

STUDY

Ability to move towards a predetermined goal, confidently overcome obstacles and hindering circumstances

The ability to thoughtfully check the results of observations and experiments that do not confirm a hypothesis put forward in advance

The ability to use and advertise the result of the project as widely as possible. Recognize the value of a fully completed project.

The ability to notice, remember and follow observations, realizing that this is material for future research.

Evaluate the success of the project in terms of maximum compliance with the actual and planned activities

Evaluate the success of the study according to the degree of reliability of the results obtained.

No one claims that research is better than design or vice versa. Each of these genres of creativity has its own goals and features that need to be well understood. In any case, the student will have the opportunity to learn independently, to conceive, plan and carry out educational research or educational and social projects, use conjecture, insight, intuition, purposefully and consciously develop their communication skills, master new language tools, be aware of their responsibility for the reliability of the knowledge gained, for the quality of the research performed or project.

Sources:

Research and project work of schoolchildren, edited by A.V. Leontovich, Moscow, VAKO, 2014

Collection of programs. Research and design activities. Main school. 2nd edition, Moscow, Enlightenment, 2014

Research vs Project: What's the difference?

In the field of education, there is some confusion regarding the concepts of "research" and "design". They talk about activities: design, research, design and research, design and research, etc. Let's consider what a project is and how it relates to research.

Research is an activity aimed at obtaining new knowledge about an object or phenomenon existing in the surrounding world. The result of the study is not known in advance, so its goal is set accordingly - to determine, study, obtain data. At the same time, the practical applicability of the acquired knowledge is not of decisive importance.

Research activities of students - an educational technology that uses educational research as the main means, involves the implementation of educational research tasks with an unknown solution in advance, aimed at creating an idea about the object and phenomenon of the world, under the guidance of a specialist.

The project (“brother” of the study, which is related to it, but has a fundamentally different nature) is aimed at creating something that does not yet exist (for example, the creation of a new building, a computer program, a social effect, etc.) and assumes the existence of a project the idea that is achieved in the process of its implementation. Therefore, the goal of the project is formulated accordingly - to create, build, achieve. When building a work structure, it must be remembered that it must comply with the project logic.

Both design and research are the main "adult" means of production in science, technology, social life, initially not very adapted to the tasks of educational practice. That is why any methods in this area, when transferred to educational institutions, must be adapted and adapted to work with students of a specific age and ability level.

At the same time, these technologies make it possible to open a “window to a greater life” for schoolchildren, to acquaint them with the main methods used by specialists in their professional activities, and for the latter they create the opportunity to transfer their knowledge and experience to the younger generation, which makes education more open.

The study does not aim to change the surrounding world, focusing on its knowledge.

Design is the creation of new, previously non-existing objects and phenomena, or the change of known objects in order to obtain new properties from them.

Any project is always aimed at solving specific technical, ideological and other tasks (creating a website, developing a model of a technical device, developing a certain public opinion, etc.), so the main criterion for evaluating the effectiveness of design is practical significance. As in educational research, the main result of educational design is the subjective practical significance for the author of the work, that is, the ability to independently obtain a significant result.

Design and research are closely intertwined. Not a single research problem can be completely solved without the use of design technology - a consistent movement towards the goal. That is why the research structure includes all typical design stages:

Conceptualization (highlighting an unsolved problem, updating the missing knowledge);

Goal-setting - determination of the goals and objectives of the research work (in this case, the function of the design concept is performed by the research hypothesis);

Selection of methods and means to achieve the set goals (development of experiments, plan for collecting information, sampling, etc.);

Planning the progress of work;

Evaluation of the results and their correlation with the hypothesis (discussion and analysis of the results);

Final conclusions and their interpretation.

Research work is often referred to as a research project. In the same way, adequate design is impossible without research procedures. Starting points - collection and analysis of initial information for the implementation of the project and an assessment of its possible consequences. So, we all know that if the study of the geo-base for the designed building is carried out unskilledly, the building may collapse, and an incorrect assessment of the influence of thermal effects during construction in the permafrost zone will lead to the subsidence of the building. Therefore (and this should be the subject of special training in instructional design) research determines the professional level and quality of the project.

It is important for students to understand the difference between project and research because the quality of the work done in these two genres is evaluated according to different criteria.

Let's take an example. Let's say a student investigates the pollution of pond N. The leader sets him the task of establishing the concentration of heavy metals in water samples from the pond. The student honestly and correctly performs the task, receives statistically reliable results, reports at the conference and ... receives a low mark. Why? One of the jury members asked questions: why did you do it, what is the practical use of your work, where are the results implemented, what public outcry did it have? At the same conference, a work is presented, the authors of which set themselves a different task - to achieve an improvement in the ecological state of the same pond. To do this, they conducted a sociological study - a survey of residents of nearby settlements, as a result of which they found that, according to most of them, the cause of pollution is a nearby plant that emits harmful substances into the atmosphere. The guys published a number of materials in the local press, visited the deputy. As a result, they formed the opinion of the local community, the authorities and achieved better treatment of the waste produced by the plant. This work was highly appreciated at the conference under consideration. The first student did not understand why his work was "unrecognized". And the authors of the second work did not know the composition of harmful substances and the mechanisms of their impact on natural ecosystems.

We do not claim that research is better than design or vice versa. Each of these genres of creativity has its own goals and features that need to be well understood.

When evaluating, it is important to distinguish between design work, where research acts as a means of substantiating the need to implement the design intent, and research, where design acts as a means of building the research process necessary to achieve the final result - confirming or refuting the hypothesis put forward.

The next important issue is understanding the difference between what a student does and what a teacher (work supervisor) does in the process of doing research or a project (Table 1).

Table 1

Activities of the teacher and the student in the course of the research or project

Student	Teacher
Research activities, because personal motivation is associated with obtaining objectively new knowledge about the object of one's research	Project activity, because the meaning of this activity is to achieve the main goal of education - improving the quality of education of the student
Scientific approach to activity, because the criterion for the quality of research is its objectivity, i.e., the fundamental reproducibility of the result	Scientific and organizational approach, because the main meaning of the activity is to create conditions that reveal the research abilities of the student

Educational research has a different meaning for different participants in this activity. For the student, educational research should become “just research” in the sense of personal involvement in the activity and an educational task in the sense of the degree of responsibility for the result and its presentation. For the teacher, educational research is a creative pedagogical project, during which it is necessary not only to control the content of the research, but also to adapt the process as applicable to the specific personality of the student. Therefore, it is necessary to understand well that the leader is engaged in pedagogical design, namely, the development of means - a program, an individual plan for working with a student, specific activities, the results of which will give an educational result. Such a strict distinction is a didactic scheme.

The educational effect is the highest when the teacher shares the research position with the student, while the effect of activity cooperation is realized to the maximum.

It should also be noted that the skills and abilities acquired by students in the performance of project or research work also differ. Briefly, these differences are given in Table. 2.

table 2

Skills and skills acquired by students in the course of project and research work

(Leontovich A.V., Savvichev A.S. Research and design work of schoolchildren. Grades 5-11 / Edited by A.V. Leontovich. - M .: VAKO, 2014. - 160 p.)

school project

The school project has the following structure (this structure can be presented in a generalized or more detailed form).

Analysis of the situation, formulation of a plan, goals:

Analysis of the situation in relation to which there is a need to create a new product (formulation of the design idea);

Concretization of the problem (formulation of the design goal);

Proposing hypotheses for solving the problem; translating a problem into a task (a series of tasks).

Implementation (implementation) of the project:

Planning the stages of project implementation;

Discussion of possible means of solving problems: selection of methods for solving, conducting research, research methods (statistical, experimental, observations, etc.);

The actual implementation of the project.

Preparation of the final product:

Discussion of ways to design the final results (presentations, protection, creative reports, views, etc.);

Collection, systematization and analysis of the obtained results;

Summing up, registration of results, their presentation;

Conclusions, promotion of new research problems.

To these stages of the project, it is necessary to add its additional characteristics, which are necessary when organizing the project activities of schoolchildren.

The project is characterized by:

Orientation to obtain a specific result;

Preliminary fixation (description) of the result in the form of a sketch in varying degrees of detail and specification;

Relatively strict regulation of the deadline for achieving (presenting) the result;

Preliminary planning of actions to achieve the result;

Programming - planning in time with concretization of the results of individual actions (operations) that ensure the achievement of the overall result of the project;

Implementation of actions and their simultaneous monitoring and correction;

Obtaining a product of project activity, its correlation with the initial design situation, analysis of a new situation.

(Polivanova K.N. Project activities of schoolchildren, 2011)

Evaluation of project activities of schoolchildren

Evaluating the project work of schoolchildren is a complex and completely new task for teachers. Let us return to the comparison of traditional methods of teaching and organization of project activities. In traditional education, the taught knowledge, skills and abilities are of a normative nature. Therefore, there are also criteria for their evaluation. There is a standard (norm), for example, a spelling rule, and there is also a level of fulfillment of this norm (in the student's work). Evaluation involves comparing the norm and the real result, highlighting the match / mismatch and, finally, evaluation. Despite all the criticisms of traditional forms of assessment, they exist again because of the objective characteristics of traditional learning. The norm (rule, requirement) is a kind of measure of the student's actual performance of a specific task. Hence the relatively objective nature of the assessment.

Assessment of student independence in the implementation of project work:

1. The topic of the creative task (project) is selected taking into account the possibilities of its implementation.
2. Student (group):

Before choosing a topic, he analyzes the timing of the presentation of the results, the availability of free time (for example, there are no other tasks in parallel with the work on the project);

Plans the stages of the task, distributes them in time;

Perhaps he refuses some parts of the task, motivating the refusal by objective limitations (lack of time or other resource).

In the project work of students, the product of activity is non-standardized. For example, one product is very heuristic, but its execution is not of high quality. Another project, on the contrary, is very traditional, but beautifully executed. In principle, the same problems exist in traditional education. It is much more difficult when evaluating an essay to give a mark for literature than for the Russian language, or a mark for presentation than a mark for a math test.

Evaluation, if we consider it from the point of view of the structure of children's activities, is a feedback tool and, therefore, a tool for managing the work process, in particular learning. Therefore, there are several possibilities here that can be used. For example, you can evaluate a project not by one assessment, but by several on different grounds (for teamwork, for the quality of the presentation, for the project idea, etc.)

The degree of independence in the implementation of various stages of work on the project;

The degree of involvement in group work and the clarity of fulfilling the assigned role;

The amount of new information used to complete the project;

The degree of understanding of the information used;

The level of complexity and the degree of mastery of the methods used;

Originality of an idea, a way to solve a problem;

Understanding the problem of the project and formulating the purpose of the project or study;

The level of organization and presentation: oral communication, written report, provision of visual objects;

Ownership of reflection;

Creative approach in the preparation of visual presentation objects;

Social and applied significance of the obtained results.

(Polivanova K.N. Project activities of schoolchildren: a guide for a teacher / K.N. Polivanova. - 2nd ed. - M .: Education, 2011. - 192 p.)

difference
design
activities from
research
GBOU RO Belokalitvinsky
th.
M. Platov Cossack
cadet corps
Chemistry teacher Kravtsova
N.G.

By definition:
The project is "specially
Research is understood
organized by the teacher and
self-executing
children a set of actions,
culminating in the creation
product consisting of
object of labor made
during the design process, and
his presentation within
oral or written
presentations".
predominantly as
the process of developing new
knowledge, one of the
cognitive
human activity.
research is not
involves the creation
some advance
planned object, even
its model or prototype.

By purpose:
The purpose of the project
activities -
implementation of the project
intent.
Target
research
activities
essence clarification
events, truths,
opening of new
patterns, etc.

According to the hypothesis:
Projects can be
Study under the
no research
(creative,
social,
informational).
mevaet nomination
hypotheses and theories
experimental and
theoretical
check.

Research stages:
Main stages of project activity:
Definition of the project theme, search and analysis
problems, project goal setting, choice
project name;
Discussion of possible options
research, comparison of alleged
strategies, choice of methods, collection and study
information, determining the shape of the product and
product requirements, plan
work, distribution of duties;
Implementation of planned technological
operations, making the necessary changes;
Preparing and defending a presentation;
Analysis of the results of the project,
assessment of the quality of the project.
Research stages:
Formulation of the problem, justification
relevance of the chosen topic.
Putting forward a hypothesis.
Goal setting and specific objectives
research.
Definition of object and subject
research.
The choice of methods and methods of conducting
research.
Description of the research process.
Discussion of the research results.
Formulation of conclusions and evaluation
the results obtained.

By product:
A project is an idea, a plan, creativity
Research is a process of development
according to plan.
Design can be
presented as sequential
execution of a series of well-defined,
algorithmic steps for
getting a result.
Project activities are always
requires a clear
survey plan, requires
clear articulation and understanding
problem under study, development
real hypotheses, their testing in
according to a clear plan, etc.
new knowledge, true creativity.
Research is the search for truth
unknown, new knowledge. At
The researcher does not always know
what will bring him what has been done during
discovery research.
Research
activity must first
to be free, not
regulated by any
external installations, it is more
flexible, it has much more
places for improvisation

List of techniques that contribute to development
research abilities

Research
capabilities
The ability to see
Problems
The ability to put forward
hypotheses
tricks
See the world through someone else's eyes
Continue the story
Compose a story on behalf of another character
Write a story using the given ending.
How many values ​​does an item have?
Name as many features of the object as possible.
See it in a different light, etc.
Exercises for circumstances
"If …"
Find the possible cause of the event
"What would happen if the magician
fulfilled the three most important desires of everyone
person on Earth? The ability to express
judgment, make
inferences and
conclusions
Ability to create
texts
Exercises for the development of attention and
observation
"Who's Missing?", "Spot the Differences"
thought experiment
Experiments with real objects
Validation of assertions
Inductive and deductive reasoning
Inference by analogy
“What does it look like?”, “How do people look at
world".
Methodology for working with text
house with columns
Clusters, etc.

Warning. Reading this section is sure to surprise, disagree, object, and even irritate many readers. To reduce the negative effect, we ask readers to consider the text thoughtfully, especially the final postulates.

The requirement of the Federal State Educational Standard to master project and research activities (both in class and in extracurricular work) as mandatory for all schoolchildren in the country, fixed in addition by a special line in the certificate of complete secondary education, is a real and deep innovation. The most, probably, the most difficult to implement of all the FGOS innovations, since there was nothing similar in the mass pedagogical practice of Russian school workers. And if it was, then at the level of profanity.

Unfortunately, the texts of the Federal State Educational Standard do not explain to teachers: Why do children need(except for general development, they say) ?» . The reader will find the answer to this fundamental, vital question for everyone on the last pages of the section. And this answer will be unexpected, interesting and very significant.

The requirements of the Federal State Educational Standard to teach design and research permeate all three levels of school education. At the same time, the main difficulty is that the requirements themselves are set out in such a way that it is clear to everyone and everyone what educational and true design is, what educational and real research is, what are their similarities and differences, what are the age limits and limitations in understanding and the application of design and research practices, and what if the teacher himself has never in his life seriously (not at the level of ordinary, everyday common sense, but methodically and technologically!) designed and researched anything.

It is clear that in the vertically organized system of education, many began to feverishly introduce what they have a very vague idea of, which further confused the plot of their work and school life.

The profound and useful article by V.S. Lazarev "Project and pseudo-project activities at school" in Zh. "People's Education", 2014, No. 8, which we recommend to all readers to read.

The essence and pathos of the article is in a well-grounded statement: almost everything that is submitted (done, described in reports and portfolios, reported to attestation commissions, etc.) by teachers and school administrations as the results of teaching project activities in and out of classes is actually pseudo-project pseudo-activity. That is, instead of the intended benefit, it brings obvious harm, since it is either a deliberate deception or the result of ignorant self-deception.

Let's try to fix the situation.

First, we will perform explanatory and methodological work for the developers of the Federal State Educational Standard: we will show what design training is, what research training is, how they are similar and how they differ.

Secondly, we will state in a language accessible to practitioners and comment on the positions of the Federal State Educational Standards regarding the project and research activities of schoolchildren.

Thirdly, we will present examples of scientifically reliable and practice-tested, rare so far pedagogical experience in implementing the requirements of the standard for the design and research activities of schoolchildren.

Let's start with definitions.

What is design?

Design (from the Latin projectus, which means “thrown forward”) is the process of preparing a description necessary to create, under given conditions, a still non-existent (that is, new!) Object that needs to be seen, invented, invented. The description of an object can be given in different ways: in the form of text, algorithm, program, drawing, table, or a combination. The main feature of the design is the work with a non-existent object, and no one has the opportunity to describe a new object immediately, without subsequent corrections and clarifications, since the object is non-existent (sign, ideal, virtual). With each round of corrections, the description becomes more complete and accurate.

What is research?

Research is the process of scientific study of an object (object, phenomenon) in order to identify the patterns of its emergence, development and transformation. To investigate means to subject to scientific consideration, to carefully study in order to clarify, establish something.

Scientific research is the process of developing new (we emphasize - new!) scientific knowledge, one of the types of cognitive activity. The study is characterized by objectivity, reproducibility, evidence, accuracy.

This is how these complex definitions were transformed at the beginning of work on the development of the Federal State Educational Standard by the director of gymnasium No. 1514 A.V. Belova in an editorial in the school newspaper Ploschadka: “Obviously, and does not require proof, that our students are learning to live in the future, which here and now does not exist in any form and which in the future contains an unlimited number of options. And how this uncertain future will turn into a concrete present in the life of each of our students depends to a very large extent on him. This means that the main practical thing that is necessary for everyone and everyone, which we must teach our students, is the ability to create new knowledge and, on this basis, to foresee, predict and design. In this regard, all participants in our common cause - teachers, students, and parents - face two tasks:

first(for researchers)- learn to use your mind INDEPENDENTLY in the learning process, especially the ability of the mind, which is called the research instinct, to develop an understanding of complex and little-studied issues based on the material of school subjects, the desire to INDEPENDENTLY find these questions-tasks-problems and INDEPENDENTLY solve them. That is, to become, if not a master, then at least a decent apprentice in the production of necessarily NEW knowledge;

second(for designers)– to be able to see in each school subject its possibilities for foresight, forecasting and designing a NEW product”.

Note that the school principal, as they say, “took the bull by the horns” and in simple words outlined the essence of the concepts of “research” and “design”, their vision from the point of view of the requirements of the Federal State Educational Standard, emphasized the fundamental difficulty that the developers of the Federal State Educational Standard themselves had to overcome, - namely, the connection and difference between research and design (in the text of the Federal State Educational Standard, the expression "research And project activity” is most often used as a stable phrase and therefore it is impossible to separate them).

It is very important: on the one hand, to see a certain similarity between the production of new knowledge (research process) and preparation for the production of a new product (design process), but on the other hand, to understand and accept their fundamental difference.

What is the similarity between these two most important "industries" in human life - new knowledge and new products?

Firstly, their nature is purely active, that is, it contains all the components of the student's activity: motive, goal, algorithm for moving towards the goal, choice of means, the actual actions to achieve the goal with the necessary adjustments along the way to the goal, obtaining the result , a reflexive assessment of the result obtained for compliance / non-compliance with its goal and a general reflection of all activities as another completed page in one's own biography.

Secondly, they are similar, because at their beginning lies the same state of the author of both the study and the project. Let's call this state of dissatisfaction a real and strong desire to change it for the better.

Thirdly, this strong desire is rational, that is, it is perceived as a problem that needs to be solved.

Fifth, guided by his hypothesis of possible new knowledge or an imaginary image of a new product, the author thinks out a plan for solving the problem, which is a description of the stages-steps to obtaining new knowledge or a new product.

This is where the similarity ends.

It is clear why the developers of the Federal State Educational Standard so persistently emphasize the inclusion in the requirements of the Federal State Educational Standard at all levels of school education of precisely the design and research competencies of students in their conjunction with each other. This is done because the system-activity approach, which underlies the Federal State Educational Standard, is most clearly manifested precisely in the design and its scientific counterpart-antagonist - research activities.

Consider now the fundamental differences between research and design.

First, any serious research necessarily takes place within the scientific tradition. The subject and result of the study is scientific knowledge that has fixed features, the main of which are evidence, the correspondence of methods to the subject, acceptance by the expert community. Unlike design, the subjects of which are diverse (things, relationships, processes, even one's own biography, etc.), and are directly embedded in everyday life.

Secondly, research activity differs from design activity in terms of the content of goals and results. The student-researcher seeks and finds a solution to a problem that is significant for him and science in the constructed new knowledge, familiarization with the unknown facet of truth. A student-designer - in the manufacture of a product demanded by someone, which has known (not lower than a given level) consumer qualities. Even if this product is not a thing, but a new culture of management, a film or a performance, or maybe even one's own biography.

Third, design and research are very different in another essential way. For research, the indicator of efficiency (the ratio of costs to the benefits of the result) is not as important and even decisive as for design. The project, no matter how new and useful to the consumer, will not be considered successful at all if its implementation is impossible or inefficient. Research, on the other hand, is valued solely by the result achieved - the novelty and beauty of a scientific solution to an actual problem. No one presented Newton or Einstein with a bill and did not ask them for the inefficient use of resources (efforts, time, funds, money, etc.).

So let's summarize: the result of research is new knowledge; design result - a product with consumer qualities (subject, thing, film, methodology, plot-text, etc.). Both should be obtained by the student on their own, and not borrowed from somewhere in finished form.

A full-fledged study, as well as design, is possible only when schoolchildren reach the “age of reflection”. Teachers know that schoolchildren's reflection varies widely: it can manifest itself completely at the age of 10-11, or it may not form even by the age of 16-17! But the normal age of reflection is 12-13 years for girls and 13-14 years for boys. This means that from the first to the seventh grade, as a rule, a student cannot independently and completely carry out either project or research activities. But he is capable of participating in both, both as part of a group of different ages, and personally and individually, and with the help of a tutor.

At the same pre- and pre-reflexive stage of personality development in grades 1-7, a student is able to learn various techniques and methods of research and project activities both in the classroom and outside the classroom.

Here are the requirements of the Federal State Educational Standard for the results of teaching individual elements of research and project activities at the indicated stage of development of the personality of schoolchildren (directly according to the text of the documents):

“The program for the development of universal learning activities ... should be aimed at: ...

Formation of the foundations of the culture of research and project activities among students; skills in the development, implementation and public presentation by students of the results of (educational) research, a subject or interdisciplinary educational project;

· formation of competencies and competencies in teaching, research and project activities;

· formation of skills of participation in various forms of organization of educational, research and project activities (creative competitions, competitions, scientific societies, scientific and practical conferences, national educational programs, etc.);

mastering the methods of educational cooperation and social interaction with peers, senior students and adults in joint educational, research and project activities;

organization of the main directions of educational, research and project activities of students (research, engineering, applied, information, social, gaming, creative direction of projects), as well as forms of organization of educational, research and project activities within the framework of classroom and extracurricular activities in each of the areas; ... the planned results of the formation and development of students' competence in the use of information and communication technologies, the preparation of an individual project carried out in the learning process within the framework of one subject or on an interdisciplinary basis ... "(FSES LLC III. 18.2.1.)".

Research algorithm includes:

1) statement of the problem;

2) preliminary analysis of available information, conditions and methods for solving problems;

3) the formulation of the initial hypothesis or hypotheses;

4) theoretical analysis of hypotheses;

5) planning and organization of the experiment;

6) conducting an experiment;

7) analysis and generalization of the obtained results;

8) verification of initial hypotheses based on the facts obtained;

9) the final formulation of new facts, patterns or even laws;

10) obtaining explanations or scientific predictions (forecasts, statements, new postulates, etc.).

Design Algorithm includes:

1) awareness of the imperfection of any phenomenon, process, product; the desire to make this phenomenon, process, product anew or create new processes, products that will change the conditions of life for the better (in the logic of the system-activity approach, this is both a problem and a motive for the project);

2) formulation of the purpose and objectives of the project. In the logic of the system-activity approach, this component is responsible for the primary image of the result and preliminary thinking through the stages of its achievement. When setting goals and objectives, it is necessary to name the criteria for the quality of their implementation;

3) formulation of the theme of the project;

4) formulation of the design hypothesis, most often in the format: "if ... then ...". The project hypothesis prescribes those methods and means (“if we use ...”) that are needed to achieve the result - the goals of the project (“we will get ...”);

5) drawing up a plan for the implementation of the project by stages and terms, indicating the forces and means involved at each stage, as well as the criteria for the optimal fulfillment of the tasks of each stage (pay attention to the phrase "optimal execution", figure out what it means, because for the project product is fundamentally);

6) description (presentation, presentation) of the result of the project (new product, process, etc.) based on the quality criteria that were introduced when setting the project goal;

7) reflection of the conducted project activity as a whole, assessment of the degree of one's satisfaction with the result obtained, involvement and consideration of assessments of external experts. The reflexive procedure necessarily includes an assessment of the ratio of the result obtained and the expended forces and means (this is the meaning of optimality), satisfaction with its consumer qualities.

Now it's time to consider a number of negative phenomena that have manifested themselves in the practice of implementing the requirements of the Federal State Educational Standards for student research and design, or in other words, what happens when they introduce what they do not understand, because they do not know.

We will talk about profanations in the mass practice of organizing project and research activities of schoolchildren. Indeed, many do not know and do not understand what activity is in general, research and project, research and project activity. What in mass modern school practice, reporting on the implementation of the Federal State Educational Standard, is called “research” or “project” is at best an abstract on a topic set by a teacher, and most often just some work of an indefinite genre, compiled from Internet materials related to to, speaking in student language, a “googled” topic, again set by the teacher. When we say “the topic was set by the teacher”, we mean two options: the first is hard - the teacher dictated the wording of the topic to the student, the second, softer - the teacher gave the student a choice of several topics for "independent" project or research work. Let's name the main signs of profanation of design and/or research in the current mass pedagogical practice.

1. The topic is formulated broadly and generally, vaguely and does not contain any research or design problem (“Patriotic motives in the lyrics of A. S. Pushkin”, “The military talent of Marshal Zhukov”, “Tourist routes of Karelia”, “Making a set of regular polyhedra for mathematics class”, “Creating a slide film “Modern robotics”, “Growing crystals at home”, etc.).

2. The problem of research, the project is banal, solved long ago, well-known, written off from the Internet, dependent, has nothing to do with the personality of the “author”-student (“Is V. G. Belinsky right when he called the novel in poetry by A. S. Pushkin an encyclopedia of Russian life?”, “What is the danger of falsifying the history of the Great Patriotic War”, “How to help a kindergarten in equipping a toboggan slide for the Christmas holidays”, “Why teenagers from dysfunctional families often become victims of bad habits: smoking, alcoholism, drug addiction”, “How to organize a concert for veterans on the holiday "Victory Day").

3. The goal of the project and / or research repeats the topic (sometimes an illiterately formulated problem), is written as a non-binding wish, does not contain an image of the intended result, its achievement cannot be recorded, since there are no signs by which the degree of achievement of the goal can be assessed (“ Prove that the novel "Eugene Onegin" is an encyclopedia of Russian life", "Justify the superiority of the commander Marshal Zhukov over the military leaders of the Nazis and allies", "Show the danger of falsifying the history of the Great Patriotic War for the existence of the Russian Federation", "Create a list of tourist routes of the Republic of Karelia", "Make a set of regular polyhedra for the math class”, “Help the kindergarten in equipping a toboggan slide for the Christmas holidays”, “Organize a concert for veterans on the holiday “Victory Day”, etc.).

4. The hypothesis of a research or project is self-evident, axiomatic, that is, it is not a hypothesis at all, since it has long been proven and does not require proof (“The worldview of A. S. Pushkin was patriotic, in his lyrics the motives of love for the Motherland occupy an important place”, K. Zhukov was an outstanding commander of the 20th century, heir and continuer of the best military traditions of Russia", "Rivers and lakes of the Republic of Karelia provide great opportunities for water tourism", "If students work with three-dimensional models of regular polyhedra, then their success in studying stereometry will increase”, “If you make a slide film about robots to demonstrate it at labor lessons in elementary school, then the interest of schoolchildren in working professions will increase”, “To please the veterans on May 9, we need to prepare and hold a concert for them in the assembly hall of our school” , “If you design a rocket engine based on electromagnetic radiation, you can travel to distant stars”).

And now the most unpleasant thing for the authors of the book, and for its readers. We have received documents that contain positive conclusions of high expert commissions based on the results of a regional (!) competition of student research and design work. These are the works of only the winners of the regional competition (and, therefore, both school and municipal), that is, supposedly the best examples of the results of research and project activities of schoolchildren in a very developed region, where there are many scientific workers and university teachers. We responsibly affirm: all the topics and the projects themselves (we studied them and presented them on the previous pages) are a profanation of the very essence of the projects. Their main defects are the abstract (often also compilation) nature of the work (written off from somewhere) and the absence of a significant result: the product itself (in the case of design) and at least minimal new knowledge (in the case of research).

However, we believe that all the arguments given will not convince the readers of the book that their work on the implementation of the requirements of the Federal State Educational Standard in terms of the development of research and project activities by students is nothing more than a profanity, since these alleged studies and projects were evaluated by supposedly authoritative juries, commissions, which included the best teachers, methodologists and administrators in the field of education. To admit it is insulting, hard, uncomfortable, unpleasant, I don’t want to. Why?

Because the entire professional life of these teachers, associated with participation and victories in competitions, successful certification, receiving incentives for the best involvement of students in project and research activities, etc., allows them to say: “We are doing everything right, and these scientists don't know what they want. We are practitioners, our students enter universities and win competitions.”

Taking into account this widely held point of view, firmly standing on the positions of everyday common sense, the authors consider it necessary to carry out additional explanatory work, in turn descending directly to the level of pedagogical common sense.

So, what should be the outcome of a learning project?

For a student - the ability to design, for a teacher as an organizer of work and an expert - an external observer - the appearance new(!) a product with certain consumer properties.

Let's consider two examples: a negative one, which will show us exactly how the profanation of design manifests itself, and a positive one, where there is a real project.

A negative example (the project is declared as a socio-pedagogical, group project): “Staging the immortal comedy by A.S. Griboyedov "Woe from Wit". The theme does not contain a problem (which means there will be no novelty of the product).

At first glance, the theme involves the manufacture of a product, which means it is acceptable for design. But:

1. It is formulated so broadly that it allows us to consider the result in a non-specific way. On the school stage, you can organize a performance by an invited professional troupe, parents, a theater group, a class team, etc.

2. The wording of the topic does not contain anything that would indicate the uniqueness (or at least a feature), the novelty of the designed product. There is no indication of the problem that prompted the designer to act. We emphasize - not the artist who reproduces the sample, but the designer who conceived new(!) product.

And this amateur performance is staged. And even by students. And even played well. And even the students themselves came up with the idea to make such a gift to their native school (bosses, parents, beloved teacher of literature). And they even rehearsed it secretly from everyone. And they even got first place for it as a product of the implemented project at the regional competition "Project Fair". But before us is not a project, although it is a completely independent (and high-quality, we emphasize!) activity of students, since this activity is not project-based, but reproducing. Yes, independent, yes, creative, yes, high-quality, yes, teaching, developing, educating, yes, noble, etc., but - not a project!

After all, a project differs from a regularly reproduced process in that its product is at least somewhat unique. It may have prototypes, analogues, but at the same time it has some unique features... and it has a higher uncertainty in terms of its outcome, since past experience cannot serve as a reliable basis for predicting its consequences (see: Lazarev V.S. Design and pseudo-project activities at school. "People's Education", 2014, No. 8, P. 135). In the case just described, there was no uniqueness and uncertainty-variability conceived and pre-embedded in the result. That's why it's not a project.

Now let's take a positive example. Moreover, at first inexperienced glance, many will seem indistinguishable from the previous one, although this is a mistake.

Let us consider an individual in authorship, socio-pedagogical in content, group in execution project of a graduate of the 11th grade: “The staging of the comedy by A.S. Griboyedov "Woe from Wit" like dramas of offended love».

What is the difference between this case and the previous one?

1. The topic is formulated specifically, the peculiarity of the conceived product as a student product, and also as based on the pedagogical idea of ​​a community of different ages, is shown.

2. The topic contains a direct indication of the novelty (maybe - special, unusual) of the planned production. So, in the topic there is an indication of the problem of the project. And indirectly - on the personal motive of the author (the desire to change, improve the existing practice).

Back in the 9th grade, where “Woe from Wit” takes place, the student drew attention to the “oddities” in Sophia’s behavior in the comedy by A.S. Griboyedov. The schoolgirl did not agree with the well-known point of view as the only true one, that the main character is the accuser Chatsky, and the main meaning of the play is a satire on the existing order. She saw other, new meanings in the classic play: the pain of a girl in love left by her beloved man, her wounded pride, the struggle in her heart between the desire for revenge and the desire to show Chatsky, who had returned from a trip, her adulthood, perhaps to encourage him to seriously fight for her.

The literature teacher said to this: “If you can prove your assumptions, act; if you can’t, state the classical version.” And the student decided that she would prove her views - she herself would stage "Woe from Wit" according to her own plan, and the applause of the hall would serve as proof of the correctness of her hypothesis of such a reading of the classical text.

She wrote the text of the project, defended it in front of experts, was able to inspire her classmates and students of the next two classes with her idea, staged the play and her “troupe” played this new “Woe from Wit” 4 times (she called the shortened version as selected scenes) on her native school stage . The teacher of literature, handing a bouquet to her graduate, who was standing on the stage in the image of Sophia, said: “You were right, girl, I am proud of you, because you saw something that many did not see, including me. Thank you".

To prevent the reader from getting the wrong (and dangerously wrong) idea that winning project products can be created by students only in the humanitarian or near-humanitarian spheres, we will give an example of a project that, although it serves humanitarian values, is purely mathematical in content.

It is known that in good schools, where good teachers work, students tend to somehow unusually congratulate their favorite teachers on their birthday. And it’s good if it’s not related to raising money and is creative.

This is how a project on the topic “Unusual congratulations on the anniversary of your beloved teacher by constructing fragments of function graphs” arose. This is an individual in authorship, socio-pedagogical in content, group in execution project of a 10th grade student.

1. The topic is formulated very specifically.

2. A new socially (an idea and a mechanism can be used by many) and personally significant (congratulations on the anniversary of a beloved teacher) result (product) is envisaged.

3. This obvious novelty in the wording contains an indication of the problem of how to get away from the standard and alienated ways of congratulating a well-deserved hero of the day. Here, too, the obvious motive of the design student is the desire to change and improve the existing practice of boring honors.

4. Theme (also folded) indicates a hypothesis, contains intrigue.

Then everything happened in accordance with the design logic. The initiator of the project came up with an idea, discussed it with classmates, wrote, as he was taught, an application for the project in a given structure (relevance, problem, goal, set of leading ideas, hypothesis according to the “if-then” scheme, tasks-stages-means- performers, required resources), came to the tutor at the Department of Mathematics together with his comrades, in complete secret from the hero of the day, proposed his project to his colleagues and received admiring approval.

Now let's outline the essence of this student project. A tenth-grader offered to give him a poster in a frame with a coordinate grid for the anniversary birthday of his beloved mathematics teacher, where, by constructing fragments of curves according to specially prepared rather complex formulas, the number of years of the hero of the day was obtained - 65.

All the formulas were deliberately mixed up so that the idea would become clear as soon as possible from the fragments of the function graphs under construction, and the intrigue would keep the hall where the celebration took place in suspense.

Now we invite the readers themselves to evaluate both the fragments and the drawing as a whole, and the complex equations of the fragments of the curves, which were selected as a result of the long and painstaking work of the student-author of the project so that the graph reflects the number of years of the hero of the day. Readers who know mathematics will confirm that in almost every equation the student-author of the project had to show creativity, invention and show a brilliant command of mathematical disciplines (here are algebra, and trigonometry, and elements of mathematical analysis, and analytical geometry).

Number 6.

Number 5.

On the day of the 65th anniversary of the hero of the day, when the whole school gathered in the assembly hall, after the words of the director and the presentation of the first solemn bouquet, the authors of the project brought a large board with a grid applied on it to the stage, and the author of the project, together with his comrades, began to create what he had invented.

The hero of the day also took part in the action and, when he wiped his hands from the chalk, publicly shook hands with his students. Until this hour, he - a very strict teacher - never honored the schoolchildren with a handshake, but did this only after the children became students.

The author of the idea and the drafter of the text of the project is a student of the 10th grade of the 1567th Moscow gymnasium Mikhail Markov(now a student of the Faculty of Fundamental Medicine of Moscow State University); teacher-tutor and consultant - teacher of one of the mathematical disciplines in this class Anastasia Markovna Khanykova- now a teacher of mathematics at RSM (Russian School of Mathematics) - Russian school of mathematics in the USA; hero of the day - head of the Department of Mathematics, People's Teacher of the Russian Federation Leonid Isaakovich Zvavich.

The products of this project (the idea and the mechanism for its implementation) are socially significant and valuable because many people can now use the original and beautiful idea. After all, the knowledge of even seventh graders is enough to depict any number using straight line segments (the simplest equations of a linear function), just as it is done when writing postal codes on envelopes.

Now let's analyze two examples in the same way: negative and positive, but not about design, but about research. And our analysis will now be sharper and shorter, because the method of criticism and the arguments of the explanations are already clear to the reader.

So, a negative example: "The Cathedral Code of 1649 is the basis of Russian statehood in the middle of the 17th century."

First. The topic is formulated so broadly that it allows to consider any result as positive. Even if a diligent student simply writes off the content of the corresponding paragraph from the History of Russian Law, and accurately reproduces the wording of the topic in the first or last phrase, even in this case the topic will be considered disclosed. If there are as many as 15 such cheatings, and the student finds 15 different points of view of different scientists (from Karamzin and Solovyov to Kobrin and Yurganov), then in this version there will not be a grain of research activity. Because new knowledge or at least a new aspect of consideration of already known knowledge has not been received.

Second. Within this formulation of the topic, there is not even an intention to gain new knowledge, just as in the statements that “horses eat oats”, and “Volga flows into the Caspian Sea”. In the formulation of the topic, there is neither a problem (a question that seeks the obscure, unknown), nor a hypothesis that can give a supposed answer to a problematic question). Simply because the Cathedral Code of 1649 is indeed the basis of Russian statehood in the 17th century. And this was known even to its compilers three and a half centuries ago.

And what did the student do, who collected 15 different points of view on the essence of this foundation under the heading of such a topic? He made a good report or abstract about what is already known about the Council Code. Good, conscientious, independent, detailed, very interesting for history lovers and maybe even original (if no one has collected all these points of view before), but NOT RESEARCH. Because - let's repeat for the third time - with such a formulation of the topic, NO NEW KNOWLEDGE ARISES.

Now let's take a positive example. This research has similarly been claimed as applied, historical, qualitative, individual. The topic of the study does not seem to be too different from the above: “The second chapter of the Council Code of 1649 and its possible source is the Law on insulting the majesty of the Roman people.”

However, we can name the fundamental differences between this case and the above.

1. The topic is formulated specifically, the subject of research is narrowed down to one chapter of an extensive document (there are 25 chapters in the Council Code of 1649).

2. The topic contains a direct indication of the possible novelty of the knowledge obtained as a result of the study. The fact is that the classical ideas about the Russian judicial system of the pre-Petrine time, although they allow borrowing from Roman law, are very fragmentary and indirect. The author of this work, a student of the 9th grade, already in the title declares a possible direct borrowing of the "Law on lèse majesté" - one of the most important laws of Imperial Rome, dating back to the laws of the XII tables. In this indication of novelty, in the very formulation of the topic, where, it would seem, novelty is impossible, contains folded research problem , and indirectly - the personal motive of the author (the desire to establish the truth, in this case - to significantly clarify the existing knowledge).

3. The presence in the wording of the topic of the word "possible" involves hypothesizing , which requires proof in the course of the research work itself.

What did the student do? He saw the problem - drew attention to a fragment of a phrase from the introductory chapter of the cathedral code: "In the Gradtsk laws of the Greek kings", independently translating it into modern Russian as "in the state laws of the Byzantine emperors."

Next he put forward a hypothesis - suggested that since the most famous Byzantine emperor-legalist was the famous Justinian with his code of laws of Roman law - the Digests, then one should look for fragments of these Digests in the text of the Council Code. And he found this direct, often literal translation of the Digest from Latin into Russian in the 17th century and ultimately proved : “The second chapter of the Council Code “On the sovereign’s honor, and how to protect the sovereign’s health” is largely a direct translation, with minimal editing of the “Law on insulting the majesty of the Roman people” given in Justinian’s Digests.

This proof, made by a 9th grade student through just a meticulous article-by-article comparison of texts, turned out to be really new knowledge . Let us note from ourselves - with new knowledge about the document, which, it would seem, has already been studied up and down and - with what minds!

And just something: narrow to the limit subject of research, hence the tenacious look at the detail, which made it possible to see the problem where no one expected it, a non-trivial hypothesis and, as a result, new knowledge introduced into scientific circulation. Before us are all the signs of a full-fledged study.

Here is a possible question that we heard from experienced practitioners-teachers: “Is it really so important how the topic is formulated? Is it possible to determine by the nature of the title of the topic whether it is the topic of research, project or not? And what if a real creative search, a valuable project or an interesting research is hidden behind a trivial name.

The authors of the book are convinced that the key (and dangerous!) word in this question-statement is "suddenly" . Of course, anything can be a manifestation chance. But our book contains evidence-based recommendations. And the authors would like to help teachers natural, not random help your students do both research and projects. And here everything is important - the wording of the topic, and the structure of the text, and the presence of all the necessary signs of research and project activities.

Therefore, if the wording of the project topic does not contain an application for the novelty of a product, or at least for an element of novelty of consumer properties, then this, as a rule, is not a project, but a reproduction of an already existing product. If the formulation of the research topic does not contain an application for the novelty of knowledge, or at least for an element of novelty of knowledge, this, as a rule, is not research, but a statement of already known knowledge.

In conclusion of the section, we formulate a number of postulates necessary for thinking through and implementing research and project-based teaching methods in the process of mastering the Federal State Educational Standards and for assessing and self-evaluating teaching practice.

1. We recommend studying the history of the emergence and essence of the project method and the Dalton Plan as methods of teaching and developing students based on the works of the founding fathers (D. Dewey, H. Parkhurst) and thereby abandon the anti-scientific, superficial, ordinary idea of ​​the above methods, amateurism and unprofessionalism in their application in pedagogical activity.

2. Any independent or under the guidance of a teacher activity of schoolchildren in the preparation of reports, essays, presentations, etc., laboratory and practical work, etc. is also very valuable, but this is another - not research and not project - activity in the form in which how it was interpreted by the authors of these methods. In the extreme case, its results can only be recognized as an educational (training) research or educational (training) project, since these results are known in advance and are the content of school education.

3. Recall that the novelty of the results of research and project activities of children is relative. What is new for a child, comprehended even within the framework of his independent educational activity, is not necessarily new at all (since it is stated in textbooks or by a teacher), it is subjectively new (new only for him) and therefore refers at best to educational quasi-research or educational quasi - designing, which occurs primarily in practical, laboratory work, written tests and oral quizzes, when it is proposed to apply known knowledge on a model, and not in a changed or completely new situation.

4. The fact of the student's independence in preparing something is necessary, but not sufficient, to evaluate the activity as a true research or project. It is necessary and sufficient independent student receiving new result: either this is new knowledge (or its aspect), or it is a new product (or its aspect) that has social value.

5. The organizers of school, city (district), regional competitions must clearly distinguish, honestly announce, evaluate and select works according to their essential content, namely: either these are competitions of real research and projects within the framework of the Federal State Educational Standard, or these are competitions of essays, reports and other students' independent work. And teachers and schoolchildren should understand which competitions and which works to submit.

Any attempts to name abstracts, reports, etc. studies and projects distort the essence of the latter, are erroneous, no matter how high expert commissions, jury, etc. they were neither evaluated, and speak only of

QUASI from lat. quasi - as if, as if, not quite, closest to the everyday "as if".

incompetence of assessments and ignorance of assessors.

6. It is necessary to understand the real learning opportunities for children to conduct real research and prepare projects, which depend on the age of emergence of the ability to reflect. Therefore, statements that all children from grades 1 to 11 participate in research and projects are irresponsible and testify to the illiteracy of those who make and implement such statements.

7. Learning the elements of research and design takes place in the lessons in all subjects, primarily in the formation of meta-subject results; the place of a holistic, but educational and training research and design is extracurricular activities and additional education;

A full-fledged research and project activity of students and graduates has the nature of independent work with tutor support, it must be provided with organizational, material, financial and time resources, and this is a separate concern of the school principal and his deputies.

After a conscientious reader carefully reads this section, he will most likely object to the authors as follows: “Obtaining really new knowledge and a new product as a result of research and design is a rare phenomenon, since it requires from children by nature a given (genetic) creativity (the ability to create, fiction, invention). He will remind us: “All people by nature are either creators or performers to varying degrees. Moreover, both are valuable for life. ”

The examples given above will not convince him, because an example is not proof, and because an objection will always be ready: “This is in Moscow, this is in elite schools, these are children naturally gifted for research and design, creativity ..." etc.

What to answer to this? ... Bitter, she is homespun, there is truth in these objections. But why is no one surprised by the possibility of technical training for any person with a intact intellect and psychosomatics: drawing and even oil painting; playing musical instruments; finally, any handicraft; even solving typical problems in arithmetic, physics, chemistry, etc.

How does all this fundamentally differ from the technical training of any person with a intact intellect and psychosomatics to elementary design and research?

Only by the fact that we have not done this in mass practice before? And we ourselves - teachers - have never designed or researched anything?

But, we recall that in the Soviet mass school in the period from 1919 to 1934, elementary design and research were specially taught in TYPICAL AND MODEL LIFE SITUATIONS. However, since 1934, the then authorities recognized this practice as “pedological perversions” and mistakenly banned it, even removing all traces of research and project activities from school education.

With the introduction of the Federal State Educational Standard, the situation has changed dramatically, and this entire section is devoted to exactly WHAT a teacher should do with his head, and HOW to technically teach elementary design and research.

Project activities of schoolchildren

What is a learning project for the student and for the teacher

The project activity of schoolchildren is a cognitive, educational, research and creative activity, as a result of which a solution to the problem appears, which is presented in the form of a project.
For a student, a project is an opportunity to maximize their creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, benefit, show a publicly achieved result. This is an activity aimed at solving an interesting problem formulated by the students themselves. The result of this activity - the found way to solve the problem - is of a practical nature and significant for the discoverers themselves.
And for a teacher, an educational project is an integrative didactic tool for development, training and education, which allows you to develop and develop specific skills and design skills: problematization, goal setting, activity planning, reflection and introspection, presentation and self-presentation, as well as information search, practical application of academic knowledge, self-study, research and creative activities.

Design and research work at school is a new, innovative method that combines an educational and cognitive component, a game, scientific and creative one. The main difference between such activities for elementary school is that students, first of all, receive the first research skills, due to which specific qualities of a special way of thinking develop.

Organization of project activities

When organizing project activities in elementary school, the teacher must take into account the following aspects:

1. The project task must correspond to the age and level of development of the student.
2. The problems of future projects should be taken into account, which should be in the field of interests of students.
3. Conditions must be created for the successful implementation of projects (availability of materials, data, multimedia).
4. Before giving the students a project assignment, one should first prepare for the conduct of such activities.
5. Manage projects, help students and advise them.
6. Work out with schoolchildren the methods of project activities, while improving general educational skills.
7. When choosing a project topic, do not impose information, but interest them, motivating them to search independently.
8. Discuss with students the choice of sources of information: library, reference books, Internet, periodicals, etc.
9. In the process of preparing for project activities, it is advisable to organize joint excursions, walks, observations, experiments, actions for students.

Project types

Research projects. Schoolchildren conduct experiments, study any area, and then draw up the results in the form of wall newspapers, booklets or computer presentations. Such research projects have a positive effect on the student's professional self-determination, and can also become the basis for future term papers and theses during their student years.
Game projects. They are presented in the form of games and performances, where, playing the role of any heroes, students offer their own solution to the problems being studied.
information projects. Students collect and analyze information on any topic, presenting it in the form of a magazine, newspaper, almanac.
Creative projects. There is a lot of room for imagination here: the project can be performed in the form of an extracurricular activity, an environmental action, a video film and much more. Fantasy has no limits.

Choosing a topic and setting a project goal

The choice of project topics can be based on an in-depth study of any educational material in order to expand knowledge, interest children in studying the subject, and improve the learning process.
The project must have a clear, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution and implementation. This incarnation is a project product that is created by the author in the course of his work and also becomes a means of solving the problem of the project.

Project type	Objective of the project	Project product	Type of student activity	Formed competence
Practice Oriented	Solving practical problems of the project customer	Tutorials, layouts and models, instructions, memos, recommendations	Practical activities in a specific educational subject area	activity
research project	Proof or refutation of a hypothesis	The result of the study, designed in the form of presentations, wall newspapers, booklets	Activities related to experimentation, logical mental operations	Thinking
Information project	Collecting information about any object or phenomenon	Statistical data, results of public opinion polls, summarizing the statements of various authors on any issue, presented in the form of a magazine, newspaper, almanac, presentation	Activities related to the collection, verification, systematization of information from various sources; communication with people as sources of information	Informational
creative project	Attracting public interest to the project problem	Literary works, works of fine or decorative art, videos, promotions, extracurricular activities	Creative activities related to receiving feedback from the public	Communicative
Game or role-playing project	Providing the public with the experience of participating in solving the problem of the project	Event (game, competition, quiz, excursion, etc.)	Activities related to group communication	Communicative

Stages of work on the project

Stages of work on the project		Student activities	Teacher activity
Training	Definition of the theme and goals of the project, its initial position. Working group selection	Discuss the topic of the project with the teacher and get additional information if necessary	Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises student work.
Planning	a) Identification of the sources of the necessary information. b) Determine how information is collected and analyzed. c) Determining how the results will be presented (project form) d) Establishment of procedures and criteria for evaluating project results. e) Distribution of tasks (duties) between members of the working group	Form the tasks of the project. Develop an action plan. They choose and justify their criteria for the success of project activities.	Offers ideas, makes assumptions. Supervises student work.
Study	1. Collecting and clarifying information (main tools: interviews, surveys, observations, experiments, etc.) 2. Identification ("brainstorming") and discussion of alternatives that have arisen during the implementation of the project. 3. Choice of the optimal variant of the project progress. 4.Step-by-step implementation of the research tasks of the project	Perform project tasks step by step	Observes, advises, indirectly directs the activities of students
	Information analysis. Formulation of conclusions	Perform research and work on a project by analyzing information. Draw up a project	Observes, advises (at the request of students)
Presentation (defense) of the project and evaluation of its results	Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of the report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, results achieved (successes and failures) and the reasons for this	Represent the project, participate in its collective self-analysis and evaluation.	Listens, asks appropriate questions in the role of an ordinary participant. Directs the review process as needed. Assesses student effort, report quality, creativity, quality of use of sources, project continuation potential

Stage evaluation	Criteria for evaluation	Points
Job evaluation	Relevance and novelty of the proposed solutions, the complexity of the topic
	Scope of development and number of proposed solutions
	Practical value
	Level of autonomy of participants
	The quality of the design of notes, posters, etc.
	Evaluation by the project reviewer
Protection rating	Report quality
	The manifestation of the depth and breadth of ideas on the topic being presented
	The manifestation of the depth and breadth of ideas on a given subject
	Answers to teacher's questions
	Answers to teacher's questions

180 - 140 points - "excellent";
135 - 100 points - "good";
95 - 65 points - "satisfactory";
less than 65 points - "unsatisfactory".

General view and structure of the explanatory note of the project

Title page.
Table of contents (content).
Introduction.
Main chapters.
Conclusion.
Bibliography.
Application.

Structural elements of the explanatory note.

Title page

The title page is the first page of the explanatory note and is filled out according to certain rules.
The upper field indicates the full name of the educational institution. On average, the name of the project is given without the word "subject" and quotation marks. It should be as short and precise as possible - correspond to the main content of the project. If it is necessary to specify the title of the work, then you can give a subtitle, which should be as short as possible and not turn into a new title. Next, the surname, first name, school number and class of the designer (in the nominative case) are indicated. Then the surname and initials of the project leader.
The bottom field indicates the place and year of the work (without the word "year").

A table of contents is placed after the title page, which lists all the titles of the explanatory note and indicates the pages on which they are located. It is impossible to reduce them or give them in a different formulation, sequence and subordination. All blanks are written with a capital letter and without a dot at the end. The last word of each heading is connected by a dot to the corresponding page number in the right column of the table of contents.

Introduction to work

It substantiates the relevance of the chosen topic, the purpose and content of the tasks set, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs who the project is intended for and what is its novelty. The introduction also gives a description of the main sources of information (official, scientific, literary, bibliographic). It is advisable to list the equipment and materials used in the course of the project.

Heads of the main body

The following is the formulation of the goal, and the specific tasks to be solved in accordance with it.

The first chapter of the project discusses the proposed methodology and technique for its implementation, provides a brief review of the literature and other materials on the topic.

In the next chapter (search) it is necessary to develop a bank of ideas and proposals for solving the problem considered in the project.

In the technological part of the project, it is necessary to develop a sequence for the implementation of the object. It may include a list of stages, a flow chart that describes the algorithm of operations, indicating tools, materials and processing methods.

Next, it is necessary to consider the economic and environmental assessment of the project. In the economic part, a complete calculation of the costs of manufacturing the designed product is presented. Further advertising of the project and marketing research. Particular attention should be paid to the environmental assessment of the project: the justification that the manufacture and operation of the designed product will not entail changes in the environment, disturbances in human life.

Conclusion

At the end of the project, the results are presented, their relationship with the general goal and specific tasks formulated in the Introduction is determined, and self-assessment by students of the work done by them is given.

Bibliography

After the Conclusion, a list of used literature is placed. All borrowings must necessarily have subscript references from where the cited materials are taken.

Applications

Auxiliary or additional materials that clutter up the main part of the work are placed in applications. The application contains tables, text, graphs, maps, drawings. Each application must start on a new sheet (page) with the word "Application" in the upper right corner and have a thematic heading. If there is more than one application in operation, they are numbered with Arabic numerals (without the number sign), for example: "Appendix 1", "Appendix 2", etc. The numbering of pages on which applications are given should be continuous and continue the general numbering of the main text. Through it, with applications, it is carried out through references that are used with the word "look" (see), enclosed together with the cipher in parentheses ..