AGREED AGREED APPROVED
Head of the Ministry of Defense Deputy Director for Reproduction slave. Head teacher
I.V.Yatsenko _______A.P.Postoyuk _____E.V.Zaitsev
Protocol No._____ Order No._______
"____"________"20__g "_____"_______________20__g "____"_________20__g.
Municipal budgetary educational institution "Novoivanovskaya secondary school" of the municipal formation Chernomorsky district of the Republic of Crimea
WORKING PROGRAMM
for extracurricular project activities
mug "Connoisseurs"
for 2nd grade
primary general education
Yatsenko Inna Viktorovna
2015/2016 academic year
EXPLANATORY NOTE
The work program is based on: Pakhomova N.Yu. Course program “Project activities”. 2-4 grades / N.Yu. Pakhomova. - M.: LLC "Russian Word - Textbook", 2013. - 104 p. - (Federal State Educational Standard. Extracurricular activities).
Instructional design is an important element of the modern education system. But before a teacher can use educational design as a didactic tool, it is necessary to prepare students for independent work within the framework of an educational project, to develop in them basic design skills. By developing design skills and carrying out holistic projects, you can improve project activities as a whole. Initial training in design lays the necessary foundation for the further development of design skills and the use of educational projects to organize independent acquisition of knowledge by students in subject classes and more effective assimilation of them, as well as the formation of students’ competence and solving educational problems in secondary school.
GENERAL CHARACTERISTICS OF THE COURSE
Purpose The “Project Activities” course is aimed at developing design skills of a minimum level of complexity among junior schoolchildren. The course allows, having started to master educational design in elementary school, to reach the level of development of project activity in students required by new educational standards by the 7th-8th grade of secondary school. Initial training is aimed at developing fundamental skills in instructional design.
The main objectives of initial design training (grades 2-4) are to develop the following skills:
plan your activities and carry them out in accordance with the developed plan;
plan the work of another (others) to achieve a certain result;
analyze available resources for upcoming activities, including your own knowledge;
set yourself a task according to the formed goal for subsequent solution;
analyze the result for compliance with the requirements of the task or goal;
present and present the progress of the work done and its results.
The “project activity” course in elementary school is built on the basis of a knowledge system. The tasks are given with consistent complexity, and the range of project skills being developed is expanding. Classes are organized on an activity basis with a gradual increase in student independence in the use of design skills mastered in the process of completing assignments.
Work on assignments is carried out in a group form of organizing classes. Exceptions are test assignments where students work in pairs or individually. The number of children in the group is determined for each lesson.
The formation and development of the ability to analyze available resources for upcoming activities, including one’s own knowledge, goes through all years of project-based learning and forms the basis of reflective activity. The ability to analyze the result obtained for compliance with the requirements of the task and the set goal begins to be formed through the joint work of an adult with children, first with the leading role of an adult, then step by step with increasing independence and responsibility of children. The development of this skill should be achieved by the end of the third year of study, that is, by the end of primary school.
The ability to present and present the progress of the work done and its result begins to take shape from the first steps of mastering the “Project Activity” course in the process of completing tasks. This skill is based on developed oral speech skills, the ability to make an oral report on a given topic, answer questions on the topic, and use visual illustrative material in the story.
The formation of design skills is carried out first in a group organization of classes. Then, as new ways and means of organizing activities are mastered and the degree of independence in using the skills being developed increases, a transition to working in pairs occurs. And finally, when the formation of a skill reaches the level of internalization, to an individual form of work. When working together in a group, the plan is not only a means of performing all the operations included in it, but also a means of solving new problems - distributing work, establishing basic production connections.
In addition to activity-based group classes, the course includes classes with a frontal-presentational form of work, frontal analysis of presented situations and discussion of plans and work results presented by groups, explanatory-illustrative and control-evaluative forms.
Classes in the “Project Activity” course are held in the form of lessons and are part of the traditional class-lesson system. However, they differ from traditional lessons in a greater degree of independence of students, the activity basis of the organizational form and focus on mastering methods of action and activity. The lesson has several components: frontal-interactive, activity-group and presentation. Each lesson (or two consecutive lessons in the plan, depending on the volume of content) is built on the basis of an assignment.
The task is given to complete (full or partial) all necessary design actions and is presented to students in the form of a situation containing a problem that needs to be resolved. During the design process, students must propose their project (plan), that is, find a way to solve the problem. Then the project is carried out practically or presented at a presentation. Most often, in educational design it is not always possible to implement a project (plan), but the goal of “learning to design” is achieved. A problem situation necessarily contains in its formulation a description of the problem and the conditions of its existence and is formulated with elements of playful and practical significance.
An important component of the lessons is presentation - presentation of design results and self-analysis. In order for all groups of students to have the opportunity to speak and practice presentation (to develop presentation skills in students), specially allocated time is provided in the lesson and, if necessary, methodological assistance in the form of questions and a presentation plan.
Evaluation of students’ work in the lessons of the “Project Activities” course is free of grades. In group work, the work of the entire group is assessed; in pair and individual work, pair or individual work is assessed, respectively. The criteria for selecting the best work are simple: for a positive assessment it is necessary, first of all, to make a correct plan and carefully mark the completed operations as the work progresses. The product must meet the requirements of the task. As the skills of analysis and presentation are developed, the quality of presentation and reflection of group work during the presentation is added to the evaluation criteria. Lastly, the neatness and aesthetics of the product are assessed. Based on the assessment results, students are rewarded with stickers or medals or certificates.
PLACE OF THE COURSE IN THE CURRICULUM
The training course “Project Activities” is being implemented as part of the introduction of the second generation Federal State Educational Standard NOO for extracurricular activities. According to the curriculum of educational institutions of the Russian Federation, it is necessary to allocate 1 hour per week – 34 hours per year – to study the “Project Activities” course.
1. Pakhomova N.Yu. Project activities: a methodological manual for primary school teachers. 2nd grade. M., 2013.
2. Pakhomova N.Yu. Project activity: workbook. 2nd grade. M., 2013.
3. Pakhomova N.Yu. Project activities: handouts. 2nd grade. M., 2013.
Forms of organizing the educational process and their combination: individual, group, collective.
PLANNED RESULTS OF STUDYING THE COURSE
by the end of 2nd grade.
Required skills:
Skill present And introduce the progress of the work done and its results.
Skill analyze And evaluate group work.
Planning skills:
Number of details;
Choice of shape and color of parts;
Location of parts on the product;
Sequence of operations;
Distribution of operations between group members;
Distribution and sequence of operations to optimize work in time.
Ability to analyze:
My knowledge (I know or I don’t know);
Conditions for the quantitative and qualitative characteristics of the product;
Conditions for selecting materials and parts to perform the work;
The composition of the operations necessary to perform the work;
Compliance of work progress with a previously drawn up plan.
Presentation skills:
Ability to present the product;
The ability to talk about the work of the group and each participant for the overall result;
Ability to talk about the achieved result;
Formation of ideas about the ethics and aesthetics of product presentation.
by the end of 3rd grade.
highlight the problem and conditions from the problem situation;
formulate a problem in the form of a question, but based on the problem, define goals and objectives for its implementation;
carry out planning and draw up a plan for your work;
present results work done (projects) i.e. give a presentation, make introspection.
by the end of 4th grade.
Plan group work taking into account time and making an optimal plan, using encoding and decoding to record the plan and carry out the work according to the plan.
Analyze the problem situation containing the problem and conditions.
Formulate the problem and goal, define tasks that need to be solved to achieve the goal, drawing up a project. Set cognitive and research goals for yourself.
Formulate the expected result, record the project in the form of a table, diagram, layout, booklet, algorithm, sketch, etc.
present the results of the work done (projects), i.e. give a presentation.
do self-analysis (reflect on one’s own activities).
PERSONAL AND METASUBJECT RESULTS
Personal results The course studies are the education and development of socially significant personal qualities, individual personal positions, value systems that reveal attitudes towards work, a system of norms and rules of interpersonal communication that ensures success in joint activities.
Self-determination: students' readiness and ability for self-development; the student’s internal position based on a positive attitude towards school; motivated participation in intellectual competitions and projects at various levels; “social” competence as readiness to solve moral dilemmas, consistent adherence to social norms in behavior; initial adaptation skills in a dynamically changing world.
Sensemaking: a holistic, socially oriented view of the world in the unity and diversity of nature, peoples, cultures and religions; empathy as understanding the feelings of other people and empathizing with them.
Moral and ethical orientation: respect for other opinions and cultures of other peoples; skills of cooperation in different situations, the ability to avoid creating conflicts and find ways out of controversial situations.
Meta-subject results studying the course is the development by students of design skills of a minimum level of complexity, universal methods of activity used both within the framework of the educational process and in real life situations.
Regulatory universal educational activities:
Goal setting: formulate and maintain a learning task; transform a practical task into a cognitive one; set new learning objectives in collaboration with the teacher.
Planning: choose actions in accordance with the task and the conditions for its implementation; determine the sequence of intermediate goals and corresponding actions, taking into account the final result; draw up a plan and sequence of actions.
Implementation of educational activities: perform educational activities in materialized, hypermedia, loud speech and mental forms; use speech to regulate one's actions. Forecasting: foreseeing the possibility of obtaining a specific result when solving a problem.
Control and self-control: compare the method of action and its result with a given standard in order to detect deviations and differences from the standard; carry out final and step-by-step control based on the results; carry out ascertaining and predictive control based on the result and method of action.
Correction: make the necessary adjustments to the action after its completion based on its assessment and taking into account the errors made; adequately perceive suggestions from teachers, comrades, parents and other people to correct mistakes.
Grade: establish compliance of the obtained result with the stated goal; correlate the correctness of choice, planning, execution and result of an action with the requirements of a specific task.
Self-regulation: concentration of will to overcome intellectual difficulties and physical obstacles; stabilization of the emotional state to solve various problems.
Cognitive universal learning activities:
General education: independently identify and formulate a cognitive goal; navigate the variety of ways to solve problems; choose the most effective ways to solve problems; control and evaluate the process and results of activities; pose, formulate and solve problems; independently create activity algorithms for solving problems of various types; consciously and voluntarily construct messages in oral and written forms, including creative and exploratory ones; carry out semantic reading; choose the type of reading depending on the purpose.
Sign-symbolic: use sign-symbolic means, including models and diagrams to solve problems; model, that is, highlight and generally record the essential features of objects in order to solve specific problems.
Informational: search and selection of necessary information from various sources in different forms (text, drawing, table, diagram, diagram); collection of information (extracting the necessary information from various sources); adding new data to tables; information processing (determination of primary and secondary information); information analysis; transmission of information (oral, written, digital); assessment of information (critical assessment, assessment of reliability).
Brain teaser: summing up the concept based on object recognition, highlighting essential features; bringing under the rule; analysis; synthesis; comparison; seriation; classification according to specified criteria; establishing analogies; establishing cause-and-effect relationships; constructing a reasoning; generalization; the use of basic subject and meta-subject concepts to characterize objects in the surrounding world.
Communicative universal learning activities:
Initiative cooperation: be active in interaction to solve communicative and cognitive problems.
Planning educational cooperation: ask questions necessary to organize your own activities and cooperation with a partner; determine the goals, functions of participants, methods of interaction; agree on the distribution of functions and roles in joint activities.
Interaction: formulate your own opinion and position; to ask questions; construct statements that are understandable to your partner; construct a monologue statement; conduct oral and written dialogue in accordance with the grammatical and syntactic norms of the native language; listen to your interlocutor.
Communication Management: argue your position and coordinate it with the positions of partners in cooperation when developing a common solution in joint activities; predict the occurrence of conflicts in the presence of different points of view; resolve conflicts based on taking into account the interests and positions of all participants; coordinate and take different positions in interaction.
Speech means and means of information and communication technologies: compiling a text-reasoning; choosing evidence to argue your point of view; use of generalizing words and concepts.
Semantic reading: mastering the skills of semantic reading of texts of various styles and genres in accordance with goals and objectives; conscious construction of a speech utterance in accordance with the objectives of communication; compiling texts in oral and written forms.
Different ways to find and use information: search for the meaning of a word in a reference book; “reading” information presented in different ways.
Students will learn :
Search for the necessary information to complete educational assignments using reference and educational literature;
Use sign-symbolic means, including models and diagrams to solve problems;
Construct speech statements in oral and written forms;
Identify essential information from different types of texts;
Carry out an analysis of objects highlighting essential and non-essential features;
Carry out synthesis as composing a whole from parts;
Carry out comparison, series, classification according to specified criteria;
Establish cause-and-effect relationships;
Construct reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships;
Generalize, that is, carry out generalization and deduction of commonality for a whole series or class of individual connections based on the identification of an essential connection;
Establish analogies;
Plan your action in accordance with the task and the conditions for its implementation, including in the internal plan;
Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the partner’s position in communication and interaction;
Adequately use speech means to solve various communicative problems, construct a monologue statement, and master the dialogical form of speech.
Students will have the opportunity to learn :
Carry out an advanced search for information using library resources and the Internet;
Create and transform models and diagrams to solve problems;
Consciously and voluntarily construct a speech statement in oral and written forms;
Carry out synthesis as the composition of a whole from parts, independently completing and completing the missing components;
Carry out comparison, serialization and classification, independently choosing the grounds and criteria for the specified logical operations;
Build logical reasoning, including establishing cause-and-effect relationships;
Show cognitive initiative in educational cooperation;
Take into account different opinions and interests and justify your own position.
Auxiliary content is the content of the problem situations presented in the course assignments. The objects of the situation and everything that students know about it are the content on which the educational process unfolds in activity. This is that part of the content with which various actions and operations will be carried out when completing the task, which should be sufficiently known, understandable, familiar from the students’ personal everyday experience or previously studied in other subject classes.
When developing the ability to work with alternative sources of information, content is drawn from reference books, encyclopedias, and the Internet in compliance with the principles of accessibility, relevance to the topic, and brevity. For some topics, the content was selected by the developers, but not adapted. In other tasks, texts are selected by students on a given topic. Somewhere texts are compiled (composed) by students to produce an information product, writing, etc.
Features of the first year of design training (grade 2)
In the first year of project-based learning, in the second grade, the goal is to teach how to plan work according to a given result. Each course assignment outlines the result of simple manual work or resolution of a simple everyday situation. While working on a task, children think through their work, determine a plan and record it (number of parts, quantity and quality of parts, distribution of operations among children in the group, time to complete operations and the task as a whole), and optimize the plan. At the same time, the analysis of the obtained work results, the quality of the plan drawn up and the execution of work in accordance with the plan is carried out constantly during the work on each task.
Work on assignments is organized in group form. Exceptions are control tasks where work is carried out in pairs or individually. The number of children in the group is determined for each lesson.
We begin to develop the ability to analyze available resources for upcoming activities, including our own knowledge, already in the first half of the 2nd grade, creating a situation of choosing the necessary materials from an obviously larger variety. The formation and development of this skill takes place throughout all years of project-based learning and forms the basis of reflective activity.
We begin to develop the ability to analyze the obtained result for compliance with the requirements of the task and the set goal through the joint work of an adult with children, first with the leading role of an adult, then step by step with greater independence and responsibility of children. It is not yet possible to achieve full development of this skill in the second grade. It should be achieved by the end of the third year of study, that is, by the end of primary education.
We begin to develop the ability to present and present the progress of work done and its results from the first steps in the “Project Activity” course with the help of course assignments. This skill is based on the formation of oral speech skills, the ability to make an oral report on a given topic, answer questions on the topic, and combine a story with the display of illustrative material.
In the “Project Activities” course in elementary school, the system of tasks is built with a gradual complication and expansion of the composition of the project skills being formed. Classes are organized on an activity basis with a gradual increase in student independence in the use of design skills mastered in the process of completing assignments.
In 2nd grade, work planning is mastered gradually with increasing complexity of both the plan itself and the methods of fixing it. The ability to analyze and present the results of independent work is also gradually increased.
Stages of work on the project
| Teacher | Students |
| Stage 1 – immersion in the project |
|
| Formulates: | Carry out: |
| 1) project problem; | 10 personal attribution of the problem; |
| 2) plot situation; | 2) getting used to the situation; |
| 3) goal and objectives. | 3) acceptance, clarification and specification of goals and objectives. |
| Stage 2 – organization of activities. |
|
| Organizes activities - offers: | Carry out: |
| 1) organize groups; | 1) breakdown into groups; |
| 2) distribute roles in groups; | 2) distribution of roles in the group; |
| 3) plan activities to solve the project problem; | 3) work planning; |
| 4) possible forms of presentation of results. | 4) choosing the form and methods of presenting the expected results. |
| Stage 3 – implementation of activities. |
|
| Does not participate, but: | Work actively and independently: |
| 1) consults students as necessary; | 1) each in accordance with his role and together; |
| 2) controls unobtrusively; | 2) consult as necessary; |
| 3) provides new knowledge when students need it; | 3) “extract” the missing knowledge; |
| 4) rehearses with students the upcoming presentation of the results. | 4) prepare a presentation of the result. |
| Stage 4 – presentation. |
|
| Accepts report: | Demonstrate: |
| 1) summarizes the results obtained; | 1) understanding the problem, goals and objectives; |
| 2) sums up the learning; | 2) the ability to plan and carry out work; |
| 3) evaluates skills: * communicate; * listen; * justify your opinion; * tolerance; * and other. | 3) the found way to solve the problem; |
| 4) focuses on the educational aspect: * ability to work in a group for a common result. | 4) reflection on activities and results; |
| 5) give mutual assessment of activities and their effectiveness |
|
THEMATIC PLANNING 2nd GRADE
| date | Lesson topic | Content elements | Types of activities of students |
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| plan | fact |
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| 1. Plan and planning. | Problematic introduction of the concepts “Plan”, “Planning”. | Group work on a task; frontal analysis. |
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| 2. Decoration of the box. | Consolidation of the concepts “Plan”, “Planning”. Learning how to make a plan. | Group. Planning by number of parts. |
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| 3. Decoration of the cap. | Formation of the ability to draw up and implement a plan when planning the number of parts and their location on the product. Carry out work according to plan. | Group. Planning by number of parts and location. |
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| 4. Decorating the Christmas tree. | Consolidating the ability to draw up a plan for the number of parts and their placement on the product; carry out work according to plan; introduction of a new plan entry. | Group, independent planning according to the number of parts and location. , solo presentation |
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| 5. Apples on an apple tree. | Consolidating the ability to draw up a plan for the number of parts and their placement on the product; carry out work according to plan; fixing the tabular form of the record. | Work in pairs, independent Tabular plan for operations. |
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| 6. Flower of wishes. | Consolidating the ability to draw up a plan for the distribution of parts and operations between group members; carry out work according to plan; introduction of distributed presentation of the product and the progress of the group’s work. | Group, collective presentation. |
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| 7. Dress the doll. | Introduction of work with the condition for selecting parts; consolidation of the ability to draw up a plan for the distribution of operations among group members; consolidation of the ability to present the product and the progress of the group’s work. | Group. Work according to a given condition. Independent planning, group presentation. |
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| 8. Greeting card. | Consolidating work with conditions and making the choice more difficult (holiday theme, attributes); consolidation of the ability to draw up a plan for the distribution of operations among group members; consolidation of the ability to present the product and the progress of the group’s work. | Group. Distribution of work in collaboration. |
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| 9. Zoo. | Consolidating the work with the condition and complication of the choice (comparing two sets: animals and cubs and choosing two pairs); consolidation of the ability to draw up a plan for the distribution of actions among group members; consolidation of the ability to present the product and the progress of the group’s work. | Group. Detailed planning |
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| Consolidating the ability to draw up a plan based on the number of parts, record the plan in tabular form and carry out work in accordance with the plan; fixing the plan in the form of a sketch. | Individual; sketch, decoding Independent. |
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| 11. Mosaic from parts of a square. | Formation of the ability to draw up an assembly order plan with a designation on the sketch, and carry out the work in accordance with the plan. Introduction to the work of geometric figures and their parts. | Group. |
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| 12. Mosaic from parts of a rhombus. | Group. |
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| 13. Fantasy from parts of a rhombus. | Consolidating the ability to draw up a plan based on the number of parts and the order of assembly of the product. Distribution of work in a group, ability to perform work in accordance with the plan. | Group planning. Individual production of mosaics. |
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| 14. Ornament-applique. | Consolidating the ability to draw up a plan based on the number of parts and the order of assembly of the product. Distribution of work in a group, ability to perform work in accordance with the plan. | Pair-individual. Planning the assembly order, quantity and type of geometric shapes according to a given ornament pattern. |
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| 15. Applique of a man. | Consolidating the ability to draw up a plan based on the number of parts and the order of assembly of the product. Distribution of work in a group, ability to perform work in accordance with the plan. Developing the ability to select the necessary stencils based on the selected picture. | Group. Planning the assembly order, quantity and type of geometric shapes according to a given ornament pattern. Presentation on issues. |
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| 16. My dream house. | Consolidating the ability to draw up a plan based on the number of parts and the order of assembly of the product. Ability to perform work | Individual. Sketch, type and number of geometric shapes, assembly order, reflection, presentation. |
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| 17-18. Recreation area in the park. | Consolidating the ability to plan (comprehensive planning). Distributing work in a group in a situation of large complex work. Formation of the ability to present the result of work, reflection on group work and types of planning used. | Group. Comprehensive planning, reflection, presentation. |
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| 19-20. Train. | Introduction of the concepts of “Time planning”, “optimal plan”; decoding. Formation of the ability to plan the simultaneous work of group members in operations and carry out their group activities in accordance with the plan. Formation of the ability to plan the simultaneous work of group members in operations and carry out their group activities in accordance with the plan. | Group. Drawing up an optimal plan with the help of a teacher. |
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| 21. Table and chair. | Group. Independent optimal planning. |
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| Consolidating the ability to draw up a plan for operations and carry out work in accordance with the plan; Formation of the ability to plan taking into account time and draw up an optimal plan; decoding. | Work in pairs. Independent optimal planning. |
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| 23. Car. | Consolidating the ability to draw up a plan for operations and carry out work in accordance with the plan; Formation of the ability to plan taking into account time and draw up an optimal plan; decoding. | Work in pairs. Pair planning |
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| 24. Kettle. | Introduction of the concepts “situation”, “problem”, “conditions”, “possible actions”; consolidation of the ability to draw up a plan as a sequence of actions; introducing coding and using it when recording a plan. | Individual. Recording the plan in the form of instructions. |
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| 25. Draw water from the river. | Introduction of the concepts “Situation”, “problem” and “goal” in their interrelation, formulation of the problem in the form of a question, formulation of the goal as an expected result; development of planning skills when drawing up a plan-instruction. | ||||||
| 26. Vinaigrette. | Formation of the ability to analyze and formulate a problematic situation, problem and goal; determining the composition of actions and the sequence of their implementation to solve the problem; Introduction of the concepts “recipe”, “plan-instructions in a recipe”. | Group when performing planning; individual. Recording the plan in the form of instructions. |
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| 27. Lilac bush under the window. | Working with the concepts of “situation”, “problem”, “goal”; Developing the ability to formulate a problem in the form of a question; consolidation of the ability to draw up an instruction plan; recording a plan using abbreviated notations. | Individual. Recording instructions in the form of a diagram. |
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| 28. Garland. | Formation of the ability to analyze and formulate a problematic situation, problem and goal; determining the composition of actions and the sequence of their implementation to solve the problem; drawing up instructions and implementing them; Introduction of the concept of “repetition in instructions”. | Group. Recording instructions in the form of a diagram. Instructions with a cycle. |
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| 29. Safe crossing of the street. | Working with the concepts of “situation”, “problem” and “goal”; developing the ability to briefly formulate the situation and problem; consolidation of the ability to draw up an action plan, a plan as an instruction; introduction of the concept of “rule”. | Individual. Recording instructions in the form of a diagram. Rule-instruction with condition. |
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| 30. Safe crossing of the street-2. | Consolidating the concepts of “situation”, “problem”, “goal” in their interrelation; ; Introduction of the concepts “algorithm”, “algorithm with condition”; developing the ability to work in accordance with the set goal; draw up a plan-instruction. | Individual. Recording instructions in the form of a diagram. Algorithm with 2 conditions. |
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| 31. Fake coin. | Consolidating the concepts of “situation”, “problem”, “goal” in their interrelation; Introduction of the concepts “algorithm”, “algorithm with condition”; developing the ability to work in accordance with the set goal; draw up a plan-instruction, an algorithm with a condition, and an algorithm within an algorithm. Introduction of the concepts of “algorithm within an algorithm” | Individual. Recording instructions in the form of a diagram. Algorithm within an algorithm. |
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| 32-34. Reserve lessons. | At the discretion of the teacher. | ||||||
| THEMATIC PLANNING 3rd GRADE |
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| Lesson topic | Content elements | Types of activities of students |
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| 1. Mushrooms in a basket. | Consolidating the ability to draw up a plan based on the number of parts and the order of assembly of the product. Distribution of work in a group, ability to perform work in accordance with the plan. | Group. Planning by quantity and location of parts. |
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| 2-3. Furniture for the doll: bed and nightstand. | |||||||
| 4-5. Furniture for the doll: round table and chair. | Strengthening the ability to isolate a problem from a problematic situation; determine the goal and solutions in the form of tasks, perform network planning, carry out work in accordance with the plan. | Group. Network planning using coding. |
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| Strengthening the ability to isolate a problem from a problematic situation; formulate a problem and goal; set cognitive tasks for yourself (find a way to acquire new knowledge); present the progress and results of the work done. | Group. Working on the problem and tasks. Individual. Research project. |
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| 7-8. Pet. | Strengthening the ability to isolate a problem from a problematic situation; formulate a problem and goal; set cognitive tasks for yourself (find a way to acquire new knowledge); present the progress and results of the work done. Formation of the ability to summarize work results in the form of a memorandum. | Group. 1-Formulation of the research task, description and instructions for caring for the animal. 2-Presentation and memorandum. |
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| 9-10. Healthy lifestyle. | Strengthening the ability to isolate a problem from a problematic situation; formulate a problem and goal; set cognitive and research tasks for yourself. Introspection and comparison. Presentation. | Group. 1- Work on the problem and tasks. 2- Individual. Presentation in the form of a report. |
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| 11. Safe crossing of the street. | Strengthening the ability to isolate a problem from a problematic situation; formulate a problem and goal; set goals for yourself. Consolidating the ability to draw up an action plan, a plan as an instruction, a rule. | Individual. Drawing up instructions and algorithms. |
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| 12. Route. | Strengthening the ability to isolate a problem from a problematic situation; formulate a problem and goal; set goals for yourself. Introduction of plan drawing as diagrams and instructions. | Group. Drawing up a diagram. |
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| 13. Mittens for Dunno. | Identify the problem and goal, formulate the expected result - action plan, algorithm | Individual. Working with a condition is a branched algorithm. |
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| 14. New Year's holiday. | Formation of skills: analyze a problem situation containing conditions; clarify the conditions, identify the problem and set a goal; formulate the expected result, draw up a plan. | Group. Event planning: holiday program and preparation plan. |
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| 15. Invitation card. | Formation of skills: analyze a problem situation containing conditions; clarify the conditions, identify the problem and set a goal; formulate the expected result, draw up a plan and write it down in the form of a layout. | Group. Presentation. |
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| 16. Reflection-1. | Formation of a methodological base for design lessons, consolidation of knowledge, skills and abilities of the design process; introduction of the concept of “reflection” | Individual. |
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| 17-18. Rug. | Forming the ability to determine the composition of actions and operations, draw up a plan for the number of actions and operations, distribute work in a group and carry it out in accordance with the plan. | Group. 1-Determining the scope of actions. 2- Presentation. |
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| 19. Children's playground. | Group. 1-Scheme, coding, sketch, instructions. 2- Presentation. |
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| 20-21. Lazy dumplings. | Formation of skills: analyze a problem situation containing conditions; clarify the conditions, identify the problem and set a goal; formulate the expected result; determine the composition of actions and operations, draw up a project. | Group. 1-Technological process planning, sketch. 2- Presentation. |
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| 22-23. School excursion bureau. | Formation of skills: analyze a problem situation containing conditions; clarify the conditions, identify the problem and set a goal; formulate the expected result; determine the tasks for drawing up the project; record the project in the form of a diagram or booklet. | Group. 1-Itinerary with the development of a tour of the school. 2-Booklet, presentation. |
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| 24-25. Crackers. | Formation of skills: analyze a problem situation containing conditions; formulate a problem and goal; define tasks to achieve the goal. Present the progress and results of the work done. | Group. 1-Setting objectives, drawing up a business plan. 2-Presentation of packaging layout |
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| 26. Reflection-2. | Identification of the degree of formation: the ability to build a plan for speaking at a presentation, ideas about the stages of design; development of problem solving skills. | Individual. |
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| 27-28. Phytodesign class. | Formation of skills: analyze a problem situation containing conditions; formulate a problem and goal; define tasks to achieve the goal; participate in a group presentation with a poster demonstration. | Group. Researching information about plants, drawing up instructions. Drawing up a table with information about plant care; use of a poster in a presentation. |
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| 29-30. The professions of our parents. | Control and consolidation of design skills. Forming an idea about the design of a sociological survey. | Collective. Frontal work to repeat the design methodology. Individual. Independent. |
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| 31-32 Quiz. | Formation about the complex distribution of work between class groups with the subsequent combination of the results into a single whole (mosaic presentation) | Group. Distribution of work, mosaic presentation. |
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| 33. reflection-3. | identifying the degree of development of ideas about design. | Individual. |
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| 34. Reserve lesson. | At the discretion of the teacher | At the discretion of the teacher |
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| THEMATIC PLANNING GRADE 4 |
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| 1. Aquarium. | Formation of the ability to set tasks for planning group work; distribution and execution of work in a group in accordance with the plan; introduction of reflective readiness | Group. Comprehensive planning. Reflection on stages of work, progress of planning, discussion and decision making |
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| 2-3. Magic chest. | Strengthening the ability to draw up an optimal plan. Presentation with reflection of the work done. Introduction of the concept of “optimization by number of gears” | Group. 1-Network planning. Analysis of the plan for the presence of transfer of parts during the work process. 2-Drawing up an optimal plan and its implementation. |
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| 4. Magic chest. | Formation of the ability to draw up an optimal plan. Analysis of the progress of drawing up the plan, its optimality in terms of the number of gears in the process of its implementation. | Work in pairs Individual. Drawing up an optimal plan. |
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| 5-6. Tuesok. | Group. 1- Network planning. 2- Presentation. |
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| 7-8. Vase. | Consolidating the ability to draw up an optimal plan with different optimization factors. Using coding. Formation of reflective skills - analysis of work according to plan. | Group. 1- Network planning. 2- Presentation and reflection on the progress of the group’s work. |
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| 9-10. Conveyor. | Formation of the ability to draw up an optimal plan for a team and conveyor; Formation of the ability to reflexively analyze the work of the team according to plan. Presentation with poster. | Group. 1- Network planning. 2- Presentation with a poster. Imitation of crew work (role-playing game) |
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| 11-12. Construction. | Formation of the ability to draw up a work schedule for a team, taking into account the time of delivery of parts; Formation of the ability to reflectively analyze work according to plan. Presentation with layout. | Group. Optimal planning |
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| 13-14. Carnival. | Formation of the ability to draw up a plan as a result of design; Formation of the ability to reflectively analyze the work of the group for discussion and selection; input of criteria-based assessment. | Group. 1-Designing the preparation of a mask-character, performing at a competition, implementing the project. 2-Reflection and self-esteem. |
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| 15-16. Reflection-1, Ice cream. | Theoretical and practical development of reflexive skills | 1- Individual. Independent 2- Individual. Independent |
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| 17-18. Information from printed sources. | Formation of design skills; Formation of the skill of reflexive analysis; consolidation of self-esteem skills. | Individual. Self-assessment based on criteria; creating an index card. |
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| 19-20. Board game. | Group. Game design. Self-assessment based on criteria; presentation. |
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| 21-22. School bus. | Formation of the ability to design by breaking a problem into subproblems; draw up technical specifications and instructions; Formation of the skill of reflexive analysis; consolidation of self-esteem skills. | Group. Designing a solution to the problem of creating an optimal route, implementing the project |
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| 23-24. School sports competition. | Formation of the ability to design by breaking a problem into subproblems; draw up technical specifications and instructions; Formation of the skill of reflexive analysis; consolidation of self-esteem skills. | Group. 2- self-assessment, presentation. |
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| 25-26. Who to be? | Formation of the ability to design a choice of profession, Formation of the ability to reflectively analyze one’s abilities; Formation of the ability to draw up an action plan to prepare for a profession. | Individual. 1- Independent design. 2- self-assessment, presentation. |
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| 27. Research. | Familiarity with research methodology, conducting experiments, recording observations; Formation of the ability to set up and conduct research; introduction of the concept of “hypothesis”. | Group. Research activities. |
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| 28-29. Acid rain. | Formation of design skills; Formation of the ability to set up and conduct research within the framework of design. | Individual. Comparison of design and research, formulation of research projects. Conducting an instrumental experiment and its description. |
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| 30-31. Our class. | Consolidating the ability to design by breaking a problem into subproblems; Formation of the skill of reflexive analysis; consolidation of self-esteem skills. | Group. Carrying out design in conditions of independent group interaction. |
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| 32. Reflection-2. | Formation of reflexive skills; identifying the degree of development of ideas about design. | Individual. Practical development of reflexive actions. |
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| 33-34. Reserve lessons. | At the discretion of the teacher | At the discretion of the teacher |
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CRITERIA FOR ASSESSMENT OF KNOWLEDGE, ABILITIES, SKILLS
Unmarked assessment. In group work, the work of the entire group is assessed, in pair and individual work - pair or individual work, respectively.
Evaluation criteria:
Carrying out the task in accordance with the requirements of the task (correctness);
High-quality representation of group work during presentation and reflection;
Aesthetics and neatness;
Students are rewarded with special badges (at the discretion of the teacher). A note about the award is placed in the notebook. It is possible to use the “Success Screen” (introductory table about student achievements)
Control is carried out in each lesson in the form:
Activities in projects
Creative reports
Presentations of works
Analysis of the dynamics of current success (Success Screen)
MATERIAL AND TECHNICAL SUPPORT OF THE COURSE
The training course “Project Activity” is implemented using the educational complex.
1. Pakhomova N.Yu. Course program "Project activities" grades 2-4. Federal State Educational Standard. “Russian Word” - M, 2013.
2. Pakhomova N.Yu. Project activities: a methodological manual for primary school teachers. 2nd grade. “Russian Word” - M., 2013.
3. Pakhomova N.Yu. Project activity: workbook. 2nd grade. “Russian Word” - M., 2013.
4. Pakhomova N.Yu. Project activities: handouts. 2nd grade. “Russian Word” - M., 2013.
Using the project method in music lessons
One of the areas of my teaching activity is the use of the project method in the learning process.
I began my activities to implement the design method in 2009, by studying theoretical literature:
N.Yu. Pakhomov “Educational project method”,
The manual presents the didactic possibilities of the educational project and the features of the methodology for its implementation, which will allow the teacher to better understand and effectively use the psychological and pedagogical factors of this method in practical work.
I.S. Sergeev “How to organize project activities of students”
The book outlines approaches to organizing student project activities at school: what is the project method, what are the basic requirements for a project, how to properly plan project activities in the classroom and throughout the school, what are the main problems and difficulties of the project method, and much more. etc.
Using the project method, I develop students’ cognitive interest, develop the ability to independently construct their knowledge, and develop critical thinking. From a carrier of ready-made knowledge, I turn into an organizer of cognitive, research activities of my students. The project activities I organized go beyond a simple lesson.
Practice has shown that the project method is applicable for music lessons, arouses interest and a lively reaction from children, and makes it possible to develop the creative abilities of each child.
As one of the aspects of my methodological work in the 2009-2010 school year, I developed a creative project “What is the transformative power of music?” together with children.
Project activities were aimed at research work of creative groups of students:
-1 group “Historians”- the purpose of their work was to find out the history of music and its role in human life.
The report was presented in the form of reports: “The Emergence of Music” and “The Role of Music in Human Life.”
- Group 2 “Musicologists”- goal of the work: to find out by what means of musical expressiveness music tells a story. What is the power of transformative music.
The reports were presented in the form of presentations: “Means of Musical Expression” and “The Transformative Power of Music.”
In accordance with the design technology, the project stages were developed:
Preparatory:
defining the topic, project idea
formation of working groups and distribution of work into groups
information search, library visit, observation, survey
processing of information and analysis of the results obtained
research topics: history of music; the role of music in human life; means of musical expression; the transformative power of music
Final stage:
work on the creation of the UMP “The Transformative Power of Music”
final conversation using the UMP
reflection
The project “What is the transformative power of music?” was presented at the regional competition “Information Technologies in the Hands of a Teacher” in the category “Educational and Methodological Project”. The work took place.
In the 2010-2011 academic year, the following research project was implemented: “History of the emergence and manufacture of musical instruments”
Goal of the work: study how musical instruments developed in the history of musical art, and make several instruments yourself.
Tasks:
The relevance of the work is that it assumes the demand for knowledge from physics and other areas of natural science. The novelty of the research work lies in the close interdisciplinary connection of such sciences as music, physics, and technology.
The study “In the workshop of musical instruments” helped the children expand their knowledge in the field of music history (the origins of musical art, attitudes towards music in different eras and in different cultures), in the field of physics (properties and characteristics of sound), in the field of technology (practical production of musical instruments). instruments).
During the work, the students put forward a hypothesis - given that the first musical instruments were made in the distant past by people without special training, having learned from what available materials these musical instruments were made, having studied the physical properties of sounds, we can make several musical instruments ourselves.
The hypothesis that it is possible to make several musical instruments yourself was completely confirmed.
The practical result of the work was musical instruments made by the students.
To make them, the guys used various available materials.
The main goals of introducing the project method into the practice of teaching music:
show the ability of an individual student or group of students to use the research experience acquired at school;
realize your interest in the subject of research, increase knowledge about it;
demonstrate the level of training and knowledge in the field of music;
When organizing work on a project, I try to fulfill the following conditions:
the theme of the musical project must be relevant;
the problem offered to students is formulated in such a way as to guide students to attract facts from related fields of knowledge and various sources of information;
It is necessary to involve all students in the class in the work, offering each task taking into account the level of his musical competencies.
The project method allows schoolchildren to move from mastering ready-made knowledge to their conscious acquisition.
The project is valuable because during its implementation, schoolchildren learn to independently acquire knowledge and gain experience in cognitive, educational and research activities.
Teacher: Palenaya E.V.
Research project: “History of the emergence and manufacture of musical instruments.”
Regarding the first musical instruments, as well as regarding the origins of music, there are many hypotheses based on archaeological finds and the results of studies of modern human tribes at low stages of social development.
Thus, a stone, a bowstring, a shell and a reed could become the ancestors of all existing musical instruments, which by the very nature of their sound are divided into main groups: percussion - from a stone and a hollow tree, strings - from a singing string, brass - from a sea shell and woodwind - from a reed.
Only one thing is indisputable: the entire evolution and improvement of musical instruments is organically intertwined with the evolution of humanity, its culture and, in particular, musical culture.
Purpose of the work: to study how the development of musical instruments occurred in the history of musical art, and to make several instruments yourself.
Tasks:
1. Study the history of the first musical instruments.
2. Study the characteristics and properties of sound and conduct experiments.
3. Find connections between musical art, physics and technology.
4. Invent and make musical instruments from natural materials and household items.
Hypothesis: given that the first musical instruments were made in the distant past by people without special training, having learned from what available materials these musical instruments were made, having studied the physical properties of sounds, I will be able to make several musical instruments myself or with the help of adults.
The relevance of the work is that it involves research in a field of science that integrates knowledge acquired at school in music lessons, musical literature, literature, and history; it also presupposes the demand for knowledge from physics and other areas of natural science. The novelty of the research work lies in the close interdisciplinary connection of such sciences as music, physics, and technology.
The study “In the Laboratory of Musical Instruments” helped me expand my knowledge in the field of music history (the origins of musical art, attitudes towards music in different eras and in different cultures), in the field of physics (properties and characteristics of sound), in the field of instrument science (evolution and classification musical instruments), in the field of technology (practical production of musical instruments).
The hypothesis that it is possible to make several musical instruments yourself was completely confirmed. The practical result of the work was the musical instruments we made: rattle, tambourine, maracas, shaker, “the sound of rain,” bamboo flute. To make them, we used various materials: tin cans, bottles, bamboo stems, plastic decorative plates, coconuts and much more. Great scope for imagination was needed at the stage of artistic design of finished instruments.
Masters who make musical instruments put their soul and all the experience accumulated over the years into their creations. And we can only admire how they transform ordinary air waves into beautiful music!
A learning project from a student's perspective– this is the opportunity to do something interesting independently, in a group or by yourself, making the most of your capabilities; This is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and publicly show the results achieved; This is an activity aimed at solving an interesting problem, formulated by the students themselves in the form of a goal and task, when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, most importantly, is interesting and significant for the discoverers themselves.
Educational project from the teacher's point of view is a didactic tool that allows you to teach design, i.e. purposeful activity to find a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.
So, this is a task for students, formulated in the form of a problem, and their purposeful activity, and a form of organizing the interaction of students with the teacher and students with each other, and the result of the activity as a way they found to solve the project problem.
In conclusion, I would like to note that one cannot but agree with the opinion of domestic and foreign teachers and psychologists, according to which “project-based learning should not displace the classroom-lesson system and become some kind of panacea; it should be used as a complement to other “types of direct or indirect learning.” And, as experience shows, the method of creative projects, along with other active teaching methods, can be effectively used already in primary school. At the same time, the educational process using the project method differs significantly from traditional teaching.
Bibliography.
1. Beloborodov N.V. Social creative projects at school. M.: Arkti, 2006.
2. Britvina L.Yu. The method of creative projects in technology lessons. // Elementary school. – 2005. - No. 6.
3.Bychkov A.V. Project method in modern school. – M., 2000.
4. Guzeev V.V. The project method as a special case of integrated learning technology. // Head teacher. – 1995. - No. 6.
5. Dzhuzhuk I.I. Project method in the context of student-centered education. Materials for didactic research. – Rostov n/d., 2005.
6.Zemlyanskaya E.N. Educational projects for junior schoolchildren. // Elementary school. – 2005. - No. 9.
7.Zengin S.S. Collaborative design of educational activities as a condition for self-actualization of high school students. – Krasnodar, 2001.
8.Ivanova N.V. Possibilities and specifics of using the project method in elementary school. // Elementary school. – 2004. - No. 2.
9. Konysheva N.M. Artistic and design activities (Fundamentals of design education). – Smolensk: Association XXI Century, 2003.
10. Lakotsenina T.P. Modern lesson. – Rostov n/a: Teacher, 2007.
11.Novikova T. Project technologies in lessons and in extracurricular activities. // Nar. education. – 2000. - No. 7.
12. Pavlova M.B. and others. Project method in technological education of schoolchildren. / Ed. I.A. Sasova. – M.: Ventana-Graff, 2003.
13. Pakhomova N.Yu. Method of educational project in an educational institution. – M., 2005.
14. Pakhomova N.Yu. Educational project: its possibilities. //Teacher. – 2000., No. 4.
15. Pakhomova N.Yu. Project-based learning – what is it? Method from experience. work. Digest of the magazine “Methodist”./ Comp. Pakhomova. Scientific Ed. E.M. Nikishin. – M.: AMK and PRO, 2004.
16. Polat E.S. New pedagogical and information technologies in the education system. – M., 1998.
17. Postnikova E. The project method as one of the ways to improve student competence. //Rural school. – 2004. - No. 2.
18. Selevko G.K. Modern educational technologies. // Public education. – 1998.
19.Selevko G.K. Technology of self-development of the student’s personality. // School technologies. – 1999. - No. 6.
20. Sergeev I.S. How to organize student project activities. – M., 2005.
21. Sidenko A.S. Project method: history and practice of application. //Head teacher – 2003. - No. 6.
22. Chechel I.D. The project method or an attempt to relieve the teacher from the duties of an all-knowing oracle. //Head teacher. – 1998. - No. 3.
It's difficult to teach children today
"The cow gives milk."
The XXI century is the century of discoveries,
The age of innovation, novelty,
But it depends on the teacher
What children should be like.
We wish you that the children in your class
Glowing with smiles and love,
I wish you health and creative success
In the age of innovation and novelty!
“A lesson that equips a child with knowledge does not bring him closer to the happiness of life. A lesson that raises a child to comprehend the truth contributes to the movement towards happiness. Knowledge has value only as a means of understanding the mysteries of life and a means of gaining freedom of choice in building one’s own destiny.” - writes Nadezhda Egorovna Shchurkova.
It is these lessons that influence the holistic development of the individual and meet modern educational requirements.
What are the features of a modern lesson?
Modern approaches to the lesson: personality-oriented, activity-based, competence-based
The situation of a modern lesson is a situation parting with a strict lesson, characterized by order, proven regulation, discipline, diligence of students subordinate to the teacher, and meeting with a lesson free, the characteristics of which are born at the behest of culture, but not on their own, but thanks to the efforts of the teacher building a free lesson.
Three postulates form the basis of the new lesson technology:
- “A lesson is the discovery of truth, the search for truth and the comprehension of truth in the joint activity of children and the teacher.”
The lesson gives the child the experience of group intellectual activity.
- “A lesson is part of a child’s life, and living this life should be done at the level of high universal human culture.”
A teacher must have the courage to live in the classroom, and not frighten children, and be open to all manifestations of life.
A person, as a subject of understanding the truth and a subject of life in a lesson, always remains the highest value, acting as an end and never acting as a means.”
A lesson is the work of the soul, and the harder this work is, the more respectful the child’s attitude towards himself, as well as the teacher’s towards his own personality.
Modern lesson objectives:
Goals of the teacher: goals focused on the development of the child’s personality and the formation of a child’s educational attainment; subject goals
Student activity goals
Types of UUD:
- personal
-cognitive
-regulatory
-communicative
Personal:
provide value orientation to children: knowledge moral standards and the ability to follow them (mutual assistance, truthfulness, responsibility); the ability to correlate one’s actions with ethical feelings (guilt, conscience, shame); the desire and ability to see the moral aspect of one’s actions; the desire and ability to answer the question of what significance and meaning this or that knowledge has for him.
Regulatory,
provide the younger student with the organization of educational activities.
- goal setting as the ability to accept a learning task on the basis of what is already known and learned, and what is not yet known;
-planning as the ability to independently determine the sequence of actions;
- control as the ability to compare a method of action and its result with given standards;
- self-regulation as the ability to start and finish learning activities at the right time;
- correction as the ability to correct intermediate and final results of one’s actions, as well as possible errors;
- self-esteem as the ability to realize what has already been learned and what still needs to be learned, the ability to realize the level of assimilation.
Communication
- planning educational cooperation with the teacher and peers (for example, distribution of roles during pair, group or collective work);
- skill with sufficient completeness and accuracy Express your thoughts;
- ability to resolve conflict situations, make a decision, take responsibility.
Cognitive: include the actions of research, search and selection of necessary information, its structuring; modeling of the content being studied, logical actions and operations, methods of solving problems
Project-based learning Project-based learning is a category that combines the idea of using students’ project activities to solve various educational problems, including the formation and development of students’ project activities themselves (project competence). Instructional design is a category denoting the use of design for educational purposes, which has specifics that differ from design in other areas of human activity, and is also an educational process based on the use of an educational project as a didactic tool.
Meta-subject results specified by the Federal State Educational Standard of Special Education The Program for the Development of Universal Learning Activities (UDA) provides for “the formation of students’ competencies in the field of using ... project activities.” It is aimed at “forming in students the foundations of a culture of research and project activity and skills in the development, implementation and public presentation by students of the results of research, a subject or interdisciplinary educational project aimed at solving a scientific, personally and (or) socially significant problem.” “...formation of skills for participation in various forms of organizing educational, research and project activities.” Students' project activities are assessed as the planned result. Federal State Educational Standard of Basic General Education [Text] / Ministry of Education and Science of Russia. Federation. – M.: Enlightenment, – 48 p. – (Second generation standards). – P. 26,
Meta-subject results specified by the Federal State Educational Standard for Education Before students can independently work in educational projects to solve any problem, their project skills (problem competence) must be developed at least at the level of minimal complexity. An advanced solution to the problem of developing project competence during the period of study in primary school allows then in the basic and senior secondary schools to build competency-based components of the educational process, using the organizational and motivational framework of the educational project and project competence.
In order to find a way to form readiness for project activities, we made an attempt to identify a system of actions and operations that make it possible to carry out project activities, and also built a model for carrying out project activities, established its properties and characteristics.
To develop readiness for project activities, it is necessary to develop: individual design skills, skills to perform design actions in technologically determined sequences, a complete technological complex of skills in holistic design. It is necessary to master the technological stages of design and complete the full design cycle
The ability for any activity as a personal new formation is formed in activity and is manifested in it (S.L. Rubinstein) To develop project skills and the ability for project activity, a system of tasks has been created for organizing the educational process on an activity basis.
The priority of developing design skills The main, central element of design technology is the construction of a scheme for applying the necessary actions. In the simplest case, this is the sequential execution of actions that solve the designed problem - a chain of actions.
We begin training in the 2nd grade of primary school. In accordance with the age characteristics of the students leading the gaming activity, tasks were selected for work in the form of a game. Based on these games, we form actions and operations, which then allow us to develop the ability to build actions into chains that lead to some result.
Step by step in a playful way, complicating specially organized purposeful activities, we help students master: planning, goal setting, problematization, analysis of the conditions of existence of the problem with the identification of possible and necessary actions in the problem field, as well as basic reflexive and presentational skills.
Increasing design elements in compliance with technological stages Gradual formation of a full design cycle: the ability to plan, the ability to set a goal and plan, set a problem, goal and plan, set a problem, goal and objectives, plan. For independent work, students are allocated from lesson to lesson more and more complex and complete actions and operations, and even stages in the full design cycle.
Didactic system of project-based learning in primary schools Goal: to develop readiness for project activities (project competence, problem-solving competence) of a minimum level of complexity. Contents: methods of action when designing a solution to a problem of a minimum level of complexity, design technology. Methods: activity method, problem method, reflective method, etc. Principles: activity-based organization of the educational process; reflection on completed project actions and activities; use of presentational activities and self-assessment; group work organization; playful and practically significant variable meta-subject content; formulation of tasks in the form of problem situations; control of the internalization of actions and activities through exteriorization.
Pedagogical technology course “Project activity” Achieving the goal of the didactic system of project learning through completing a sequence of tasks - you cannot skip any task in the chain of tasks step-by-step achievement of the goal Methods are determined by the didactic principles of the didactic system of project learning Monitoring the achievement of results is set by the didactic system itself
The integrity of the didactic system of project-based learning means that: it is impossible to crush and snatch out its individual parts, to replace the goals and subgoals of individual tasks or lessons, to violate the principles, organizational forms and methods that make up the system, to disrupt the technological chain of tasks.
Pedagogical technology Technology differs from methods in its reproducibility, stability of results, and the absence of many ifs. (Kushnir A.M.) Technology is designed based on a given result. This is a set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving set goals (technological chain).* *Baykova L.A., Grebenki on L.K. Pedagogical skills and pedagogical technologies . M.:Ped. Society of Russia, 2001, p. 9.
“Students’ project activities” - Results. Basic (Practical) September 2009-2011 Create a separate page on the school website as part of the project activities. Summarizing 2010-2011 Educational process. Discrepancy between the level of development of key competencies of students and the new quality of education. Expected results: Formation of a system of special knowledge and skills of students.
“Design of educational activities” - March subject monitoring. Subjective possession of an object. Activity design. Numbers of the first multiplier. March day. Student Profile. Tasks. Area and perimeter of a square. Mathematics. Approaches to building monitoring. Choose the lengths of the sides. Problems of Grigory Oster. Test work.
“Design of pedagogical activity” - Activity-based nature. Tools for assessing starting capabilities. New results. Control and evaluation independence. Assessment (examination) of the conditions for the implementation of OOP. Actions of a teenager. Main elements of the system. Individual educational achievements. Formative assessment. Child's actions.
“Technology of project activities” - Skills and abilities of the “communication” position. Contents of the project portfolio. Skills and abilities of the Presentation position. Advantages. Information project. Project presentation. Development of self-education skills. Stages of an educational project. Skills and abilities of the management position. Introduction. Project technology. Creative project.
“The importance of project activities” - Discussion of the students’ work plan. Traditional training. The importance of design technology. Fundamentals of project activities. Forms of classroom-lesson education system. Preparation of presentations on progress reports. Involving students in early research and search activities. Formation of groups to conduct research.
“Organization of project activities for schoolchildren” - Research projects. Organization of project activities for schoolchildren. Family culture. Studying theory. The dominant type of activity in the project. Creative projects. Human activity in nature. Project activities. Types of project activities. English language. Information projects. Specific features.
There are a total of 13 presentations in the topic
