Speech at the Moscow Region on the topic: “Modern pedagogical technologies within the framework of the implementation of the Federal State Educational Standard”

Project activities at school

The formation of project activities is the task of a comprehensive school.

As practice has shown, project activities of schoolchildren are easily organized in the conditions of additional education and extracurricular time in secondary school. For gifted and highly motivated students, project work in this form fills free time with an interesting activity, allows them to develop themselves and their skills, organize self-education and satisfy the need to get more than what the school offers. For an average or weak student, extracurricular projects are an additional burden. Passionate involvement in projects often leads to poor performance. Often the desire to keep up with all types of training leads to a student being overloaded.

There is an opinion that project work is possible only in a system of working with gifted and highly motivated children. This is fundamentally wrong. Project work also brings positive results with children in correctional and developmental classes. Project-based learning should not find its place only in additional education, although there we are more free in choosing project topics, are not limited in time and require less effort to organize. In the conditions of additional education, it is possible to form and develop project activities, but additional education is not universal due to its optional nature. As we have shown, design is a universal skill that all students should master to a greater or lesser extent. It is necessary to introduce project-based learning into the educational process of a comprehensive school as an element of general education.

Are we ready for this? Yes it is. In fact, project activities are built on the basis of some content mastered by students. It is known that in the process of working on a project, not only methods of activity are acquired, but also new knowledge obtained in the course of independent acquisition and development of information.

In connection with the requirements for the development and modernization of the education system, the educational goals of the educational institution as a whole are necessarily translated into “work for results” rather than the implementation of “continuous” content in individual subjects. In other words, modern education should lead to both mastered subject knowledge and universal skills (competencies), including project activities. In pedagogical practice, many forms and methods are used to enhance the acquisition of knowledge. The same methods and forms, when such a pedagogical task is set, can be used simultaneously, with some development, to form universal skills.

For example, a teacher might simply announce that the purpose of the lesson is to explore a topic or look at a specific phenomenon. Students who are in a passive position may not even notice that the teacher is demonstrating goal formulation. But if he puts the student in an active position, begins to argue, and explains the reason for studying this phenomenon, then the formulated goal of the lesson, as a result, will give semantic emphasis to the task. If the teacher does not rush to formulate a goal himself, but asks the children to do it with him, thereby putting the children in an active position, the formation of universal goal-setting skills begins. Step by step, through such situations, students become more and more confident in setting goals for different occasions in life: Formulating the purpose of their work in accordance with the expected result, formulating a goal to solve a problem, etc.

Project-based learning can be integrated into the existing subject system for organizing the educational process, but it cannot and should not replace full-fledged subject training. Project-based learning should be built on the principles of coexistence and complementarity in relation to the system of subject knowledge (knowledge paradigm); it does not contradict either systems of developmental education, or person-centered learning, or any other system that provides for the formation of universal skills (competencies) within the framework of the competency paradigm. This does not contradict; on the contrary, it equips schoolchildren and helps solve the problem of choosing a profile and career guidance. This is not about fighting the paradigm of knowledge and competencies, but about finding a place for project-based learning in the teaching system.

Let's try, without destroying the existing system of the educational process, to find a place for something new so that there is no overload for students and teachers, while getting something qualitatively new in the formation and education of students through optimization. It should be noted that in a number of cases this new knowledge was obtained by our students, but without targeted efforts on the part of teachers, as they say, not “thanks to”, but “in spite of”. The time has come to do this with a guarantee of success, the norm of our secondary general education process.

The strict limits of the permissible classroom and extracurricular workload of students and the situation of overload of the curriculum force us to look for optimal ways to organize classes for designing student project activities. One of the optimization methods is to minimize the number of educational projects in the curriculum, include fragments of project activities in the context of practical practical lessons and design individual elements of project activities in regular lessons. On the other hand, use educational projects that would solve the problems of mastering program material or increasing cognitive activity in traditional teaching.

Bibliography

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Classification of educational technologies

Differentiation of PT by type depends on the selected classifying feature. Let us consider in the summary table the classification according to the main characteristics:

Each of the existing pedagogical technologies can be classified according to several criteria at once.

For example, PT in secondary schools in our country can be classified (with a few exceptions) as general education, group, authoritarian, explanatory. In principle, this is a classic model of “education for all”, which has confirmed its right to exist with more than 400 years of experience.

Modern pedagogical technologies use both classical methods and techniques used for centuries, as well as innovative ones (including original ones). The choice of a specific PT is dictated by the circumstances of the current situation or the approved provisions of the educational institution.

I’ll explain with an example: let’s say a child comes to study at a music school. He has wonderful hearing and a magnificent voice. It would seem that practice vocals with him, and do not “torment” the child with other objects.

But the status of a music school implies that the student must receive a full set of knowledge in all musical subjects: in the specialty (learning to play a musical instrument), in solfeggio (hearing development), in choral singing, in musical literature.

This is a unified standard that provides a fairly clear framework for teachers in choosing educational technologies. Based on the completed course of study at a music school, the graduate is issued a state-issued certificate.

If the parents sent the child to study at a music studio for vocals, then he will be taught there mainly in singing. This course is not standardized, so the teacher has complete freedom regarding the choice of pedagogical technology. He can “give” the student a voice using the classical method or use the author’s method.