Projects can be classified on the following basis:
• dominant activity – research, creative, role-playing, information;
• subject-content area – mono-projects created within one educational area (ecological, musical, sports); interdisciplinary projects affecting 2–3 educational areas;
• the nature of coordination – open coordination, when the teacher openly manages the project, teaches children, and gives suggestions (typical in younger groups, when first acquainted with the project method); hidden coordination, when the teacher only imperceptibly directs the activities of children, who in this case have greater freedom (typical in older groups, with children who have long been familiar with the project method);
• number of participants – individual, when each child creates his own product; paired, when the child acts together with the parent; group and collective, when in the first stages the teacher helps distribute into groups and coordinates the activities of the groups, and then the children independently carry out this activity;
• duration – short-term (several lessons, several days); medium-term (from a week to a month); long-term (from month to year);
• nature of contacts – intragroup, intergroup, regional.
Table 2 shows the possibility of using one or another type of project for each stage of child development.
table 2
* Elements of project activities are introduced. It is advisable to start using the project method in working with parents. In this case, children are only observers, assistants to parents.
Let us consider in more detail the types of projects identified on the basis of dominant activity. At the same time, it should be noted that in real practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative, as well as other projects. For example, the information and creative project “Wall newspaper “How my dad defended his homeland”.”
Research project
Target
. Formation of cognitive activity and independence.
Result
. New knowledge.
Value
. Thanks to the project, cognitive activity is formed.
Structure
. Creating a problem situation – putting forward hypotheses – testing each hypothesis or selecting one hypothesis and researching it – research activity – presenting research results – reflection (awareness of the difficulties encountered, putting forward new hypotheses).
Product form
. Model, diagram, calendar.
Possible form of presentation
. Report.
Grade
. The originality of hypotheses, methods of testing them, and independence in research activities are assessed.
A research project is a project whose main goal is to develop and test a hypothesis. Its structure resembles that of a scientific study. It includes justification of the relevance of the chosen topic, formulation of the research problem, mandatory formulation of a hypothesis with its subsequent verification, discussion and analysis of the results obtained.
Research projects require a well-thought-out structure, defined goals, relevance of the subject of research for all participants, social significance, appropriate methods, including experimental and experimental work, methods for processing the results. This type of project involves arguing the relevance of the topic taken for research, formulating a research problem, identifying research tasks in the sequence of accepted logic, identifying research methods, sources of information, putting forward hypotheses for solving the identified problem, developing ways to solve it, including experimental ones, discussing the results results, conclusions, presentation of research results, identification of new problems for further development of the study.
It is advisable to use research projects in senior (possible topic: “Where did the water come from in the house”) and preparatory (possible topics: “Secrets of indoor plants”, “Propagation of violets”, “Light in the life of a plant”) groups.
Creative project
Target
. Creation of a creative product.
Result
. Creative product.
Value
. In the process of creating a creative product, the ability to plan upcoming activities and act in accordance with the plan is formed. The prerequisites for universal educational activities are being formed.
Structure
. Creating a problem situation - putting forward hypotheses - defining the proposed creative product - dividing into groups - planning activities to create a creative product - practical activity - presenting the results - reflection (awareness of the difficulties encountered).
Product form
. Concert, matinee, work (poems, songs, fairy tales), puppet show, collage, model, book, newspaper, exhibition.
Possible form of presentation
. Exhibition, matinee, performance.
Grade
. Both the activity to create the product and the product itself and its originality are assessed.
A creative project is a project whose center is a creative product. It assumes the most free and unconventional approach to the presentation of results.
Creative projects require appropriate presentation of the results. Such projects, as a rule, do not have a detailed structure of the joint activities of the participants; at the beginning it is only outlined and then develops, subordinating to the genre of the final result. Such a result can be a joint newspaper, a homemade book, a video film, a performance, a game, a holiday, creative work, etc. However, the design of the results requires a clearly thought-out structure - a script for a video film or play, a holiday program, a plan for a book, a report, an album design etc.
Elements of this type of project can be used already in the younger groups of kindergarten (possible topics: “Let's decorate the group for the holiday”, “Snow buildings”, “Unusual flowerbed”). Individual and group forms of creative projects can be carried out in senior (possible topics: “Baby Books”, “Concert for Mothers”, “Congratulations to Future First-Graders”) and preparatory (possible topics: “Making a Movie”, “Enchanted Theatre”) groups.
The content of a creative project must meet several criteria that the teacher must remember:
• manufacturability – the possibility of making the product as simple as possible (using available materials, choosing the most rational technology);
• profitability – manufacturing the product at the lowest cost;
• safety – is provided both at the stage of project implementation and at the stage of operation of the finished product;
• ergonomics – equipping the workplace at the lowest cost;
• creative orientation – involves creative activity and taking into account the interests of children;
• feasibility – compliance with the individual and age characteristics of children;
• aesthetics – compliance of the designed product with design requirements, as well as practicality, functionality and beauty of the product;
• significance – the value of a product for a specific person.
When implementing a creative project, the method of information support is important, when the teacher provides students with books, magazines, booklets, diagrams, drawings and other sources of information. The use of visual methods and techniques has proven itself very well. The methodological literature provides examples of using the thinking star (Fig. 2), the design analysis method (Fig. 3), the design loop (Fig. 4), and the morphological table (Table 3). These methods allow you to visualize the process and choose an option for a creative product. However, it should be remembered that a preschooler does not master reading techniques, so verbal symbols must be replaced with visual models.
Rice. 2.
“The Star of Thought” by M. B. Pavlov is a schematic representation of the components of a creative project.
Rice. 3.
A design analysis method that helps you understand what the shape, size, style, materials, and color scheme of the future product should be.
Rice. 4.
Design loop by M. B. Romanovskaya.
Table 3
Morphological table
Role-playing project
Target
. Solving problem situations in the game.
Result
. Awareness of problems in a gaming situation.
Value
. The child experiences the expected situation in the game.
Structure
. Creation of a problem situation – distribution of roles – game – presentation of results.
Product form
. A game.
Possible form of presentation
. Film, album, portfolio.
Grade
. Activities are assessed in accordance with the accepted role.
Project participants take on certain roles determined by its nature and content.
As with a creative project, the structure is only outlined and remains open until the work is completed. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. The result of the project is either outlined at the very beginning, or appears only at the very end. The degree of creativity here is very high, but the dominant type of activity is still role-playing.
Similar projects are available to children in the preparatory group (possible topics: “School”, “Hour of Self-Government”).
Information project
Target
. Collection and presentation of information.
Result
. Complete and sufficient necessary information.
Value
. Developing the ability to work with different sources, independently obtain information and convey it to peers in full.
Structure
. Creating a problem situation - putting forward hypotheses for solving the problem - determining ways to search for information - determining a method of working to search for information (individually, in groups) - dividing into groups - searching for information - presenting the results - reflection (story about the process of searching for information).
Product form
. Book, album, report, photographs, layout, collage, game, newspaper, stand, exhibition, magazine, calendar, mini-museum, etc.
Possible form of presentation
. Report, excursion, matinee.
Grade
. The independence of information search, completeness, and sufficiency of information presentation are assessed.
This type of project is initially aimed at collecting information about a particular object or phenomenon. It is expected that project participants will become familiar with this information, analyze it, and summarize facts intended for a wide audience. Such projects, like research projects, require a well-thought-out structure and the possibility of systematic correction along the way. Information projects are often integrated with research projects and become an integral part of them.
When working with preschoolers on such projects, it should be taken into account that the preschooler cannot read and does not own a computer. Consequently, he cannot convey all the information. In addition, preschool children are emotional, which means that they will first of all remember vivid, touching information. If necessary, parents and older brothers and sisters can help the child read the article or make a report. However, the child himself will have to tell the story - based on photographs in a booklet, newspaper, etc. Therefore, the text must be accessible (it is better if it is a recording of the child’s own story, i.e., his interpretation of the information received). The text should not prevail over the visual. It is better to write the story in large block letters so that the child can read it himself in the future.
When working on a project, they indicate the purpose of the project, justify its relevance, and indicate sources of information. Next, a “brainstorming” is carried out, the information is processed through analysis, generalization, comparison with known facts, and conclusions are drawn. The result (this can be a report, booklet, book, etc.) is presented in the form of a presentation.
The search for information is carried out according to the following scheme: designation of the subject of information search - step-by-step search with the designation of intermediate results - analytical work on the collected materials - conclusions, adjustment of the initial direction (if required) - further search for information in refined directions - analysis of new facts - generalization and conclusions - conclusion, presentation of results (discussion, presentation, evaluation).
Such projects are already available to children 4–5 years old (possible topic: “Dinosaurs”), similar projects can be successfully carried out in older children (possible topics: “The History of the Painted Egg”, “Journey to the Past of the Bus”, “History of the Old Town”) , and in the preparatory (possible topics: “They defended their homeland”, “History of transport”, “Streets of our city”, “Relics of our family”, “What’s in your name”) groups.
Practice-oriented project
Target.
Solving, as a rule, social problems that reflect the interests of project participants.
Result
. A clearly defined result of activity that can be used in the life of a group or kindergarten.
Structure
. Creating a practice-oriented problem situation - putting forward hypotheses for solving the problem - dividing into groups - practical solving the problem - presenting the results.
Product form
. Model, algorithm, memo, album, children's drawings.
These projects are distinguished by clearly defined results from the activities of their participants from the very beginning. Moreover, this result is necessarily focused on the social interests of the participants themselves. Such a project requires a carefully thought-out structure, a scenario for all the activities of its participants with the definition of the functions of each of them, the formulation of clear conclusions, that is, the presentation of the results of project activities and the participation of everyone in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustments to joint and individual efforts, presentation of the results obtained and possible ways to implement them in practice, as well as systematic external evaluation of the project.
Work on this kind of projects is available subject to the joint work of parents and children of junior (possible topic: “Educational toys for kids”) and middle (possible topic: “The most fun part”) groups, as well as for individual and group work of children of middle age (possible topic: “Safe Road”) and senior (possible topics: “Why is it cold in the group”, “Why is there always a puddle on the porch”) groups.
Organization of project activities in preschool educational institutions
Today, one of the most vibrant, educational, interesting, and significant methods for both adults and preschool children is project activity. This is due to the fact that design in all spheres of human activity is becoming a universal tool that allows it to be systematic, goal-oriented and effective.
The method of project activity is not fundamentally new. It was developed in the early 20th century by the American philosopher, psychologist and educator John Dewey (1859–1952). According to D. Dewey, learning should be built “on an active basis through expedient activities in accordance with their personal interests and personal values. In order for a child to perceive the knowledge he really needs, the problem being studied must be taken from real life and be significant, first of all, for the child, and its solution must require cognitive activity from him and the ability to use existing knowledge to obtain new ones.
So what is project activity?
Project activity is an independent and joint activity of adults and children in planning and organizing the pedagogical process within the framework of a specific topic, which has a socially significant result.
“Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method.
A project is a way of organizing the pedagogical process, based on the interaction between teacher and student, a way of interacting with the environment, and step-by-step practical activities to achieve a set goal.
At its core, this is long-term planning of classes on cognitive development, which includes all possible types of children's activities, united by one topic.
A project has five Ps:
The project is implemented in a playful way, involving children in various types of creative and practically significant activities, in direct contact with various objects of the social environment (excursions, reconnaissance, meetings with people of different professions, games on objects of the social environment, practically useful activities).
The main goal of the project method in preschool institutions is the development of the free creative personality of the child, which is determined by the tasks of development and the tasks of research activities.
Development objectives:
- Ensuring the psychological well-being and health of children;
- Development of cognitive abilities;
- Development of creative imagination;
- Development of creative thinking;
- Development of communication skills.
The tasks of research activities are specific for each age.
Classification of projects used in the work of preschool educational institutions.
The following types of projects are used in the practice of modern preschool institutions:
- research-creative : children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
- role-playing games (with elements of creative games, when children take on the role of fairy tale characters and solve problems in their own way);
- information-practice-oriented : children collect information and implement it, focusing on social interests (design and design of the group, stained glass windows, etc.);
- creative (designing the result in the form of a children's party, children's design, for example, “Theater Week”).
Other types of projects are also significant, including:
− complex: “World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
− intergroup: “Mathematical collages”, “World of animals and birds”, “Seasons”;
− creative: “My friends”, “In our boring garden”, “We love fairy tales”, “The world of nature”, “Rowan berries of Russia”;
− group: “Tales of Love”, “Know Yourself”, “Underwater World”,
− individual: “Me and my family”, “Family tree”, “Secrets of grandma’s chest”, “Fairytale bird”;
− research: “The World of Water”, “Breath and Health”, “Nutrition and Health”.
In terms of duration, they can be short-term (one or several classes), medium-long (for one or several months), long-term (for an academic year).
Teacher’s work plan to prepare for the project:
- Setting the goal of the project (based on the interests of the children)
- Developing a plan for moving towards the goal (teacher, children discuss the plan with their parents.
- Involvement of specialists in the implementation of relevant sections of the project).
- Drawing up a project plan.
- Collection (accumulation of material).
- Inclusion of classes, games and other activities in the plan.
- Homework and assignments for independent completion.
- Presentation of the project (various forms of presentation).
Stages of implementation of project activities:
- SELECTION OF THE TOPIC (sources may be different: events, holidays, dates, phenomena, objects, etc.) KEY QUESTIONS: What do we know? What do we want to know?
- COLLECTING INFORMATION key question: What have we learned? Creating conditions for cognitive activity in various forms: literature, objects, experiences, experiments, meetings, excursions, phone calls, etc.
- THE CHOICE OF PROJECTS is discussed with the children. Key questions: Why did we choose this project? What do we want to get at the end? What is needed for implementation? Offer options. Discuss them. Make a choice. Outline steps for implementation, assign roles, plan activities.
- IMPLEMENTATION OF PROJECTS It is necessary to create conditions for implementation. Participation of children in different types of activities. Key questions: What do we do with what we learn? What happens? That does not work? What else is needed? The answer is practical. Creation of a new product: holiday, performance, charity, newspaper, book, practical matter, etc.
- PRESENTATION OF PROJECTS Key question: What happened? Some projects are “self-presenting” - performances, concerts, in which children participate in different roles. But children also need to participate in the organization: where, when, who to invite, what kind of tickets to make? For others, special forms are needed: exhibitions in which children participate as guides and authors of products.
Rules for teachers when working on the project:
- Study the topic of the project in depth;
- When drawing up a plan for working with children on a project, support children's initiative;
- Get each child interested in the topic of the project, support his curiosity and sustained interest in the problem.
- Create a play situation based on the children’s interests and their emotional response;
- Introduce children into a problem situation that is accessible to them and based on children's personal experience.
- A child should have the right to make mistakes and not be afraid to speak out.
- Work consistently and regularly on the project.
- Create an atmosphere of co-creation.
- Take a personal approach.
- Take a creative approach to the implementation of the project, guide children to use their accumulated knowledge and impressions.
- Involve parents: inform them about the topics of the projects, the timing and content of each stage, offering specific participation, maintain voluntariness, evoke a feeling of success, thank them.
Thus, the project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, which allows him to successfully adapt to the changed situation of school education.
Project "Be Healthy!"
Short term project
Problem: parents' disinterest in organizing children's motor activities.
Justification of the problem:
− lack of awareness of parents about the importance of joint physical activity with children.
− insufficient knowledge of parents about the physical skills and abilities of children of this age,
− reluctance of parents to organize motor activities with children.
− parents’ inattention to a healthy lifestyle in the family.
Goal: to increase the desire of parents to use physical activity with their children to form the foundations of a healthy lifestyle.
Tasks:
− To give parents an idea of the importance of joint physical activity with children.
− Expand parents’ knowledge about children’s physical abilities and skills,
− Contribute to the creation of an active position of parents in joint motor activities with children.
− To interest parents in strengthening a healthy lifestyle in the family.
Project implementation:
Project motto:
Physical education is something that ensures health and brings joy.
When working with children:
DAILY PREVENTIVE WORK
− Preventive gymnastics (breathing, improving posture, flat feet)
− Awakening gymnastics, “health” path
− Air contrast hardening.
CONVERSATIONS:
− Communication: “To always be healthy, you need to exercise!”
− “I love vitamins - I want to be healthy.” (Appendix No. 1)
− “Conversation about health, cleanliness” Solving provocative questions, problematic situations (Appendix No. 2)
− Meeting with “Vitamin”, who talks about the importance of nutrition in human life (didactic games)
− Conversation-game, including jokes used when washing hands (rhymes) (Appendix No. 3)
− Fairy tale-conversation “IN THE COUNTRY OF SICK.” (Appendix No. 4)
CLASSES:
− Physical education lesson “In the Land of Health.”
− Display of the open lesson “My funny ringing ball” (Appendix No. 5)
GAMES:
− Role-playing games: “Polyclinic”, “Pharmacy”.
− Didactic games “Ball on the field”, “Ball in the goal” (for breathing), exercise “Find two identical balls”, “What’s extra?” and etc.
− Organization of outdoor outdoor games “Do as I do”, with a ball “Ball School”, “Traps in a circle”, “Black and White”, etc.
− Looking at illustrations and photographs about health.
− Learning proverbs and sayings about health. (Appendix No. 6)
− Reading fiction: K. Chukovsky “Moidodyr”, “Vovka’s Victory” by A. Kutafin and others.
− Exhibition of drawings about sports.
When working with parents:
− A consultation was held on “Do-it-yourself physical equipment”
− Individual conversations about the physical skills of each child, about the importance of joint physical activity with children, etc.
− Visualization in the form of information files “Folk wisdom says”
− Card file “Chest of Grandma’s Recipes”
− An exhibition of physical education equipment was held, where opinions were expressed about its importance and significance in the development of a child.
Work on joint activities of parents and children:
− Joint entertainment with children and parents “Dad, Mom, I’m a sports family.” (Appendix No. 7)
− A photo exhibition “Journey to the Land of Health” was organized.
− An Open Day was held using physical education equipment made in the joint creative activity of parents and children.
Project result: The “Be Healthy!” Project resolved the problem and accomplished the assigned tasks. 91% of parents took part in sports entertainment with great desire; became interested in physical equipment made from waste material and expressed a desire to take part in its production for the group and at home.
Literature:
- Valyasek B. Project method as a creative work of a teacher. // First of September, No. 9–2004, p. 12–15.
- Veraksa N. E., Veraksa A. N. Project activities of preschoolers. A manual for teachers of preschool institutions. - M.: Mosaika-Sintez, 2008. - 112 p.
- Golub G. B., Churakova O. V. Project method as a technology for developing key competencies of students. - Samara: Publishing House “Profi”, Central Educational Institution, 2003.
- Evdokimova E. S. Design technology in preschool educational institutions. - M.: TC Sfera, 2006. - 64 p.
- Evdokimova E. Project as motivation for knowledge // Preschool education, No. 3, 2003, p. 20–24.
- Pakhomova N. Yu. Project-based learning - what is it? // Methodist, No. 1, 2004. - p. 42.
- Solodyankina O. V. Design system in a preschool institution: Methodological manual. - M.: Arkti, 2010. - 80 p.
Game design. Mono-projects
Bibliographic description:
Kelbusova, S. S. Game design. Mono-projects / S. S. Kelbusova, D. M. Sokolova. — Text: direct // Innovative pedagogical technologies: materials of the VIII International. scientific conf. (Kazan, May 2022). — Kazan: Young scientist, 2018. — pp. 29-32. — URL: https://moluch.ru/conf/ped/archive/278/14142/ (access date: 01/25/2022).
In modern society, when teaching, it is important to kindle in every student an interest in learning, because it has long been noted that a person retains much more in his memory and skills when he participates in the process with interest, and does not observe from the sidelines. Project activities allow students to develop and maintain cognitive and creative activity. The project method teaches schoolchildren to plan their activities, find a solution to a non-standard problem, helps realize their ideas and formalize them in the form of a culturally significant product. Design is a leading activity in adolescence, therefore, in primary school, projects become one of the important forms of educational activity. There are three types of projects: megaproject, multiproject and monoproject. Let's take a closer look at mono-projects.
Mono-projects are projects carried out, as a rule, by one organization or even one division; They are distinguished by the setting of an unambiguous innovative goal (the creation of a specific product, technology), are carried out within strict time and financial limits, and require a coordinator or project manager. [2]
One of the methods of project activity that increases motivation for learning is a game. In foreign pedagogical practice, the game occupies a significant place. It is used at all levels of education - from elementary to high school.
A game lesson is a teaching method aimed at modeling reality in order to make decisions in a simulated situation. The main goal of the game is to increase students' interest in learning, and thereby increase the effectiveness of learning. [1]
Game activity in the classroom performs such functions as: communication, self-realization, correction, socialization. Games according to the form of activity are divided into: individual, pair, group. According to the form: games - auctions, travel through stations, games - research.
When conducting games, it is necessary to take into account that the game should be: not too long (one lesson); easy to understand its rules; mass, to cover all students and dynamic to maintain interest in it.
Playing in project activities promotes deep involvement of students in completing a task, thereby increasing motivation to learn, activates creativity, provides students with the necessary information, while forming universal learning actions - “the ability to learn.”
Our school is a municipal resource center, and as part of its work, a city competition of game projects for students “The Best Subject Game” is held annually. The goals of this competition are: identifying and supporting active and talented students, developing interest in studying the subjects of biology, physics, chemistry, mathematics, developing the skills of independent and creative work with educational, popular science literature, Internet resources and improving the ability of schoolchildren to systematize and process information and present it publicly.
Students in grades 5–11 of schools can take part in the competition.
The competition is held in two stages:
Stage I (correspondence) - examination of the submitted works and summing up the results of the correspondence stage, Stage II (face-to-face) - defense of projects by the authors of works that successfully passed the correspondence round.
The main criteria for selecting the winners and prize-winners of the event are the following: originality of the idea, execution, and results of the project; the possibility of practical application of the project; degree of independence of the project author; quality of project design; compliance of the work design with the requirements; level of project protection, answers to questions, culture of public speaking.
Every year, students from our school take prizes in this competition.
We present the winning designs.
Travel game “The Mysterious World of Healing Plants”
Relevance of the project: Nature’s “green factory” has been supplying humanity with reliable medicinal products for hundreds of thousands of years. Preparations from medicinal plants are often the only ones for many diseases, so you need to know what properties medicinal plants have and what diseases they are used to treat.
The goal of the project: to introduce students to medicinal plants, their properties and purposes, using a game form for this.
Project objectives: study literature and Internet sources on the topic “medicinal plants”; create tasks and prepare materials for the game; learn how to use PowerPoint; develop a script and presentation for the game; prepare a project defense.
Practical significance of the project: the game is intended for 6th grade students and can be used in biology lessons to study, systematize and generalize theoretical material on the topic “Medicinal Plants”.
Brief description of the game. The game - a journey through biology "The Mysterious World of Healing Plants" is intended for 6th grade students and is presented in the form of a fairy tale. The presenter talks about King Elisha and his beautiful daughter, Princess Anastasia, who is under a spell. No one can help the princess except the only sorceress who can prepare a magic potion, but for this it is necessary to collect medicinal plants. The participating teams go on a journey into a mysterious forest to find the ingredients for a magic potion and save the princess. During the game, the children will get acquainted with interesting legends associated with medicinal plants, remember their names and learn their beneficial properties.
Purpose of the game: to deepen knowledge about the properties of medicinal plants, expand students’ horizons, and promote the development of teamwork skills.
Rules of the game. The game, which is accompanied by a presentation, is conducted by the teacher, presenter and his assistants - fairy-tale characters. Students are divided into teams of 5 people. The task of each team, moving along the route, is to carry out the tasks of fairy-tale heroes. For each completed task, the team receives a healing plant - an ingredient and points from 1 to 3 (magic petals with letters), made in the form of leaves, fruits or flowers of plants. There are 5 tasks in total. At the last stage, the collected petals with letters must be placed on a special blank and the name of the sixth medicinal plant must be guessed. The team that completes the last task and scores the most points wins.
Description of the equipment for the game: multimedia presentation, task - crossword puzzle, task - Red Book, images with medicinal plants, petals with letters, made in the form of leaves, fruits or flowers of plants, blank for the last task.
The game was tested, and based on the results, reflection was carried out, the results of which were presented in the form of diagrams.
Game "Physical racing".
Purpose of the work: to create a game for students in grades 9–11 “Physical Races”, which tests the degree of knowledge acquisition on physics course topics for grades 7–9.
To achieve the goal, the following tasks were set:
‒ Highlight the main topics in the school physics course;
‒ Repeat and systematize theoretical knowledge in physics and be able to apply this knowledge when solving qualitative and theoretical problems;
‒ Develop a game plan, select questions and answers;
‒ Create a game in Power Point by learning how triggers work.
The relevance and practical significance of the project is due to the fact that physics is one of the most difficult subjects. To successfully master the material in grades 9–11, it is necessary to repeat the material studied in grades 7, 8 and 9 and systematize this knowledge. The game “Physical Races” promotes the development of intelligence, deepens and expands students’ knowledge, and instills interest in the subject.
Brief description of the game. The game "Physical Racing" is intended for students in grades 9–11. The game, which is accompanied by a presentation, involves 5 teams. Each team is assigned a car of its own color, which moves across the playing field when the task is answered correctly. The participants' task is to get to the finish line as quickly as possible, answering questions from different sections of physics.
Purpose of the game: testing and deepening knowledge in physics, developing curiosity, logical thinking, as well as group work and communication skills.
Description of the game package: multimedia presentation.
Rules of the game. Students need to split into five teams. Each team will have one car that moves along the road. On slide 3 there is a playing field and four sections with questions. Each section contains eight tasks of varying difficulty levels. Teams take turns choosing a question and answering it. Two minutes are allotted for solving a question from the “Tasks” section, and 1 minute for all others. If the team answers correctly, the leader presses the machine and it moves one step forward; if the answer is incorrect, the machine remains in place. The team whose car gets to the finish line the fastest wins.
Literature:
1. Sergeev B.V. / Game forms of teaching a lesson using the example of the game “Who wants to become an excellent student” / [Electronic resource] / Access mode URL https://openlesson.rf/articles/601786/
- StudFiles / Concept of the project and its characteristics / [Electronic resource] / Access mode URL https://studfiles.net/preview/3348793/
Key terms
(generated automatically)
: game, team, plant, project activity, student, Mysterious world, brief description of the game, multimedia presentation, last task, healing plant.
Types of projects and their implementation in different age groups of kindergarten
REPORT. Types of projects and their implementation in different age groups of kindergarten
Completed by: Tarkhova I.A., MBDOU kindergarten No. 64 “Golden Key”.
Projects are classified: by the composition of participants, by target setting, by topic, by implementation deadlines.
Let's consider the types of projects used in the work of a preschool institution, classified according to the target setting.
The following types of projects are used in the practice of modern preschool institutions:
- research-creative: completely subordinated to the logic of research and have a structure that approximates or completely coincides with genuine scientific research, where children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
- role-playing, gaming (participants take on certain roles determined by the nature and content of the project, when children enter the image of characters in a fairy tale and solve the problems posed in their own way);
- introductory and orientation (information) (collection of information about some object, phenomenon; project participants are expected to familiarize themselves with this information, analyze it and summarize the facts);
- practice-oriented (applied) (the result is necessarily focused on the social interests of the participants themselves);
- creative (involve appropriate presentation of the results in the form of a children's party, children's design).
The leading activity of a preschooler is play, therefore, starting from a young age, role-playing, play and creative projects are used, for example, “Favorite Toys”, “The ABC of Health”, etc.
Other types of projects are also significant, including:
complex: “The World of Theatre”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
intergroup: “Mathematical collages”, “World of animals and birds”, “Seasons”;
creative: “My friends”, “We love fairy tales”, “The world of nature”, etc.;
group: “Tales of Love”, “Know Yourself”, “Underwater World”, “Fun Astronomy”;
individual: “Me and my family”, “Family tree”, “Secrets of grandma’s chest”;
research: “Underwater world”, “Breath and health”, “Nutrition and health”.
In terms of duration (terms of implementation), they can be short-term (one or several classes), medium-duration (week, month), long-term (for example, “Pushkin’s Creativity” - for an academic year).
The main goal of the project method in a preschool educational institution is the development of the free creative personality of the child, which is determined by the developmental tasks and tasks of the children’s research activities.
Development objectives:
1. ensuring the psychological well-being and health of children;
2. development of cognitive abilities;
3. development of creative imagination;
4. development of creative thinking;
5. development of communication skills.
The tasks of research activities are specific for each age.
In early preschool age this is:
- children’s entry into a problematic play situation (the leading role of the teacher);
- activating the desire to look for ways to resolve a problem situation (together with the teacher);
- formation of initial prerequisites for search activity (practical experiments).
In older preschool age this is:
- formation of prerequisites for search activity and intellectual initiative;
- developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;
- developing the ability to apply these methods to help solve the problem, using various options;
- developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.
The project method is used in working with children starting from early preschool age. It made it possible to determine the objectives of training, to form the prerequisites for educational and research skills in accordance with the main lines of development.
Junior preschool age
Learning Objectives:
1. awaken interest in the proposed activity;
2. involve children in the learning process;
3. form different ideas;
4. involve children in reproducing images using various options;
5. Encourage children to engage in joint search activities and experimentation.
Improving mental processes:
1. formation of emotional interest;
2. familiarization with objects and actions with them;
3. development of thinking and imagination;
4. Speech development.
Formation of design and research skills:
1. awareness of the goal;
2. mastering various ways of solving assigned problems;
3. the ability to anticipate the result based on your past experience;
4. search for different means of achieving the goal.
Lines of personality development.
Physical development:
- stimulation of the natural process of development of motor abilities and qualities;
- formation of conscious ideas about the need to take care of one’s health (role-playing project “The ABC of Health”);
Social development:
- formation of methods of communication (vernissage “Me and My Family”, individual family projects “Geneological Tree”);
Cognitive development:
- enrichment and expansion of ideas about the world around us;
- expansion and qualitative change in methods of orientation in the surrounding world;
- conscious use of sensory sensations in solving practical problems (mathematical collages, intergroup project “The World of Animals and Birds”, “Creative projects “My Friends”, “The World of Nature”, “We Love Fairy Tales”);
Aesthetic development:
- development of an emotional and value-based attitude towards works of art and artistic images;
- mastery of artistic activity (complex projects “The World of Theatre”, “Hello, Pushkin!”, role-playing projects “Favorite Toys”).
Senior preschool age.
Learning Objectives:
1. develop search activity, intellectual initiative;
2. develop special methods of orientation - experimentation and modeling;
3. to form generalized methods of mental work and means of building one’s own cognitive activity;
4. develop the ability to predict future changes.
Formation of prerequisites for educational activities:
1. arbitrariness in behavior and productive activity;
2. the need to create your own picture of the world;
3. communication skills.
Formation of design and research skills:
1. identify the problem;
2. search for the right solution on your own;
3. choose the most adequate one from the available methods and use it productively;
4. independently analyze the results obtained.
Lines of personality development.
Social development:
development of self-knowledge and positive self-esteem;
mastering methods of non-situational personal communication;
high level of communicative competence;
awareness of the functions of speech (individual project “Me and my family”, “Family tree”, project “Tales of Love”, group projects “Know yourself”);
Physical development:
development of a conscious attitude towards one’s health;
formation of the need for a healthy lifestyle;
improving the process of developing motor abilities and qualities (role-playing projects “The ABC of Health”, “Secrets of Ilya Muromets”).
Cognitive development:
systematization of knowledge, stimulating the development of cognitive and creative abilities;
development of abilities for practical and mental experimentation and symbolic modeling, speech planning, logical operations (club of book lovers “Magic Country”, group projects “Ural Gems”, “Underwater World”, “Fun Astronomy”, intergroup project “Seasons” , complex projects “Hello, Pushkin!”, “Heroes of the Russian Land”);
Aesthetic development:
in-depth introduction to art, the variety of artistic images;
mastery of various types of art. activities;
development of abilities for aesthetic appreciation (role-playing project “Visiting a Fairy Tale”, complex projects “Echo of Centuries”, “Book Week”, “World of Theatre”)
Literature:
1. Veraksa N. E., Veraksa A. N. Project activities of preschoolers. A manual for teachers of preschool institutions. - M.: Mosaic - Synthesis, 2008. - 112 p.
2. Danyukova A. A. Do you like projects? //Hoop. - 2001. - No. 4.
3. Evdokimova E. S. Project as motivation for knowledge // Preschool education. - 2003. - No. 3.
4. Komratova N. G. Project method in the sociocultural education of preschool children // Preschool education. - 2007. - No. 1.
5. Komratova N. G. Project activity: culture and ecology // Preschool education. - 2007. - No. 2.
6. Educational projects in kindergarten. Manual for educators/N. A. Vinogradova, E. P. Pankova. – M.: Iris-press, 2008. – 208 p. – (Preschool education and development).
7. Project method in the activities of a preschool institution: A manual for managers and practitioners of preschool educational institutions / Author. -composition : L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova. – 3rd ed. pspr. and additional – M.: ARKTI, 2005. – 96 p.
8. Shtanko I.V. Project activities with children of senior preschool age. // Management of a preschool educational institution. 2004, No. 4.
