Date: 01.12.11
It is generally recognized that a modern person should be distinguished by responsibility and initiative, productivity and efficiency, adaptability to dynamically changing conditions, the ability to make multiple choices, a new type of functional literacy. The formation of these socially significant qualities is what the modernization of education is called upon to solve.
What is the project method
Under the project (from lat. prouestuz - moved forward) in the “Dictionary of the Russian Language” by S.I. Ozhegov is understood:
1) a developed plan for the construction, some kind of mechanism, device;
2) the preliminary text of some document; 3) idea, plan.
Such an interpretation of the meaning of this word is close to its general technical understanding. Therefore, in the technical field, the meaning of project development is precisely that as a result, either a certain material object or an algorithm for its creation, as well as the necessary documentation and technology, should be produced. In essence, this result in technology is the name of the project, no matter if it is a project of a building, a car, a machine tool, etc. The term “project” thus combines both the work of creating a project, the product of this work itself, and the ways of replicating this product in other conditions.
Projects have become a common form of productive and socially significant activity of people in various fields. We constantly hear about humanitarian, environmental, economic, political, sports, entertainment and other projects.
Projects called “Method of Problems” already 80 years ago began to be actively introduced into school teaching practice. Usually this method is associated with the ideas of the American philosopher and teacher J. Dewey, who proposed to build learning on an active basis, through the practical activity of the student, corresponding to his personal interest in this particular knowledge. The method of projects received detailed coverage in the works of American educators W.H.
In the 1920s The project method attracted the attention of Soviet teachers, who believed that, by ensuring the development of initiative and creative independence of schoolchildren, it would contribute to a direct connection between the acquisition of knowledge and skills and their application in solving practical problems. Moreover, supporters of the project method (V.N. Shulgin, M.V. Krupenina, B.V. Ignatiev) proclaimed it the only means of transforming the “school of study” into a “school of life”, where the acquisition of knowledge will be carried out on the basis of and in connection with students with difficulty. At the same time, school subjects were denied, the systematic assimilation of knowledge in the classroom under the guidance of a teacher was replaced by work on the implementation of project tasks, which often had a social orientation. Their topics speak for themselves: “Let's help eliminate illiteracy”, “The harm of alcohol”, etc. It is not surprising that the level of general educational preparation of schoolchildren fell, students acquired only knowledge and skills related to their practical work. Therefore, the universalization of the project method was condemned and this method was not used in the further practice of the Soviet school.
Abroad (in the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, etc.), the project method has found wide distribution and gained great popularity due to the rational combination of theoretical knowledge and their practical application to solve specific problems.
In the modern Russian school, the project-based learning system began to revive only in the 1980s-1990s. in connection with the reform of school education, the democratization of relations between the teacher and students, the search for active forms cognitive activity schoolchildren.
It is necessary to distinguish between a broad interpretation of the project as a concept and a specific educational technology - the “method of projects”. A project, as mentioned above, is a set of certain actions, documents, preliminary texts, an idea for creating a real object or some kind of theoretical product.
Project method- this is a didactic category denoting a system of techniques and methods for mastering certain practical or theoretical knowledge, a particular activity. Therefore, if we are talking about the method of projects, then we mean exactly the way to achieve the didactic goal through the detailed development of the problem (technology), which should end with a very real, practical result, designed in one way or another.
The project method in didactics is understood as a set of educational and cognitive techniques that allow students to acquire knowledge and skills in the process of planning and independently performing certain practical tasks with a mandatory presentation of the results.
We should not forget that the project activity of schoolchildren differs in a number of features from teaching and research. First, unlike the latter, the project method is aimed at a comprehensive and systematic study of the problem and the development of a specific version (model) of the educational product. Secondly, for educational and research activities, the main result is the achievement of truth, while working on a project involves obtaining, first of all, a practical result. In addition, the project, being the result of the collective efforts of the performers, at the final stage of activity involves the reflection of joint work, an analysis of the completeness, depth, information support, and creative contribution of each.
Educational and research activities are individual in their very essence and are aimed at obtaining new knowledge, and the purpose of design is to go beyond research only, teaching additionally designing, modeling, etc. This training should be carried out both on the material of existing educational subjects, and in a specially organized learning environment.
For the modern school, two types of design are relevant. Pedagogical design as a process of transforming the educational system can be classified as a social type (designing organizations, norms, complex social objects). The inclusion of students in project activities (project method) is referred to as humanitarian design, which involves: the definition of goals, the development of means for their implementation; taking into account social and cultural conditions, i.e. taking into account the positions of other project participants.
Let us consider the possibilities of using the project method in school pedagogical practice.
In 1999, she began working at the Moscow school No. 207 first design team, who developed the theme “The world from the height of my 16”.
In 2001, the baton was picked up by the second group of high school students, who turned to the topic with the no less journalistic title “Is it easy to be young?”.
The initial stage of work is the so-called pre-project. During this stage, interpersonal relationships are built, leaders are identified, an experiment is planned, and most importantly, the theme of the project is formulated.
In the case when the area of scientific knowledge within which the study is to be deployed, and the idea itself are presented by the teacher, the first step is to actualize this idea in the minds of the project team members. Having shown the relevance and attractiveness of immersion in this area of research, the teacher thereby tries to find partners and like-minded people in the students - members of the project group, because the main principle of project-based learning technology is cooperation and co-creation.
As a rule, many people come to the first meeting - almost all students of the 10th grade. They still do not know why they have come, they are guided by interest and a sense of solidarity. It is especially important for the teacher that among those who come there is an explicit or implicit leader of the student team, since he can later become the leader of the project group. Experience shows that this meeting is the most difficult, it must be comprehensively thought out by the teacher up to playing the possible answers of the students to the questions posed.
Already at this stage, attention is paid to the design of the office in which meetings are held. You can use specially created code films. At the first meeting, a film is shown that reflects the goals of the work on the project and the content of the first stage.
Goals of the project:
To teach self-achievement of the intended goal;
To teach to anticipate the mini-problems to be solved in this case;
To form the ability to work with information, to find sources from which it can be drawn;
To form the ability to conduct research, transfer and present the knowledge and experience gained;
Build collaboration skills and business communication in a group.
Stages of work on the project:
Pre-project;
Stage of planning work on the project;
Analytical stage;
Generalization stage;
Presentation of the obtained results.
Pre-project: exchange of knowledge on the topic, interests; statements of wishes, questions; discussion of emerging ideas; enumeration of possible project topics; formulating a project topic for a class or group of students; formulation of topics for the work of subgroups.
Here are some questions and problems put forward by schoolchildren as of interest to them at the first meeting of the group: relationships with parents; friendship with different people; the problem of alcohol and drug use; sexual relations; religious and other sects; society's attitude towards youth; youth music, clothing, films, games; the attitude of youth towards the army.
It is easy to see that these problems are related to the process of socialization, i.e. with the assimilation of knowledge, norms and values by a person, allowing him to be a full-fledged member of society. Raising problems is a noisy and rather lengthy process, but these are the same searches for a common language, building relationships, which are the core of the pre-project. At the end of the meeting, the exact date of the next meeting is set and a specific task is given - to decide which of the proposed problems should, in your opinion, be given priority. The second meeting of the project group, as experience shows, is attended by those students who have firmly decided to take part in the proposed work. The meeting begins with the selection of a secretary whose duty is to take minutes. The main task of this meeting is to formulate the theme of the project and distribute it into subgroups. The participants of the first project group, as a result of the discussion, called the project “The World from the height of my 16”.
The second project group called the project “Is it easy to be young?”.
The next step is to divide the participants into subgroups and identify the topics of their work as components of the overall research topic.
Then the topics of the essays are formulated. Here are the topics chosen by the participants of the second project group: “We all come from childhood”; “Marginals at the turn of the millennium”; "Juvenile delinquency"; “The role of mass media in people's lives”; “What kind of army do we need?”; "Games People Play; People who play games".
Members of the project team are tasked with: come up with a logo for the project team and look through the literature on the topic of the abstract available in the library, as well as, if possible, get acquainted with the information posted on various sites on the Internet and related to the problems of work. The teacher reminds that it is necessary to take photos in subgroups, and one or two participants are given the task to combine all the photos, the emblem and the title of the topics of the essays on the paper.
The main goal of the planning phase , which begins with the third meeting of the project team - getting a general idea of the future direction of the research work.
Just like in the first meeting, the teacher uses the visual design of the meeting. This time it is presented as a code strip, reflecting the content of the planning stage of the work on the project.
Project planning: definition of the time frame limiting the stages of work; discussion of options for reporting on the work performed; formulating the most pressing problems that can influence the course of research work.
During the third meeting, the teacher only occasionally makes adjustments to the planning discussion. project activities. It is very important to give the initiative to students as much as possible, leaving yourself the role of a consultant and assistant.
It is at the third meeting that the main problems related to the conduct of the study are determined:
How to work with books and magazines? How to write an abstract correctly?
How to conduct surveys and testing?
Analytical stage: research work of students and independent acquisition of new knowledge; clarification of the intended goals and objectives; search and collection of information through students' own knowledge and experience; exchange of information with other persons (students, teachers, parents, invited consultants, etc.); study of special literature, attraction of materials from the media, the Internet.
It should be noted that the main task of the analytical stage are independent research by students, independent receipt and analysis of information. At the same time, the teacher monitors the progress of the study, its compliance with the goals and objectives of the project, provides the groups with the necessary assistance, avoiding the passivity of individual participants. His task also includes adjusting the activities of groups and individuals and helping to summarize the intermediate results for summing up at the end of the stage.
Very important activities of the analytical stage are classes related to familiarizing students with the algorithms of special ways of working with information, such as conducting a questionnaire, a sociological survey, searching for literature and working with it, and searching for information on the Internet.
At the fourth meeting of the groups, a library lesson is held. Its main purpose is to introduce students to the library catalog system, to teach them how to use the literature search system.
The fifth meeting is devoted to teaching the skills to take notes and summarize textual information. At the end of the lesson, the participants of the project team receive the task: to write a complex plan for their future essay and make a list of used literature and other sources of information.
The sixth meeting of the project team is devoted to getting acquainted with some methods of questioning and sociological survey.
The seventh meeting of the project groups involves summing up the results of the work done. Representatives of each of the subgroups report on the conducted sociological research, talk about the state of the work on the abstract. The second, no less important, task discussed by the participants was the preparation for the presentation. The members of the first project team decide that video and photo clips on each of the topics are needed for the presentation. The participants of the second project group decide to put on a performance, the general direction of which should correspond to the name of the project.
Generalization stage: systematization, structuring of the received information and integration of the acquired knowledge; building a common logical conclusion scheme for summing up (in the form of abstracts, reports, conferences, videos, performances, wall newspapers, school magazines, presentations on the Internet, etc.).
The task of the teacher at this stage is to provide students with maximum independence and help them be creative in choosing the forms for presenting the results of the project; stimulate forms that enable each student to open up.
At the eighth meeting, all participants in the first group bring their abstracts. After a small brief report on the results of the work done, a decision is made to complete the work on the abstract and start writing a speech based on the work of each of the subgroups.
The goal is to create a written document that is concise in content, including a description of the objectives of the study, the methods used and the results obtained, as well as a message about the intention to continue the study, if such an intention was envisaged by the authors.
Here are some the topics of the abstracts were presented by the participants of the subgroups: “Politics is the favorite game of mankind”; “The Influence of Religion on Human Behavior”; “Juvenile delinquency”; “Modern family - harmony and conflicts”.
Presentation of the obtained results: understanding the data obtained and the way to achieve the result, sharing the information received, as well as the accumulated experience in a class or group of students; discussion and joint presentation by the participants of the results of work on the project; joint presentation of results at the level of school, city, district, etc.
The peculiarity of the stage is that the very implementation of the presentation in the form chosen by the participants is, in fact, educational and is focused on acquiring the skills to present the results of their activities.
Preparing and summarizing presentation material tends to raise new questions and encourage students to debate. Here, the course of research can be criticized, mistakes made during the work on the project are independently identified. The task of the teacher is to explain to the participants of the project group the basic rules for conducting discussions and business communication; strive to develop the skills of a constructive attitude to criticism of their judgments by others and to the presence in the group of many points of view on solving the problem.
Thus, the project method is based on the positions of pedagogy of pragmatism, whose representatives defend the principle of “learning through activity”, considering it as a type of creative work in which the student is an active participant. This method is based not on the informational approach, focused on the development of memory, but on the activity approach, aimed at the formation of a set of mental abilities (understanding, reflection, constructive imagination, the ability to set goals) necessary for research activities.
The educational potential of project activities lies in the possibility of: increasing motivation in obtaining additional knowledge; studying the methods of scientific knowledge (putting forward and substantiating the idea, independently setting and formulating the task of the project, finding a method for analyzing the situation); reflection and interpretation of the results.
Work on the project contributes to the education of students: significant universal values (social partnership, tolerance, dialogue); sense of responsibility, self-discipline; ability to methodical work and self-organization.
Project activity develops: research and Creative skills personality.
The essence and value of educational projects is to teach children to design their own trajectory of movement when solving a particular socio-cultural issue.
L literature.
1. Klimenko A.V. Project activities of students. J. PIi General, 2002, No. 9
2. Machekhina V.N. Organization of project activities of high school students.
well. PIiGeneral, 2002, No. 9
3. Project: “20th century: year after year”. well. PIiGeneral, 2001, No. 9
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Committee of Education and Science of the Kursk Region
Regional budgetary educational institution
Secondary vocational education
Kucherovsky branch
"Sudzhan Agricultural College"
Topic: "Project activity in the lessons of social science as a way to develop the cognitive interest of students"
X. Kucherov - 2015
Considered at a meeting of the Methodological Council
OBOU SPO Kucherovka branch "SSHT"
Minutes No.__ dated _______2015
Chairman Golovatykh S.P. _________
Reviewer: S.P. Golovatykh, head methodological office of the Kucherovsky branch of "SSHT"
Methodical development / compiled by: G.I., Komarova. X. Kucherov, 2015, 27 p.
Komarova G.I., 2015
X. Kucherov
annotation
This methodological development is addressed to teachers of the humanities and socio-economic disciplines involved in teaching social science in secondary specialized educational institutions, as well as teachers of social science in secondary schools.
The purpose of writing this work is to test the method of project activity as one of the ways to develop the cognitive interest of students in the lessons of social science.
Introduction
1. Main body
1.1 Relevance of the topic
1.5 Project assignment structure
Conclusion
Bibliography
Appendix
Introduction
Everyone knows that new knowledge can be obtained from others in finished form, or you can extract it yourself. Moreover, the knowledge obtained in the course of one's own experiments, observations, experiments, conclusions and conclusions is usually the most durable. As a rule, they are stronger and deeper than information that is obtained by learning. For several years now, I have been using the project method in social studies lessons. This contributes to the development of free and systematic thinking of students, forms their skills and abilities of research, and at the same time to learn on their own, because, as D.I. Pisarev said, “any real education is self-education”. The project methodology allows to realize these goals.
1. Main body
1.1 Relevance of the topic
The secret to the success of the project methodology in social studies classes is to connect the project with real life. When students realize that they are dealing with "real problems", their level of motivation to design increases dramatically. The effectiveness of such work is manifested in the fact that students learn the basics of research techniques, learn to argue their point of view, their conclusions, they develop such qualities as independence, initiative, creativity, responsibility. Currently, I am at the stage of reflection and creative development of the educational project method. But the first conclusions are clear:
the project method is a pedagogical technology focused not on the integration of factual knowledge, but on their application and acquisition of new ones, including through self-education.
The active involvement of students in the creation of projects gives them the opportunity to learn new ways of human activity in the socio-cultural environment, which develops the skills and abilities to adapt to the changing conditions of human life and society as a whole.
1.2 Goals and objectives of project-based learning
The purpose of project-based learning is to create conditions under which students:
independently and willingly acquire the missing knowledge from various sources;
learn to use the acquired knowledge to solve cognitive and practical problems;
acquire communication skills by working in different groups; develop research skills(ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, communicate); develop systems thinking.
Theoretically and experimentally substantiate the need to introduce the project method in school education;
Define pedagogical conditions use of project activities in the educational environment of schoolchildren;
To identify the degree of training in project activities, the level of formation of educational and cognitive interest;
To test the methodology of working on a project in the conditions of secondary vocational education.
1.3 The essence of project-based learning
This method involves students "living" a certain period of time in educational process, as well as their attachment to the fragment of the formation scientific presentation about the surrounding world, the construction of cognitive models. materialized product
design is an educational project, which is defined as a detailed solution to the problem in the form of developments independently applied by students. We emphasize that the didactic unit in the method of projects is taken from real life and personally
a significant problem for students (economic, legal, environmental, etc.). Thus, the problem and ways to solve it acquire the contours of project activities. When solving a project, along with the scientific and cognitive side of the content, there are always emotional-valuable (personal) activity and creative sides. Moreover, it is the emotional-valuable and creative components of the content that determine how significant the project is for students and how independently it is completed.
The project encourages the student to: show intellectual abilities; moral and communicative qualities; demonstrate the level of knowledge and subject skills: show the ability for self-education and self-organization. In the process of developing a project: students synthesize knowledge in the course of their search; integrate information from related disciplines; looking for more effective ways to solve project problems; communicate with each other. The project activity clearly demonstrates the possibilities of mono- and multi-subject, individual and group educational routes of the project.
The essential features of this method are the subjectivity of the student, dialogue, creativity, contextuality, manufacturability and independence of students that arise in the process of implementing the project method. Organization of teaching in history,
social studies, law, cultural studies by the method of projects creates optimal conditions for the transformation of students into "subjects" of activity. Each student becomes an equal member of the creative team, work in which contributes to the development of social roles,
educates commitment and responsibility in completing tasks on time, mutual assistance in work. Feelings, attitudes, thoughts and actions of schoolchildren are involved in project activities.
Dialogue allows students in the process of project implementation to enter into a dialogue both with their own "I" and with others. It is in the dialogue that the "free self-revelation of the personality" is realized (MM Bakhtin). The dialogue in the project method performs the function of a specific socio-cultural environment that creates conditions for students to accept new experience, rethink the old meanings, as a result of which the resulting legal, social, legal information becomes personally significant. Creativity is associated with the resolution of a problem situation, which causes the beginning of active mental activity, independence of students, as a result of which they discover a contradiction between the legal, social, economic content known to them and the inability to quickly apply them in practice. The solution of the problem often leads to original, non-standard methods of activity and the result of implementation. Any project is always the work of students. Contextuality in this method allows you to create projects that are close to the natural life of students, to realize the place of "Law", "Social Science", "Culturology" in the general system of human existence.
Integrity means the optimal synthesis of knowledge for the implementation of the studied problem by students with the involvement of content from other subjects.
Manufacturability is associated with the organization of cognitive activity of students at certain stages of project activity.
In order to stimulate the cognitive activity of students in the lessons of social science in grade 9, I conduct practical and laboratory classes with solving problematic problems, discussing typical situations. Students with interest get acquainted with the Constitution of the Russian Federation, the Charter of the school. To implement the skills and competencies associated with work planning, the development of a phased action program from concept to finished product, I practice including ninth graders in project activities.
Projects encourage the student to set goals, master general educational skills, display intellectual abilities, display communicative qualities, develop group work skills, and build relationships. Joint activity provides ample opportunities for both the teacher and the student to build subject-subject relationships.
1.4 Initial theoretical positions of project-based learning
1) the focus is on the student, promoting the development of his creative abilities;
2) the educational process is built not in the logic of the subject, but in the logic of activities that have personal meaning for the student, which increases his motivation in learning;
3) the individual pace of work on the project ensures that each student reaches his own level of development;
4) an integrated approach to the development of educational projects contributes to the balanced development of the basic physiological and mental functions of the student;
5) deeply conscious assimilation of basic knowledge is ensured through their universal use in different situations.
Systems of actions of the teacher and students. In order to highlight the action systems of the teacher and students, it is first important to determine the stages of project development. To date, the following stages of project development have developed: development of a project assignment, development of the project itself, presentation of results, public presentation, reflection. We will reveal the essence of the relationship between the teacher and the student.
Interaction between teacher and students in the educational process
Stages Teacher activity Student activity
1.5. The structure of the project assignment
1. Choice of topic.
1.1 Selecting a project topic.
The teacher selects possible topics and offers them to students.
Students discuss and make a common decision on the topic.
The teacher invites the students to jointly select the topic of the project.
A group of students, together with the teacher, selects topics and proposes them in a group for discussion.
The teacher participates in the discussion of topics proposed by the students.
Students choose their own topics and offer them to the group for discussion.
1.2 Identification of sub-themes in the themes of the project.
The teacher preliminarily singles out subtopics and suggests
students to choose from. Each student chooses a subtopic or proposes a new one. The teacher takes part in the discussion with the students of the subtopics of the project. Students actively discuss and suggest options for subtopics. Each student chooses one of them for himself (i.e. chooses a role for himself)
1.3 Formation of creative teams
The teacher conducts organizational work to unite students who have chosen specific sub-themes and activities. Students have already determined their roles and are grouped into small teams according to them.
1.4. Preparation of materials for research work
If the project is voluminous, then the teacher develops tasks, questions for search activities and literature in advance
Selected high school and middle school students take part in
task development.
Questions to find an answer can be developed in teams, followed by group discussion.
1.5. Determination of forms of expression of the results of project activities
The teacher takes part in the discussion.
Students in subgroups and then as a group discuss presentation forms
the result of research activities: a video film, an album, natural objects, a literary living room, etc.
2. Project development
The teacher advises, coordinates the work of students.
stimulates their activity
Students carry out research activities.
3. Presentation of results
The teacher advises, coordinates the work of students,
stimulates their activities.
Students first in groups, and then in cooperation with other groups, draw up the results in accordance with the accepted rules.
4. Presentation The teacher organizes an examination (for example, invites senior students or a parallel class, parents, etc.)
Report the results of their work
5. Reflection
Students reflect the process, themselves in it, taking into account the assessment of others. Group reflection is desirable. Possible topics of training projects are varied as well as their scope. Three types of training projects can be distinguished by time: short-term (2 - 6 hours); medium-term (12-15 hours); long-term, requiring considerable time to search for material, analyze it, etc.
In my opinion, an educational institution should have different educational projects.
Conclusion
project learning creative theme
When using the project method, all the objectives of the lesson were achieved and a qualitatively new result was obtained, expressed in the development of the cognitive abilities of students, their independence in educational and cognitive activities.
It is important for teachers who will use this technology to remember that there may be limitations in using the technology:
Low motivation of students to participate in the project;
Insufficient level of formation of students' skills of research activity;
Unclear definition of evaluation criteria for tracking the results of work on the project.
Nevertheless, such practice-oriented projects are aimed at a specific practical result and are associated with the social values of students.
Bibliography
1. Selevko G.K. Modern educational technologies: Textbook. - M.: Public education, 2001.
2. New pedagogical and information technologies in the education system / Ed. E.S. Polat.-M., 2000.
3. Salnikova T.P. Pedagogical technologies. - M., 2005.
4. Guzeev VV Educational technology: from admission to philosophy. - M.: September, 1996.
5. Intel. Teaching for the Future: A Study Guide. - M., 2005.
6. Yastrebtseva E.N. Five evenings. - M., 1998.
7. Chechel I.D. Project method: subjective and objective evaluation of results.//Director of the school, 1998, No. 4.
8. Maslennikova A. Educational systems - a review of historical approaches. // Director of the school, 2004, No. 8.
9. Guzeev V.V. Educational technologies. Character traits educational technologies of different generations. // Head teacher, 2004, No. 6.
10. Chechel I.D. Research projects in the practice of teaching.//The practice of administrative work at school, 2003, No. 6.
11. Maslennikova A.V. Materials for the special course "Fundamentals of research activities of students." // Practice of administrative work at school, 2004, No. 5.
12. Zemlyanskaya E. Educational projects in the economic training of schoolchildren.// Public Education, 2006, No. 1.
Attachment 1
Synopsis of a social studies lesson in group 1 "A" m on the topic:
"Rights and freedoms of man and citizen in Russia".
Subject: Social studies
Group 1 "A"
The didactic purpose of the lesson: to form students' knowledge of the rights and freedoms of man and citizen, to reveal the meaning of Russian and international legal documents.
Educational: to get acquainted with the content of the articles of Chapter 2 of the Constitution of the Russian Federation, the Universal Declaration of Human Rights and the Convention on the Rights of the Child; to form in students an understanding of the universal nature of the rights referred to in the Declaration and the Convention; show how to implement them in life.
Developing: to promote the formation of students' interest in moral and legal issues; develop the ability to express their own point of view and take into account the position of others.
Educational: to cultivate a sense of responsibility for one's actions and respect for the law.
Type of lesson: learning new material.
Lesson forms: Studying a new topic with compilation design work group lesson - workshop.
Teaching methods: explanatory and illustrative using project-based learning.
Core textbook: A.G. Vazhenin. Social Studies. Textbook for educational institutions SPO, M: Academy, 2011.
Equipment: computers and a projector, the Convention on the Rights of the Child (preamble), the Constitution of the Russian Federation, presentations.
Basic concepts: Declaration, Constitution, Convention, rights of the child.
Lesson structure:
I block - target - 5 min.
· Organizing time.
· Updating knowledge.
· Motivation
Goal setting
II block - procedural - 35 min.
· Introduction of new information.
· Understanding and comprehension of the received information.
· Consolidation of knowledge and skills.
III block - analytical - 5 min.
· Summing up the lesson.
The stage of informing students about homework.
stage of reflection.
· The final stage.
During the classes.
I block - target.
I. Organizational stage.
Greeting the teacher and students; report of the attendant and fixation of those absent; organization of attention and internal readiness.
II. Updating knowledge on the topic.
The teacher updates the knowledge of students with the help of questions:
1. Have people always been equal?
2. What is personality discrimination?
3. Should people be equal in their rights and why?
4. What does the rule of law mean?
5. What is the highest value of the state?
6. Why is it customary to call the Constitution a law of supreme legal force?
7. What is the highest value defined by the Constitution for the state?
8. What document is called the "law of supreme legal force"?
Let's sum up the mini-summary: The state undertakes to ensure the unity of laws. The Constitution is a law that has high legal force in the entire system of legal acts. Article 2 of the Constitution of the Russian Federation calls rights and freedoms the highest value of a person and indicates that the recognition, observance and protection of human and civil rights is the duty of the state.
The teacher motivates students to study this material.
Motivation: you have a Russian passport, you are all citizens of the Russian Federation, you must know your rights and freedoms, as you are responsible for your actions.
The teacher introduces the topic of the lesson to the students.
Look at the topic of the lesson "Rights and freedoms of man and citizen in Russia." What tasks should we solve today in the lesson?
Students participate in setting the objectives of the lesson.
II block - procedural.
III. Introduction of new information.
1. Work in a notebook.
Write down the date and topic of the lesson
Storytelling with elements of conversation
REMEMBER
What human and civil rights do you already know about? What rights of the child do you know? What does the expression "Human rights are enshrined in law" mean?
THINK
Can freedom be absolute? Why do rights need to be protected?
You already know how high the status of a person was raised by the Constitution of the Russian Federation: “A person, his rights and freedoms are the highest value” (Article 2). And in this regard, it consolidated the duty of the state - to recognize, observe and protect its rights and freedoms (Article 2).
Among the highest values of human civilization, human rights occupy a central place, because they allow us to apply the "human dimension" to all aspects of our life, social and individual existence - to the state, to the economic, social, political, legal and cultural spheres.
Modern science has convincingly proved that all the most complex state and legal problems ultimately affect the state of human rights, and hence the conditions of its existence.
What are human rights. If you remember, when defining the concept of “law”, the key word is the word “norm” (“law is a set of norms established ...”). When it comes to human rights, there are also certain legally enshrined norms. But what and what are their features?
One can answer very briefly: these norms express the measure of human freedom. Or somewhat broader: these norms in the form of legal rules express the natural ability of a person to freely act in accordance with their interests, to claim decent living conditions. Such norms are objectively necessary for every person for the normal development of the personality, full participation in public life.
The whole set of norms in question is usually called a catalog of human rights. It is enshrined in a number of international legal documents (we will talk about them ahead) and the constitutions of legal states.
The main thing in this catalog is the human right to life and everything that serves to preserve and develop it - the right to personal integrity, free choice of ways of one's life, freedom of thought, conscience and religion, beliefs, etc.
Human rights belong to him from birth, they are called so: natural, inalienable, inalienable. No one can encroach on human rights - neither the state, nor society, nor individuals.
Human rights are universal in nature - they are based on the principle of equality, that is, an equal scope of rights for each person. This means that the measure of freedom is the same for everyone and no one has any privileges in the field of law. Not a single person, due to his subjective characteristics - race, nationality, faith, language, gender, social status - can be infringed on his rights.
Working with the document (Universal Declaration of Human Rights)
The teacher divides students into groups of 2-3 people, instructs students to study the material:
Read the main articles of the Declaration of Human Rights and give a brief description:
What areas of public life are covered by the rights listed in the Declaration?
Read, please, an article that talks about the responsibility of a citizen to society.
Students study the material and answer questions from the teacher.
Fundamental in this package are documents called the International Bill of Human Rights (it includes 5 documents). Central among these documents is the Universal Declaration of Human Rights. It was adopted by the General Assembly (general meeting) of the United Nations on December 10, 1948. This date is celebrated annually as International Human Rights Day. All peoples and all states, every person and every authority should constantly be guided by this Declaration, strive for its implementation - this was decided at that historic Assembly.
Work with the textbook.
The teacher gives tasks to the students, the students complete the tasks.
· Open the textbook on p.310 and read paragraphs 1-3. Highlight the main aspects of the concept of human rights.
· Formulate briefly for writing in a notebook.
Rights and freedoms of man and citizen of the Russian Federation. These highest values of democratic rule of law, as noted in the last lesson, are enshrined in Chapter 2 of the Constitution of the Russian Federation. Moreover, the catalog of rights set out in this chapter meets the highest requirements (as they say, standards) of international human rights documents, primarily the recommendations of the Universal Declaration of Human Rights. You can see for yourself when you open the text of chapter 2.
First of all, let us emphasize that the unified system of rights, enshrined in our Constitution, covers all the main spheres of society: political, economic, social and spiritual. The catalog of human rights corresponding to these areas is enshrined in the articles of the Constitution: civil (personal) rights - in articles 19-28, 45-54; political rights and freedoms - in articles 29-33; social and economic - in articles 36-42; cultural - in articles 43-44 (see diagram).
Repeat types of rights: civil, economic, cultural, social, political.
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The teacher divides the students into five groups.
Working with the document (Constitution of the Russian Federation (slide)
Each group receives a task: study of the Constitution of the Russian Federation, chapter 2 "Rights and freedoms of man and citizen".
Group 1: receives the task to study political human rights.
Group 2: gets the task to study economic human rights.
Group 3: receives the task to study civil rights.
Group 4: receives the task to study social human rights.
Group 5: gets the task to study the cultural rights of a person.
Students should study the articles of Chapter 2 of the Constitution of the Russian Federation and fill in the table. Stage III: study.
Students study law and fill in the appropriate column.
On-screen memo: To help you.
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Civil (personal) rights - associated with the personality of the copyright holder. The freedom of a person to make decisions independently of the state is realized. |
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Economic rights - the ability to freely dispose of property benefits and conduct economic activities. Related to ownership. |
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Cultural rights - provide spiritual development and self-realization of the individual. Freedom of access to spiritual and material values created by human society. |
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Social rights - claims to a decent standard of living and well-being. |
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Political rights - the possibility of participation of the individual in the political life of society, in the formation and implementation of state power and local self-government. |
Stage IV: presentation of the results of the study, a report using presentations prepared at home.
(In the end) Project: "Rights of a Citizen of the Russian Federation".
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Civil rights |
Political rights |
Economic rights |
social rights |
cultural rights |
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The right to live |
The right to participate and manage the affairs of the state |
The right to private property and its inheritance |
Freedom of work, the right to work under normal conditions |
Freedom of creativity and teaching |
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Right to protection of honor and dignity |
The right to association, freedom of unions, parties, etc. |
Freedom of economic activity |
Right to rest |
The right to take part in cultural life, to use cultural institutions access to cultural property |
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Right to liberty and security of person |
The right to assembly, rallies, demonstrations, processions, picketing |
Right to social security |
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Right to immunity personal life |
The right to vote and be elected |
Right to housing |
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Right to inviolability of the home |
Equal right to any positions |
The right to health care and medical care |
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Right to freedom of movement and choice of residence |
The right to apply to state bodies |
right to favorable environment |
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Freedom of conscience, religion |
Right to information |
Right to education |
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Freedom of thought, speech |
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Criminal Law and Procedural Guarantees |
Conversation Discussion of the project:
Question: What rights do you think should be guaranteed in the first place?
Prove briefly that all rights and freedoms are universal and inalienable. To do this, take any right and read it, substituting the particle "not". (For example, "NOT everyone has the right to participate in peaceful assembly and association." What follows from this? What rights will be violated?)
Is it possible to achieve complete equality between people? How do you understand equality of rights and duties?
In the Constitution of the Russian Federation, the second chapter, which consists of 48 articles, is entirely devoted to the constitutional status. They are located in a certain system that reflects the specifics of the nature of rights and freedoms, those spheres of human and citizen's life that they relate to.
Personal, or civil, rights and freedoms are put forward in the first place. In order for a person to actively and fruitfully manifest himself in the economic or political sphere, first of all, he needs to find himself as a person, realize his dignity, independence and responsibility for being one of the participants in public life. In second place are political rights. They reflect the position of a person in society and show that he is by no means a cog in the social mechanism, but a full-fledged subject participating in the management of state affairs.
Economic rights occupy the third place and relate to such important areas of human life as property, work, and leisure. The social rights of citizens are also distinguished, allowing a person to prove himself not only as a participant in economic relations, but also as a full-fledged subject in all the variety of social ties and needs (for example, the right to motherhood and childhood).
And, finally, we can highlight the cultural rights of citizens, allowing a person to realize himself as a particle not only of the past (the right to access cultural values), but also of the future (freedom of literary, artistic, scientific, technical and other types of creativity).
Evaluation of the results and process of project activities
Analysis of project implementation, results achieved (successes and failures) and their reasons)
The classification of rights with which we have introduced you is widely known in science, although it is not the only one. There is also a classification based on human freedom expressed in rights: freedom from… freedom for…. On this basis, all rights are proposed to be conditionally divided into three groups.
The first includes rights that are best described by the word protecting: the rights to life, to the inviolability of the person, housing, to the protection of honor and reputation, to the secrecy of correspondence, etc. If you think about it, you will see that this group of rights, figuratively speaking, creates a legal fortress around a person, protects him from any interference in his private life, including from the side of the state and society. The essence and purpose of this group of rights is that they provide a person with freedom from interference by others in his private life.
The second group of rights presupposes the free activity of the person himself: the right to freedom of creativity, the right to earn a living by freely chosen work, the right to participate in government, the right to freedom of assembly, the right to freely receive and disseminate information, etc. This group of rights can only be realized in in the event that a person himself actively acts, of course, without violating laws. If you think carefully, you yourself will be able to determine that this group of rights provides a person with freedom for active action.
And the third group of rights obliges the state and society to take care of a person, create social (public) security for him: the right to health care, housing, an adequate standard of living and other rights that are commonly called socio-economic. They can also be defined as follows: they express the protection of a person from a bad, humiliating life for human dignity - from unemployment, homelessness, poverty, helplessness, weakness, etc.
We hope you have already realized that all types of rights are equally important. And only in their totality they open to a person the freedom of choice, the possibility of a full-fledged, versatile activity in all spheres of public life.
Further, it is logical to turn to the duties of a citizen of Russia. Let us immediately emphasize that the catalog of basic duties is enshrined in the Constitution and, therefore, is an official state requirement for the behavior of citizens.
It includes the following responsibilities:
o comply with the Constitution of the Russian Federation and laws (Article 15, part 2);
o be sure to get the basic general education(Article 43, part 4);
o take care of the preservation of historical and cultural heritage (art. 44, part 3);
o pay taxes and fees (art. 57);
o preserve nature and the environment, treat natural resources with care (art. 58);
o defend the Fatherland (art. 59).
The list is short, but if you think carefully about these requirements, you can draw the following conclusion: each of us has a sacred duty to protect our Fatherland.
Legal guarantees and system of protection of human rights. The question is quite logical: is the protection of our rights ensured, the opportunity to realize them - to implement, fulfill, put into practice?
The Constitution gives a direct answer to this question: “State protection of the rights and freedoms of man and citizen in the Russian Federation is guaranteed” (Article 45).
The main legal guarantees for the protection of human rights are enshrined in Chapter 2 of the Constitution (Articles 46-54) and meet generally recognized international standards. Consistently getting acquainted with the content of these articles, you will understand the main thing: you have guarantees for the protection of your rights through the courts (up to applying to the European Court of Human Rights); you can get qualified legal assistance; you have the right to state compensation for damage caused by illegal acts of public authorities, officials.
But any guarantees would be useless if there were not a certain system of human rights protection bodies - protection mechanisms, as lawyers say.
First, the main guarantor of our rights and freedoms is the President of the Russian Federation (Article 80, Part 2). The Council for the Promotion of the Development of Civil Society Institutions and Human Rights has been established under the President. The most important task of the Council is to study the real state of our legislation, as well as law enforcement practice in the field of human rights. On this basis, the Council prepares its recommendations to the President.
Naturally, one of the main tasks of the Government of the Russian Federation is also the implementation of measures to ensure the rights and freedoms of citizens (Article 114, paragraph "e").
Secondly, for the first time in our history, the position of the Commissioner for Human Rights was introduced (Article 103, paragraph "d", as well as the Federal Law "On the Commissioner for Human Rights in the Russian Federation" (1997). Its main task is to contribute to the protection of violated human rights improving our human rights legislation.
And thirdly, the most massive type of human rights protection is the judicial system (a detailed discussion of it will take place in a separate lesson). Anticipating this topic, we note: since the court is a public authority, judicial protection is one of the types of state protection of human rights. At the same time, if a person is not satisfied with the decision of the district court (the first link in the judicial system), he can apply higher - up to the Supreme Court of the Russian Federation or the Constitutional Court of the Russian Federation. And then, if he deems it necessary, he can apply to the European Court of Human Rights. This is the last link in the defense system.
Situation. In early 2007, the media reported that Evgeny Vedenin (from Tatarstan) received 1 million rubles in compensation for illegal criminal prosecution. On false charges of murder, he spent 4 years in prison. Since the death penalty in Russia is temporarily suspended, the defendant was sentenced to 15 years of strict regime. He was acquitted after the true criminal was accidentally arrested and identified. The court recognized the miscarriage of justice. What if the death penalty had not been suspended?
And yet, it was the court that ultimately managed to protect the rights of E. Vedenin.
The rights of the child. A child has exactly the same scope of rights and freedoms as an adult. And yet there are differences between them, and in favor of the child. And this is understandable: after all, every child “due to his physical and mental immaturity needs specific protection and care, including proper legal protection.” This was written in the Declaration of the Rights of the Child, adopted by the UN in 1959. We can assume that this short document (only 10 articles - principles) opened the "epoch of the rights of the child." Its first principle states that “Rights must be recognized for all children without exception and without distinction or discrimination based on race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other circumstances…".
However, this Declaration is only a statement of intent. Therefore, in 1989 the Convention on the Rights of the Child was adopted. It was immediately signed by representatives of many countries, including ours. And this is already an international treaty, a legal document that is binding.
Working with a document. (Convention on the Rights of the Child (preamble). (Appendix 1.)
The teacher gives the task:
Check out the Convention on the Rights of the Child.
The students get to know the information and answer the teacher's questions.
What year was this document published? (1989)
What are its goals? (fix the legal status of the child and the obligations of the participating states)
Could you tell me, please, the scope of rights depends on age?
1. consolidate the legal status of the child by introducing an international catalog of his rights;
2. fix the obligations of the participating states.
According to the first goal, the Convention first of all outlined the age limits of childhood: every human being who has not reached the age of 18 is a child.
The following was a catalog of the rights of the child. In the first place, of course, is the child's right to life (Article 6) and to everything that is necessary for the full development of the personality: the right to education, social security, freedom of thought, conscience, religion, free expression of one's opinion, etc. .
As for the participating States, the Convention obliges them to take all necessary measures to protect the child from any form of discrimination, physical and mental abuse, abuse and exploitation, to create conditions for the best interests of the child.
Our country was one of the first to sign the Convention on the Rights of the Child. In this regard, changes are being made to domestic legislation (family, civil, labor, criminal law) that take into account the rights of the child. In particular, the Family Code of the Russian Federation includes a special chapter - "Rights of minor children" (ch. 11). You will learn more about its content in the next lessons.
IV. Awareness and comprehension of the received information
The teacher checks the mastery of the material with the help of questions:
1. What documents did we meet in the lesson?
2. What is the basis of these documents?
3. Can a person protect his rights?
4. Does a person have duties and what?
The students answer the teacher's questions.
V. Consolidation of knowledge and skills.
The class is divided into groups of 2-3 people.
Students complete the task of the EER module (P-type)
The teacher checks the assignment.
Ш block - analytical.
VI. Summing up the lesson.
The teacher and students formulate the overall results.
Lesson conclusion: we got acquainted with human rights in the Declaration of Human Rights, in the Constitution of the Russian Federation, in the Convention on the Rights of the Child. Found out about the need for Russian and international legal documents.
Students record their findings in their notebooks.
The teacher evaluates the work of the class and individual students; argues for the marks, gives comments on the lesson.
VII. The stage of informing students about homework.
The teacher explains the homework:
Paragraph 14-15, answer questions, complete tasks of the ESM module (K-type)
Students write down their homework.
VIII. stage of reflection.
The teacher offers to evaluate his work in the lesson.
Complete the sentences:
1. Today I learned…
2. It was interesting...
3. It was hard...
4. I learned...
5. I was able…
6. I was surprised ...
7. I wanted ...
Students evaluate their work in class with questions.
Those who wish to read out the answers and hand them over to the teacher.
IX. The final stage.
The teacher thanks for the work, says goodbye.
Thank you for the lesson. Goodbye.
Review
on the methodological development of Komarova G.I.
"Project activity in the lessons of social science as a way to develop the cognitive interest of students."
In the concept of modernization Russian education the main task of the general education school is formulated - "to form an integral system of universal knowledge, skills, as well as the experience of independent activity and personal responsibility of students." This is not so much the task of the content of education as the teaching technologies used. Project activity is associated with the creativity of students and generates something qualitatively new, different from the already existing one.
In the process of project activity, as in research in general, the student goes through all stages of scientific research:
The emergence of a problem situation, its initial analysis and formulation of a hypothesis;
The stage of finding a way to solve the problem in the course of its additional analysis based on existing knowledge;
The stage of implementation of the found principle of solving the problem and its verification.
Working on a research project is educational activity Therefore, it is natural that it is carried out under the guidance of a teacher. However, the role of the teacher in this case is to organize subject relations, to correct the independent activity of students.
The main result of using the project method is the competence of students in the field of studying social science, specific skills and abilities that are formed in the course of project activities: experience in working with a large amount of information, making a presentation; the ability to assess the situation and make decisions, work in a team, structure information, plan work individually and in a team. Thus, the research work, which is the basis of the project activity, acquires all these skills. The experience gained in the process of project activities is based on the interests of students. Use of new information technologies allows you to significantly deepen the content of the material being studied, to have a noticeable impact on the formation of practical skills. The method of the educational project applied by me promotes the development of independence of students, all spheres of their personality. Therefore, project-based learning can be considered as a means of enhancing the cognitive activity of students, a means of improving the quality educational process.
This methodological development can be recommended to all teachers of the humanities cycle for use in their work.
Reviewer: head. Golovatykh S.P. ______________
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Topic: "Project activities in the lessons of history and social science." History teacher E.M. Sinyuk Each new era in the life of mankind it is necessary to require a change in the person himself, his advancement to a new stage of development, the disclosure of new qualities and possibilities of the human personality. The information (post-industrial) stage of the development of society, which the world entered at the end of the 20th century, declares information, developed intellect and creativity of a person, and high technologies created on this basis as the main values. IN modern world a new person is required who is not only armed with knowledge, but who has a new attitude to the process of cognition, to the acquired knowledge and is able to apply it to solve the problems that confront him in a rapidly changing world. Such a person should be trained by the school, which means that once again a new educational problem arises before it. Traditional methods of organizing the educational process do not solve this problem or solve it inefficiently. We need other techniques and methods of teaching (and teaching), adequate to the challenges of the time. One of these is the educational project method (used by us in history lessons in high school). One of the conditions for the implementation of this method in our pedagogical practice, we consider its correct “embedding” in the existing subject class system (although we clearly understand that innovations will destroy it sooner or later). The points of contact between the new method and the classroom system, in our opinion, are: ∙ problem and activity approaches to learning; ∙ student-centered learning; ∙ Pedagogy of cooperation. We see the expected (delayed) result in the implementation of the educational project method as follows: this is a person who positively motivates and lives the situations of his teaching; involved in an active, consciously planned cognitive process; this is a person involved in the search and research activities for the acquisition of knowledge, able to work with information, transform it into the necessary knowledge and apply it, able to comprehend, evaluate and present oneself, one’s activity and its results, that is, a person with formed in one or another degrees of informational, educational, research, communicative, personal competencies, with identified dominant interests, with a formed worldview and personal position, which ultimately will contribute to its successful self-realization.
Under the educational project, it is customary to understand the joint or individual educational (research or creative) activity of students, in our case, in history lessons, which has a common goal - a problem; coordinated methods of activity aimed at achieving and presenting a common, really new and previously unknown result, in accordance with the personal interests and capabilities of students on the basis of previously acquired knowledge and over-learning skills with a non-rigidly formulated cognitive problem. The technology of project-based learning is a development of the ideas of problem-based learning, when it is based on the development and creation, under the supervision of a teacher, of new products that have subjective or objective novelty and are of practical importance. Projects can be research, like a real scientist; creative, the result of which may be a script for a holiday, a film; informational, which necessarily require presentation and protection. The result of the project may be a model compiled using computer tools or modeling of historical eras, staging real situations, making visual aids. An educational project is considered today as a joint educational, cognitive, creative or play activity of students, which has a common goal, agreed methods, methods of activity and is aimed at achieving a common result. Extensive experience in organizing project activities in the study of all school subjects has been accumulated. In accordance with the dominant activity of students, there are five types of projects: ∙ research (subject to the logic of research and have the structure of scientific research); ∙ creative (aimed at the result in the genres of artistic creativity), ∙ adventure (playing) (simulate social or business relations), ∙ informational (aimed at studying a phenomenon, its properties, functions, analyzing and summarizing information), ∙ practice-oriented (involving the preparation socially significant results of the project: law, letters to the administration of the city, district, dictionary, questionnaire for a sociological survey, etc.). Usually, six stages are distinguished in the work on the project: ∙ preparation (formulation of the theme and goals of the project); ∙ planning (determining sources of information, report forms, distribution of responsibilities in the group, etc.); ∙ research (gathering information, solving intermediate tasks); ∙ presentation of results and conclusions; ∙ presentation or report;
“My family tree”, “Family heirloom”, “Biography of my ∙ assessment of results and process. In my teaching practice in the lessons of history and social studies, I most often use such types of projects as applied, informational, gaming, research, creative. The type of project depends on the age of the students and the topic. In the 56th grade, in my opinion, the following types of projects are most acceptable: applied - "Rock painting the first art gallery" role-playing - "I am a student of the Spartan school" informational - "Seven Wonders of the World", "Great Patriotic War in the fate of the family”, an ancestor”, etc. In the lessons of the history of the Middle Ages, small-scale research creative work is possible, for example: “Scientific discoveries and inventions of the Middle Ages”. In terms of duration, these are mainly mini-projects and short-term projects. They increase the motivation of students in obtaining additional knowledge, instill a sense of responsibility, self-discipline, develop research and creative abilities. The results of this work were: colorful presentations, reports, an exhibition of drawings and portraits. This method is especially popular at the middle stage of education, since it is in adolescence develops abstract thinking and logical memory. I pay special attention to giving the learning process a problematic character, I develop the skills of students to find and formulate problems themselves, to make theoretical generalizations. I want to note that projects in grades 7-8 are mostly short-term and somewhat simplified in design, which does not detract from their significance, but only indicates that they correspond to the age characteristics of schoolchildren of this age. At the senior stage of education, the project activity of students acquires the character of research work with the definition of goals and objectives, and the development of a research hypothesis. According to the composition of the participants, projects can be individual, group and collective: the group form is based on the work of creative microgroups when performing tasks, role-playing games. The group usually consists of 35 people. For example, in the 10th grade, when studying the topic “Culture of Russia I half of XVIII century” the class is divided into microgroups, each of which conducts an imaginary tour of the Tretyakov Gallery and the Russian Museum;
individual form - this form of work is used in the implementation of projects, research work, with the development of monologue speech and the ability to work with documents; collective form - this form of work is used to unite the class team. This helps students develop a sense of responsibility for their decisions. For example, a lesson-conference on the topic "Global problems of our time" For their work, students receive several marks at once: for design, for content, for protection. This stimulates interest, motivates for independent search activity. In a social studies course, the use of the project method reveals other possibilities. For example, when studying the topic “Global problems of our time”, students were offered the following topics: “Military conflicts and a threat to peace”, “Problems of resources” and others, which can only be fully disclosed using Internet resources. The development of information technologies, group work begins. Having identified the problems of the project, the students put forward hypotheses, conduct an intense search for solutions using the brainstorming technology. Public presentation of the product, presentation at the presentation with their work is the final stage of creative activity. Thus, knowledge is formed in several subjects at once, and creativity gets an opportunity for expression. During the study of design pedagogical technologies and work on organizing the project activities of students, I drew attention to the fact that the project method of teaching has a huge educational, educational and developmental potential. Of course, this method is not universal, but it has great advantages: it develops the student's intellect, his ability to plan and track the sequence of actions performed, to acquire knowledge and apply it in practice; develops creativity and independence; it is focused on the independent activity of students, which involves the possession of certain skills: analysis, synthesis, mental experimentation, forecasting; it is creative in its very essence, since it involves a combination of research, search, problem methods; allows you to teach children the ability to gain knowledge through their activities. The learning outcome of design experience is the ability to create and protect your product. Through emotional experience, immersion in a problem, experience of a “success situation”. The student makes a discovery in himself, in his comrades, in the subject of study. The principle of communication is implemented
learning with life. The main result is the competence of students in the field of history, specific skills and abilities that are formed in the course of project activities. Project activity contributes to a deeper understanding of the past and present of Russia by students, leads to the formation of their own assessments, the development of critical thinking of students to overcome dogmatism, which hinders the improvement of educational activities. This method gives me a lot as a teacher. This is an opportunity for creativity, and new skills, and, most importantly, a new stage of cooperation and interaction with the guys. The project method allows you to integrate various activities, making the learning process more fun, more interesting and therefore more effective.
Bylin Dmitry Petrovich
Position: teacher of history and social studies
Educational institution: MBOU "Secondary School No. 98"
Locality: city of Barnaul, Altai Territory
Material name: Article
Topic:"The requirements of the Federal State Educational Standard and the problems of implementing project activities in the school course of social science."
Publication date: 07.05.2018
Chapter: secondary education
Requirements
F G O S
implementation problems
design
activities in the school course of social science
Relevance
conditioned
contemporary
education
historical and social science
education
particular
the most important resource for socio-economic, political and cultural development
societies
characterized
dynamism
social
processes
broad
informational
contacts
post-industrial
society,
globalization
various
close interaction between representatives of various ethnic and social groups, etc.
All this gives rise to new requirements for the education of the younger generation. At present
there is an active reorientation of the system of the traditional knowledge model of the school
education on a competency-based model, which implies not only and not so much
laying a certain amount of knowledge in the heads of students, how much the formation of
use
further
expansion
information base independently.
The modernization of education, which was laid down by the requirements of the Federal State Educational Standard, is aimed
on the introduction of new guidelines for thinking, both teachers and students and their parents.
Among the most common tasks which puts modernity before the Russian teacher
- teaching students how to plan their actions to extract, systematize,
analysis of knowledge from a colossal information flow, the possibility of their application in
various types of activities. This requires students to be able to plan their
actions to work with information, careful consideration of decisions made,
possession of communication skills of collective creativity, etc. The bet is made
for design technologies, from the implementation of which it is expected that it will be possible to acquire
the skills discussed above. It is assumed that the design, interactive in
educational
activity,
elements
research
provide
promotion
initiative
responsibility
learners
results
efficiency of all educational work.
This topic is of interest to me primarily because, in my opinion, today
interest
results
the effectiveness of the technologies used, the development of professional competencies,
desire to work in an innovative mode.
Project- a holistic view of the complex, unique, limited in
activities,
directed
achievement
certain
implementation
changes
design
activity
anticipated
activities aimed at achieving certain goals through the implementation
changes under time constraints.
Design
activity
schoolchildren
educational and cognitive
activity
schoolchildren, based on the motivational achievement of a consciously set goal
creation
creative
product
performance
successive
action
mandatory
presentation
result.
Design
activity refers
innovative,
suggests
transformation
reality,
under construction
relevant
technology,
unify
improve.
The purpose of the project activity is understanding and application by students of knowledge, skills
acquired
studying
various
items
integration
Tasks of project activity:
Education
planning
(student
define
the main steps to achieve the goal, focus on achieving
goals, throughout the work);
Formation of skills for collecting and processing information, materials (the student must
be able to select the appropriate information and use it correctly);
Ability to analyze (creativity and critical thinking);
Ability to write a report (the student must be able to draw up a work plan,
present information clearly, draw up footnotes, have an understanding of the bibliography);
To form a positive attitude towards work (the student must take the initiative,
enthusiasm, to try to complete the work on time in accordance with the established plan and
work schedule).
Principles of organizing project activities:
The project must be feasible to carry out;
Create the necessary conditions for the successful implementation of projects (form
appropriate library, media library, etc.);
training
students
implementation
projects
(carrying out
special
orientation so that students have time to choose the topic of the project, on this
stage, you can involve students with experience in project activities);
Provide guidance to the project by teachers - discussion of the chosen topic,
work plan (including execution time) and keeping a diary in which the student
makes appropriate records of his thoughts, ideas, sensations - reflection. A diary
student
compiling
is a written work. The student uses the diary during
interviews with the project manager.
In the event that the project is a group project, each student must clearly show his
contribution to the project. Each project participant receives an individual assessment.
Mandatory presentation of the results of the project in one form or another.
Project activity factors:
Increasing the motivation of students in solving problems;
Development of creative abilities;
Shifting the emphasis from the instrumental approach in solving problems to the technological one;
Formation of a sense of responsibility;
Creating conditions for a collaborative relationship between teacher and student.
Project activity is the basis of the project method.
Method
projects
totality
operations
mastering
certain
area of practical or theoretical knowledge, a particular activity. This is the way
knowledge,
organizations
process
knowledge.
projects
development of cognitive skills of students, the ability to independently design their own
knowledge, skills to navigate in the information space, development of critical
thinking.
Basic requirements for using the project method:
significant
research,
creative
problems/tasks,
requiring
integrated
research
(for example, researching the demographic problem in different regions of the world; creating
a series of reports from different parts of the globe on one issue; influence problem
acid rain on the environment, etc.).
2. Practical, theoretical, cognitive significance of the expected results
(for example, a report to the relevant services on the demographic state of a given
factors
influencing
condition,
trends,
traceable
the development of this problem; joint issue of a newspaper, an almanac with reports from the field
events; forest protection in different areas, action plan, etc.);
3. Independent (individual, pair, group) activities of students.
4. Structuring the content of the project (indicating the phased results).
Usage
research
providing
certain
sequencing:
Definition of the problem and the research objectives arising from it (use in the course of
joint research of the method of "brainstorming", "round table");
Putting forward hypotheses for their solution;
discussion
research
(statistical
experimental,
observations, etc.);
discussion
ways
registration
final
results
(presentations,
Collection, systematization and analysis of the obtained data;
Summing up, registration of results, their presentation;
Conclusions, promotion of new research problems.
For the typology of projects, the following typological features are proposed:
Dominant activities in the project: research, search, creative,
role-playing, applied (practice-oriented), fact-finding, etc.
(research project, game, practice-oriented, creative);
interdisciplinary project.
The nature of project coordination: direct (rigid, flexible), hidden
(implicit,
imitating
participant
characteristically
telecommunications
projects).
Character
contacts (among
participants
countries, different countries of the world).
The number of project participants.
Project duration.
Implementation
projects
research
practice
changing the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer
cognitive,
research
activities
students.
Changes
psychological climate in the classroom, as the teacher has to reorient his
educational
students
various
independent activities of students, on the priority of research activities,
exploratory, creative nature.
GEF requirements for the implementation of project activities in the school course
social science.
"Social Studies" - subject in the basic school, the foundation of which
are scientific knowledge about a person and society, about the influence of social factors on
the life of every person. Their disclosure, interpretation, evaluation are based on the results
research,
apparatus
complex
public
(sociology,
economic
political science,
cultural studies,
jurisprudence,
social
psychology), as well as knowledge of philosophy. Such a complex scientific base of educational
subject "Social science", the multidimensionality of the study of its subject - social
life - determine the integrative nature of social science, which is preserved and
in high school.
On the present stage implementation of the GEF, the formation of universal educational
actions, in particular, the ability to independently acquire knowledge, apply it consciously
practical
activities,
readiness
find
social
problems, needs and abilities for self-development, is most successfully carried out in
the process of project and research activities of schoolchildren. In the Federal State Educational Standard
education, this type of activity is defined as one of the most productive
ways to achieve subject, meta-subject and personal results students.
Formation of UUD at various stages of work on a social science project
activities
students
Personal
Communicative
cognitive
Regulatory
I. Training: problem statement, definition of the topic and goals of the project, its
starting position.
Discuss
project theme with
teacher and
receive at
need
additional
yu information
Availability
motivation to
training and
purposefully
cognitive
activities,
directed
to study
To plan
cooperation
with a teacher
goal setting
Independent
selection and
formulation
cognitive
Ownership
skills
joint
activities
ability
independent
formulated
change the topic and
goals after
preliminarily
discussions
II. Planning: identification of sources of necessary information.
Determination of methods for collecting and analyzing information, presenting results.
Formulate
project tasks.
Work out
action plan.
Development
ability to put
learning objectives
on the basis of
known and
learned, and that
what is not yet
known
To plan
cooperation
with the teacher and
peers,
define a goal
participants and
their ways
interactions
Definition
structures
objects of knowledge
selection
significant
functional
relations between
parts of the whole
agreed
coordination
activities
III. Study: collection and clarification of information. Staged implementation
research objectives of the project.
step by step
perform
project tasks
Formation
striving for
self-education
self-control
and analysis of their
action
Usage
for solutions
delivered
tasks of various
sources
information;
proactively
cooperate in
search and collection
information;
Extension
students' knowledge about
study methods
nature, special
roles of observations
for studying
Application
informational
search, including
number with
computer
agreed
coordination
activities
IV. Conclusions: information analysis. Formulation of conclusions
Perform
research and
are working on
project,
analyzing
information.
Make out
Emotionally
valuable
attitude to
own
health and
health
striving for
knowledge
self-control and
analysis of their
action
Ability
transmit
text in compressed
deployed
According to
purpose of the training
handle
received
information;
draw conclusions on
basis of generalization
Submit
information in
text form,
agreed
coordination
results
activities
V. Presentation (defense) of the project and evaluation of its results
Preparing a project progress report explaining the findings
results (oral report, oral report with demonstration of materials, written
Analysis of project implementation, results achieved (successes, failures) and reasons
Present
participate in it
collective
introspection and
understand
delivered
tasks, clear and
articulate
your thoughts in
oral speech,
line up
argumentation
reflection in
oral or
written
results
activities
Conscious and
arbitrary
construction
speech
statements in
written
Define
success
fulfillment
based
available
criteria;
achievements,
behavior and
emotionally
states
In the course of social science, project activity has some features.
First, this social orientation projects, appeal to modern realities
as opposed to history projects, which reflect events to one degree or another
of the past.
Secondly,
design
social science
oriented
practical usefulness, and ideally, the application of innovative ideas in
modern life or the near future.
For example, as part of the study of topics in economics, students in grades 1-11 may
implemented
«Monotowns
Problems
prospects
development". As part of this project, students will be required to complete
several tasks:
Analyze
single-industry towns;
Collect information on single-industry towns, which will allow not only to give them
characteristic,
available
Problems
prospects
development;
The students will have to propose their own ways of developing their single-industry towns.
region on the basis of problems and prospects.
Another method of project-based learning is business game. She especially
effective when studying a complex topic, because in the process of playing, schoolchildren develop
motivation,
assimilate
necessary
show
creative
capabilities. For example,
studying
"Electoral
Russian Federation” you can implement the business game “Elections”. The game may be
implemented both within the framework of one class and within the entire school. Main students
design
corresponded
existing
electoral law of the Russian Federation.
interconnections
design
activities
school
social science is a research activity that also contributes to
manifestation
independence
activity,
students
simultaneously
creative
character.
research
individual
group
students
acquire
social
interactions,
mutual aid,
uphold
declare
arguing one point or another.
through
design
activities,
form
students
culture
mental
research
activities, to independent conscious work on the project.
reason
designing
especially
respect
project activities in the modern Russian school. Ready recipes in this
question is not, and cannot be, although a number of difficult questions remain, to which
I would like to draw your attention to:
How is a study project different from other projects?
How much
turned into
multiple projects?
How effective is individual work on a project?
How should the project be presented?
What is the role of the leader (teacher) in the project? Is it possible by design
take the whole course?
Can the project contribute to the development of the full amount of knowledge (taking into account
current requirements)?
What is the optimal ratio of imitation and reality in a training project?
How should you deal with the possibility of making mistakes in a study project?
Is the lesson a project for the teacher?
In which case? Does everyone feel the same way about the lesson?
What are the criteria for evaluating prepared projects?
Russian
education
located
serious
conversation
project activity. It is impossible to do without design in modern life.
generations
Russian
aware
responsibility, were active and enterprising, were not afraid of difficulties, believed in
their strengths and saw ways to their rational application, then to one degree or another
should include design in the learning process.
Analyzing the experience of organizing project activities, the following are distinguished:
results,
indicating
Benefits
applications
design
the educational process of the school:
Project work stimulates intrinsic cognitive motivation
and promotes interest in subjects.
Working on projects increases the activity and independence of different
the level of development and abilities of students.
conditions
transition
Federal
state
standards
education
organization
design
activities
schoolchildren
provides
the formation of universal educational actions of the student, the education of responsibility
student for their learning experience, decision making, further education, spiritual
moral education.
understand
to embody
standards
real conditions. With all the progressive characteristics that traditionally
different educational system, it still has some inertia. She is not
embody
established
"human
teacher's worldview, in which theory and practice do not always get along with the necessary
Sections: History and social studies
Time is inexorably gaining speed, human ideas about oneself and one's own capabilities are also changing rapidly. One educational environment replaces another. At all times, society has sought to increase its intellectual potential. We live in an interesting and controversial time when the progress of science and technology has become an integral part of human life and society. And today, at the time of the dominance of scientific and technological progress, humanity is again turning to the eternal values: humanity, tolerance, family, respect for each other.
The development of society today dictates the need to use new information technologies in all spheres of life. The modern school should not lag behind the requirements of the time, which means that the modern teacher should use a computer in his activities, because. The main task of the school is to educate a new generation of literate, thinking citizens who can independently acquire knowledge.
Many years of experience has shown that new computer technologies give a high effect, provided that they are supported by advanced pedagogical technologies.
As part of the implementation of the Concept for the Modernization of Russian Education and in accordance with modern state educational policy, the result of the activities of an educational institution is the formation of a complex of "key competencies" that contribute to the socialization of a young person's personality, namely:
- ability to adapt;
- social responsibility;
- ability to communicate;
- tolerant attitude towards others;
- social responsibility.
The lessons of social science, as well as the lessons of history, cultural studies, allow you to enhance student activity, which allows you to form the skills of social partnership.
The purpose of using project technology is students' independent comprehension of problems, problem situations that have a vital meaning for students. It makes it possible for children to acquire real experience of participating in the life of the community, solving socially significant problems. In the course of project activities, students have the opportunity to correlate the general ideas learned in the lessons with the real life in which they themselves, their friends, parents, teachers are involved, as well as with public life, with social events taking place on the scale of the microdistrict, city and country generally. Thus, the project makes it possible to bridge the gap between school education and life, and is a link between educational and research activities.
This method involves the "living" by students of a certain period of time in the educational process, as well as their familiarization with the fragment of the formation of a scientific understanding of the world, the construction of cognitive models. The materialized product of design is an educational project, which is defined as a detailed solution to the problem in the form of developments independently applied by students. We emphasize that the didactic unit in the project method is a problem taken from real life and personally significant for students (economic, legal, environmental, etc.). Thus, the problem and ways to solve it acquire the contours of project activities.
When solving a project, along with the scientific and cognitive side of the content, there are always emotional-valuable (personal) activity and creative sides. Moreover, it is the emotional-valuable and creative components of the content that determine how significant the project is for students and how independently it is completed.
The project encourages the student to: show intellectual abilities; moral and communicative qualities; demonstrate the level of knowledge and subject skills: show the ability for self-education and self-organization.
In the process of developing a project: students synthesize knowledge in the course of their search; integrate information from related disciplines; looking for more effective ways to solve project problems; communicate with each other.
The project activity clearly demonstrates the possibilities of mono- and multi-subject, individual and group educational routes of the project. The essential features of this method are the subjectivity of the student, dialogue, creativity, contextuality, manufacturability and independence of students that arise in the process of implementing the project method.
The organization of teaching in history, social science, law, cultural studies by the method of projects creates optimal conditions for the transformation of students into "subjects" of activity. Each student becomes an equal member of the creative team, work in which contributes to the development of social roles, brings up commitment and responsibility in completing tasks on time, mutual assistance in work. Feelings, attitudes, thoughts and actions of schoolchildren are involved in project activities.
Dialogue allows students in the process of project implementation to enter into a dialogue both with their own "I" and with others. It is in the dialogue that the "free self-revelation of the personality" is realized (MM Bakhtin). The dialogue in the project method performs the function of a specific socio-cultural environment that creates conditions for students to accept new experience, rethink the old meanings, as a result of which the received legal, social, legal information becomes personally significant.
Creativity is associated with the resolution of a problem situation, which causes the beginning of active mental activity, independence of students, as a result of which they discover a contradiction between the legal, social, economic content known to them and the inability to quickly apply them in practice. The solution of the problem often leads to original, non-standard methods of activity and the result of implementation. Any project is always the work of students.
Contextuality in this method allows you to create projects that are close to the natural life of students, to realize the place of "Law", "Social Science", "Culturology" in the general system of human existence.
Integrity means the optimal synthesis of knowledge for the implementation of the studied problem by students with the involvement of content from other subjects.
Manufacturability is associated with the organization of cognitive activity of students at certain stages of project activity.
In order to stimulate the cognitive activity of students in the lessons of social science in grade 9, I conduct practical and laboratory classes with solving problematic problems, discussing typical situations. Students with interest get acquainted with the Constitution of the Russian Federation, the Charter of the city.
To implement the skills and competencies associated with work planning, the development of a phased action program from concept to finished product, I practice including ninth graders in project activities.
Projects encourage the student to set goals, master general educational skills, display intellectual abilities, display communicative qualities, develop group work skills, and build relationships. Joint activity provides ample opportunities for both the teacher and the student to build subject-subject relationships.
Before studying the topic "Human Rights" (about a month in advance), the research project "YOUR RIGHTS" was launched.
The guys gave this project a creative name
"Guys let's be friends!"
This project:
- Practice Oriented
- Category of students - 9th grade
- group
- implementation period - 1 month
- implemented according to the teaching materials - grade 9 (author Kravchenko and Peskova).
- is aimed at the implementation of the following tasks:
Educational goals:
- Refresh students' knowledge of the "Rights of the Child" section
Development goals:
Contribute to the formation
- development of critical thinking
- information culture
Educational goals:
Promote -
- the formation of a communicative culture
- formation of the foundations of right culture
- education of tolerance
The main question of the project was:
Is the free world free?
During the introductory lesson, students identified the relevance of the topic, identified the problem, subject, object of study, goals and objectives. Groups were formed to carry out the project. Leaders emerged from the groups.
The first group was offered a research topic - Why is a person right?
The second group - To what "statue" do they take off their hats, and the indifferent pass by?
Third - What to do if your rights are violated?
The project month included three main stages:
- preparatory(organizational, or launch period);
- basic(project implementation);
- presentational(public defense of the work performed, presentation of the "product" obtained at the main stage, answers to questions from students and the teacher.
Project resources:
A) internal
- All 9th grade students
- social studies teacher
- Head of the school library
B) technical
- Personal computer network
- Camera
- Video recorder
- Video camera
B) internal
- educational, methodical, scientific literature on civil and legal education and upbringing
- the Internet
During the implementation of the project, the students managed to create quite competent works.
Group I prepared:
Timeline (message)
K+K (message, presentation about the constitution)
My rights are my wealth (crossword, booklet, test)
II group:
I am a citizen (booklet, test)
A fairy tale is a lie, but there is a hint in it (presentation)
III group:
And they offended me (booklet)
Uncle Styopa - policeman (message)
The result of the implementation of this project was a lesson - "Round table" (duration 2 hours), which was supposed to lead the children to the following conclusions:
- In order for human rights to be protected, it is not enough to write them on paper, it is necessary that the person himself wants and knows how to protect them: human rights are realized only through his will.
- Our rights end where the violation of the rights of another person begins. If today we violate the rights of the weaker, tomorrow there will be someone who will violate our rights.
- Every right gives rise to a certain responsibility. Rights without duties lead to permissiveness, and duties without rights lead to arbitrariness.
- Everyone has as many rights as he wants and can have.
- People of the state communicate with each other only in writing.
The most lively discussion was caused by the presentation - the game "Fairy tale is a lie, but there is a hint in it", which was created by the students not only for themselves, but also in order to tell younger students about the Rights of the Child.
In the course of project activities, the educational products of students are the research work of students. As a rule, the best projects in the competition can be presented at the school scientific and practical conference "Small Discovery".
Thus, practice-oriented projects are aimed at a specific practical result and are associated with the social values of students. ABOUT practical significance project "YOUR RIGHTS" students shared in a newspaper article of the school press. Research topics are diverse and reflect an individual approach to students when choosing a research topic.
This experience of social practical activity is transferred to students, forming in them a responsible attitude towards themselves and their actions, the ability to acquire and comprehend personal experience of tolerance and interaction with other people.
Literature and information resources:
- Guidelines for the use of information and communication technologies in the cycle of socio-economic disciplines in general education school. Perm, PRIPIT. 2004 p.14
- Guzeev V.V. Planning for educational outcomes and educational technologies. - M., Public education, 2001. - S. 42-44, 57 .; Didactics of secondary school. - M. 1982. - S. 192.
- New pedagogical and information technologies in the education system: Textbook for students. Pedagogical Universities and systems of higher education. qualified ped. personnel / E.S. Polat, M.Yu. Bukharkina, M.V. Moiseeva, A.E. Petrov; Ed. E.S. Polat. - M.: Publishing center "Academy", 1999. - 224
- Chernov A.V. The use of information technology in teaching history and social science.// Teaching history at school. 2001 No. 8. P.40-46
- Internet in liberal education. Ed. Polat E.S. M., Vlados, 2001 p.169
- Gospodarik Yu. Internet and the study of history. "History", No. 3, January, 2000 - supplement to gas. "First of September".
- Kravchenko A. I. Social science: a textbook for grade 9, M .: Russian word, 2002.
- Kravchenko A. I. Social science: a book for teachers, M .: Russian word, 2002.
- Nikitin A. F. Rights of the child: a guide for students, M .: Bustard, 2000.
- Kravchenko A. I. Task book on social science: tutorial for grades 8-9, Moscow: Russian Word, 2002.
- http://www.rosino.ru/cgi - 25.10.05 bin/rosino.pl?cart_id=&page=&keywords=classic&number=16&search_request_button=Submit+Keyword -25.10.05
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