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Committee of Education and Science of the Kursk Region
Regional budgetary educational institution
Medium vocational education
Kucherovsky branch
"Sudzhan Agricultural College"
Methodical development
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 project activities 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;
Determine the pedagogical conditions for the 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 received legal, social, and 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 students to implement the problem under study with the involvement of content from other subjects.
Manufacturability is associated with organization cognitive activity students at certain stages of project activities.
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 his development creativity;
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 task
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 activity.
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. Tutorial for general 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 a democratic legal state, 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 the 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 a healthy 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, reflecting 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. We emphasize right away 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 it is obligatory to receive basic general education (art. 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 world 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."
The concept of modernization of Russian education formulates the main task of a general education school - "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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S. Moskovskoe 2010
Content
Introduction
1.1 Developmental education.
1.2 The concept of L.V. Zankov.
2.3 Educational environment
2.5 Project activities in teaching social science.
Section 3Experimental work on testing a set of classes on the topic "Man" in social science using developing technologies.
3.1. Ascertaining stage
3.2. Formative stage.
3.3. control stage
Conclusion
Applications
Introduction
A lot of time has passed since the beginning of the transformations in the country. Great changes have also taken place in the field of education: different types of educational institutions have appeared, a new educational standard has been developed, and the forms and terms of training have become more flexible, variable. Parents are now an important subject of education, making high demands on the quality of teaching, providing material and financial support to the school. Parents pay special attention to the use of technology in various lessons.
The process of informatization of society at the present stage sets the task for pedagogical science to organize the training of schoolchildren in such a way that they are ready to meaningfully and creatively use information technologies in their educational and professional activity. In order to carry out such training, it is necessary to create the most favorable conditions for the development of the student as an individual.
Social science is suitable for the implementation of these conditions as well as possible, because. includes some parts of many educational areas(history, geography, physics, mathematics, as well as the field of creative research (drawing, literature), etc. The child himself is not yet aware of his capabilities, the trajectory of his own development is not yet clear to him. And do not rush into this. Great help in disclosing the child as a person can play the study of the fundamental foundations of social science.
The main and very responsible task of the teacher is to reveal the individuality of the child, to help it manifest itself, develop, settle down, gain selectivity and resistance to social influences. That is why it is necessary to start not with selection according to abilities and not even with the formation of personality traits desired by society, but with a qualified pedagogical study of each student as an individual.
And only when the features of his individual development are professionally identified by the teacher, checked for the stability of their manifestation, it is possible to determine the forms of his further education.
All of the above shows that in the new socio-economic conditions there is a contradiction between:
The requirements for the competitiveness of school graduates and the inability of the traditional knowledge quality control system to ensure a high level of knowledge acquisition;
Between the need for developmental education and the inability of traditional education to provide it;
Between requirement State standard education, taking into account the peculiarities of training and the lack of a developed content of subject education.
These contradictions determine the relevance of conducting research on the use of developing technology in social studies lessons.
The topic of the study determined the object, subject, goals and objectives of the study, as well as its hypothesis.
Object of study: the content and process of learning through the use of developing technologies.
Subject of study: developing technologies in social science lessons as a means of improving the quality of knowledge.
The purpose of the study: to study the problem of using developing technologies in social studies lessons and to correlate the research results obtained through the development of a set of social studies classes, and testing its effectiveness.
The study is based on the hypothesis that the use of developmental learning technologies in social studies lessons has a positive effect on the quality of students' knowledge.
To test the working hypothesis and achieve the goal of the study, the following research objectives were set:
To study the theoretical foundations on the issue of developmental education;
To reveal the essence of the concepts of developmental education;
Compile a set of classes using developmental learning technology;
to investigate the effectiveness of the proposed set of classes using elements of developmental learning technology.
The theoretical foundations of the study are:
Problems of developmental education (Davydov V.V.)
Formation of creative thinking (Selevko G.K.)
Teaching motives. Psychological foundations of developmental education (Subbotina L.Yu.)
Developing education (Yakimanskaya I.S.)
Personal development in education (Shiyanov E.N. Kotova I.B.)
The methodological basis of the study are:
Systemic - structural and integrative - differentiated approaches - general philosophical level;
Activity approach - psychological and pedagogical level;
The concept of a personal approach, intra- and interdisciplinary integration of knowledge, regionalization, profiling the content of information education, organization of training based on the activity of the approach - private methodological level.
IN this study the following methods were used:
1. Theoretical: analysis of psychological, pedagogical, methodological, legal, and philosophical literature on the research problem; scientific - methodical analysis of the state of the research problem; development of a methodological analysis of the state of the research problem; synthesis, generalization, systematization.
2. Experimental: studying the experience of teachers of social studies and other subjects of the humanitarian cycle at school on the problem of applying developmental learning technologies; conversations with students; pedagogical experiment; pedagogical observations of students;
This paper discusses developmental education in social science lessons in a secondary school from the standpoint of psychology, which is primarily interested in the individuality of the child, the conditions for its formation, manifestation, development under the influence of learning, as well as from the standpoint of social science, which becomes a huge auxiliary tool in the development of students a holistic vision of the world, an orientation towards mastering methodological knowledge (not only knowledge of social science) and methods of productive activity, the formation of the ability to solve meaningful problems, familiarity with the principles of formalization and modeling, the development of readiness for decision-making based on an adequate assessment of the information received, awareness of the global problems of our time.
The relevance of the problems raised in the work is due to the need to revise the approach to teaching lessons in the educational field of social science, not only in the content of education (which is usually associated with changes in curricula, programs, textbooks), but also in the technology of the educational process, which we understand as a kind of combination of learning and learning , specially organized training is the main, but far from the only source of this experience.
The work contains a number of positions that seem extremely important for understanding the developmental education of social science: its design, implementation in the practice of the school. These positions are:
developmental education should ensure the development and self-development of the student's personality, based on the identification of his individual characteristics;
the educational process of developing social science education is presented to each student, based on his abilities, inclinations, interests, value orientations and subjective experience, the ability to realize oneself in cognition, learning activities, behavior;
the content of social science, its means and methods are selected and organized so that the student can show selectivity to the subject material, its type and form; (in computer science there are many opportunities to present the material under study in various interpretations)
the criterion base of developing education in social science takes into account not only the level of knowledge, skills and abilities achieved, but also the formation of a certain intellect (its properties, qualities, nature of manifestations).
The practical significance of the work performed lies in the possibility of its practical use in the framework of the educational process in high school.
Section 1. Developmental Learning Concepts
1.1 Developmental education.
One of the most important world trends in education is the transition from the explanatory and illustrative way of teaching to developing technologies.
The ideas of developing education originate in the works of I.G. Pestalozzi and K.D. Ushinsky. A truly scientific substantiation of the theory of developmental education was first given in the works of L.S. Vygotsky, who in the early 30s of the 20th century. put forward the idea of education going ahead of development and focused on the development of the child as the main goal. According to his hypothesis, knowledge is not the ultimate goal of learning, but only a means of developing students. In this regard, L.S. Vygotsky proposes to orient learning not to the established features of mental development, but to those that are still emerging, not to adapt the content of training to abilities, but to introduce such content that would require new, higher forms of thought. The transition of thinking processes to a new level is the main content of developmental education.
Consideration of the term "developmental education" involves, first of all, the study of the problem of the relationship between education and development, which has always been recognized as one of the core problems of pedagogy. At various historical stages, its solution has changed, due to a change in methodological guidelines, the emergence of new interpretations of understanding the essence of personality development and the learning process itself, and a rethinking of the role of the latter in this development. This topic is relevant in pedagogy at the present time, since it involves the search for the scientific foundations of education, which would recognize the individual capabilities of each child and their changes in the process of age development.
In recent decades, theorists and practitioners of domestic education have been paying more and more attention to the problems of developmental education. Moreover, one of the main principles of reforming the Russian school is the principle of developing education. The specific reflection of the problem of regularities and principles of education is found in the concepts of developmental education developed by domestic psychologists and teachers. The scientific substantiation of the ideas of developmental education was given at the beginning of the last century in the works of L.S. Vygotsky. They were further developed in the works of S.L. Rubinstein, A.N. Leontiev, D.B. Elkonina, L.V. Zankova, V.V. Davydova, A.S. Menchinskaya and others. In their concepts, training and development appear as a system of dialectically interconnected aspects of a single process.
In the last decade, theorists and practitioners of domestic education have been paying more and more attention to this problem, devoting scientific works to it, creating methodological manuals and special programs. Moreover, one of the main principles of reforming the Russian school is the principle of developing education.
However, many pedagogues - scientists, teachers and methodologists still have vague ideas about the essence of developmental education, about its various types and forms, that in Russian pedagogy there are a number of concepts of developmental education that interpret this issue in different ways. In this regard, it is advisable to turn to their analysis.
1.2 The concept of L.V. Zankov.
At the end of the 50s. XX century, a scientific team led by L.V. Zankov, a large-scale experimental study was undertaken to study the objective patterns and principles of learning. The efforts of the researchers were aimed at developing a didactic system for teaching younger students, with the goal of their overall mental development. They set the task of building such a system of primary education, which would achieve a much higher development of younger students than when teaching according to the canons of traditional methods. This system was supposed to be created by organizing experiments, the conduct of which would change the existing practice, demonstrating the effectiveness of the use of special programs and methods. Experimental training was complex. This was expressed in the fact that the content of the experiment was not individual objects, methods and techniques, but "testing the legitimacy and effectiveness of the very principles of the didactic system" .
The basis of the training system, according to L.V. Zankov, are the following interrelated principles:
training at a high level of difficulty,
fast pace in the study of program material, the leading role of theoretical knowledge,
students' awareness of the learning process,
purposeful and systematic work on the development of all students, including the weakest ones.
The considered principles were concretized in the programs and methods of teaching grammar, reading, mathematics, history, natural science. Comparative study of general mental development of younger schoolchildren in experimental and regular classes was carried out by individual examination using special techniques. The features of observation (perception), thinking, practical actions for the manufacture of a given object were studied. Special features of the development of some children were traced throughout the entire primary education (longitudinal study). In particular, the interaction of thinking and emotions, observation and thinking was analyzed, the state of general mental, and not just mental development, was examined.
Proposed by L.V. Zankov didactic system proved to be effective for all stages of the learning process. However, despite its productivity in the development of the student, it remains an unrealized concept to date. In the 60-70s. attempts to introduce it into mass school practice did not give the expected results, since teachers were unable to provide new programs with appropriate teaching technologies.
The orientation of the school in the late 80's - early 90's. on personality-developmental education has led to a revival of this concept. But, as practice shows, proposed by L.V. Zankov didactic principles are not yet fully used.
1.3 The concept of D.B. Elkonin and V.V. Davydov.
The outstanding psychologist Lev Semenovich Vygotsky, on the basis of a number of his studies, established that the development of any mental function, including the child's intellect, passes through the zone of proximal development, when the child is able to do something only in cooperation with an adult, and only then passes to the level actual development, when he can perform this action independently. L.S. Vygotsky pointed out that at school the child learns not what he can already do on his own, but only what he can do in cooperation with the teacher, under his guidance, while the main form of learning is imitation in the broadest sense. Therefore, the zone of proximal development is decisive in relation to learning and development, and what a child can do today in this zone, that is, in cooperation, tomorrow he will be able to do independently and, therefore, will move to the level of actual development.
This approach was formulated in the early 60s by D.B. Elkonin, who, analyzing the educational activity of schoolchildren, saw its originality and essence not in the condition of certain knowledge and skills, but in the self-change of the child himself as a subject. teacher, but as a self-changing subject of learning, as a student. This concept acquired its expanded form as a result of a number of studies carried out in the 60-80s. under the general supervision of D.B. Elkonin and V.V. Davydov.
V.V. Davydov believed that by changing the traditional content of education, it is possible to ensure the necessary mental development of schoolchildren, and in the future, their general mental development, including personal development. It was found that in modern conditions at this age it is possible to solve specific educational tasks, subject to the development of educational activity and its subject, abstract-theoretical thinking, arbitrary behavior control. It follows from this that training should be aimed at creating the necessary zones of proximal development, which would eventually turn into mental neoplasms.
Such training is focused not only on familiarization with the facts, but also on the knowledge of the relationship between them, the establishment of cause-and-effect relationships, and the transformation of relations into an object of study. Based on this, V.V. Davydov and D.B. Elkonin associates their concept of developmental education primarily with the content of educational subjects and the logic (methods) of its deployment in the educational process. It is theoretical thinking, as V.V. Davydov, fully realizes those cognitive possibilities that object-sensory practice opens up for a person, recreating the universal connections of reality.
At the heart of the developmental education of schoolchildren, according to V.V. Davydov and D.B. Elkonin, lies the theory of the formation of educational activity and its subject in the process of mastering theoretical knowledge through analysis, planning and reflection. In this theory, we are not talking about the assimilation of knowledge and skills by a person in general, but about the assimilation that occurs in the form of a specific educational activity. In the process of its implementation, the student acquires theoretical knowledge. Their content reflects the origin, formation and development of any subject. At the same time, the theoretical reproduction of the real, concrete as a unity of diversity is carried out by the movement of thought from the abstract to the concrete.
The concept of developing education V.V. Davydov and D.B. Elkonina is aimed primarily at the development of creativity as the basis of personality. It is this type of developmental learning that they oppose to the traditional one. Many provisions of this concept have been confirmed in the course of long-term experiments. Its development and approbation continues at the present time. However, this concept is still insufficiently implemented in mass educational practice.
1.4 Systems of developmental education with a focus on the development of the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
In modern psychological and pedagogical science, it is believed that creativity is a conditional concept, it can be expressed not only in the creation of a fundamentally new one that did not exist before, but also in the discovery of a relatively new one (for a given area, a given time, in a given place, for the subject himself).
Generalized creative abilities of the individual:
independent vision of problems, analytical thinking;
seeing a new side in a familiar object (alternative thinking);
The ability to combine, synthesize previously learned methods of activity into new ones (synthetic, combinational thinking).
Achieving a creative level of personal development can be considered the highest result in any pedagogical technology. But there are technologies in which the development of creative abilities is a priority goal, these are:
identification and development of creative abilities of I.P. Volkov;
technology of technical creativity (the theory of inventive problem solving) G.S. Altshuller;
technology of education of social creativity I.P. Ivanova. They are aimed at the development of various spheres of personality and have both general and specific features.
Goal accents
According to I.P. Volkov
Identify, take into account and develop creative abilities;
Frontally introduce schoolchildren to a variety of creative activities with access to a specific product.
I.P. Volkov, deciding to teach children creativity, argues as follows. There are children in the world who are gifted in a predominantly one area: music, fine arts etc. But this is an extremely rare gift of nature, and in the general mass they have ordinary inclinations, i.e. potential abilities. If you create favorable conditions for them, they can be developed even to a high level. But the fact is that these talents are manifested, so to speak, not at one moment, but some earlier, others later.
This means that the search for and subsequent development of the creative abilities of children must be carried out for more than one year. The student should be given the opportunity to practically actively express himself in a variety of activities and creativity. Creativity must be taught! Creativity, individuality, art, I. P. Volkov believes, are manifested even in a minimal deviation from the model. But in order to create a specific product of a creative nature, both general education and at least minimal general professional knowledge are needed. It is necessary to include various types of labor in the educational process and encourage the creativity of children. For this, creativity lessons were developed.
The initial principles for the design and organization of these lessons I. P. Volkov took the following:
knowledge as the foundation of creativity;
strict selection educational material;
multiple repetition;
all-round development of the student;
the formation of a sustainable interest in the child;
training in the competent performance of work under the guidance of an adult;
teacher's control over student's work;
individual approach.
Design thinking is necessary for adults and children. It must be specially awakened, systematically developed and carefully cultivated. Today, even in order to simply survive, not to mention lead a more or less human-worthy existence, we must boldly go towards the new. That is, to be able to design our interaction with the constantly and unpredictably changing world. This means that we need to learn continuously and non-stop.
Life demands from us that every new task that we give to our students is to some extent new for us as well. Addressed to us, it should be a task to improve the educational process, to develop our ability to solve new pedagogical problems and transfer the principles of solution found to other object areas and problem situations.
The project approach largely satisfies such requirements. It is applicable to the study of any school discipline and is especially effective in lessons aimed at establishing interdisciplinary connections. The project method contributes to the activation of all spheres of the student's personality - his intellectual and emotional spheres and the sphere of practical activity, and also allows you to increase the productivity of training, its practical orientation. Project technology is aimed at developing the personality of schoolchildren, their independence, and creativity. It allows you to combine all modes of work: individual, pair, group, collective.
According to G.S. Altshuller:
Teach creative activities.
Familiarize yourself with the techniques of creative imagination.
Learn how to solve creative problems.
According to I.P. Ivanov:
To educate a socially active creative personality capable of multiplying public culture, making a contribution to building a legal democratic society.
In introducing schoolchildren to independent and creative activities, all forms of extracurricular work are widely used, but with one condition - the work should be aimed at creating a specific product that could be recorded in a creative book (products, models, layouts, devices, compositions, literary and musical works, inventions, research, etc.).
1.5 Personally oriented developmental education (I.O. Yakimanskaya)
In the technology of personality-oriented developmental education, special importance is attached to such a factor of development, which in traditional pedagogy, as well as in the developing systems of L.V. Zankov, D.B. Elkonin and V.V. acquired by the child before school in the specific conditions of the family, socio-cultural environment, in the process of perception and understanding of the world of people and things.
The subjectivity of the personality (individuality) is manifested in selectivity to the knowledge of the world (content, type and form of its representation), the stability of this selectivity, the ways of working out the educational material, the emotional and personal attitude to the objects of knowledge (material and ideal).
The technology of student-centered learning is a combination of learning, understood as a normatively consistent activity of society, and learning, as an individually meaningful activity of an individual child. Its content, methods, and techniques are mainly aimed at revealing and using the subjective experience of each student, helping to develop personally significant ways of cognition by organizing a holistic educational (cognitive) activity.
In the educational process, the main areas of human activity (science, art, craft) are singled out; the requirements for how to master them, describe and take into account personal characteristics (type and nature of intelligence, level of its development, etc.) are substantiated.
Defining the spheres of human activity, their psychological content is singled out, the individual characteristics of the intellect, the degree of its adequacy (inadequacy) to a certain type of activity are revealed.
For each student, an educational program is drawn up, which, unlike the educational program, is individual in nature, based on knowledge of the characteristics of the student as a person with all the characteristics inherent only to her. The program should be flexibly adapted to the student's abilities, the dynamics of his development under the influence of training.
The educational process is based on the educational dialogue between the student and the teacher, which is aimed at the joint design of program activities. This necessarily takes into account the student's individual selectivity to the content, type and form of educational material, his motivation, the desire to use the acquired knowledge independently, on his own initiative, in situations not specified by training.
Since the center of the entire educational system in this technology is the individuality of the child, its methodological basis is the individualization and differentiation of the educational process. The starting point of any subject methodology is the disclosure of the individual characteristics and capabilities of each student.
Then the structure is determined in which these opportunities will be optimally implemented.
From the very beginning, not an isolated, but, on the contrary, a versatile school environment is created for each child in order to give him the opportunity to express himself. When this possibility is professionally identified by the teacher, then it is possible to recommend the most favorable differentiated forms of education for his development. Flexible, soft, unobtrusive forms of individualization and differentiation, which are organized by the teacher in the classroom, allow fixing the selectivity of the student's cognitive preferences, the stability of their manifestations, the activity and independence of the student in their implementation through the methods of educational work.
Constantly observing each student performing different types of educational work, the teacher accumulates a data bank about the individual cognitive “profile” that is being formed in him, which changes from class to class. Professional observation of a student should be drawn up in the form of an individual map of his cognitive (mental) development and serve as the main document for determining (choosing) differentiated forms of education (specialized classes, individual training programs, etc.).
Pedagogical (clinical) observation of each student in the process of his daily, systematic educational work should be the basis for identifying his individual cognitive "profile".
The technology of a personality-oriented educational process involves the special construction of an educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development in the course of mastering knowledge. Only in the presence of didactic support that implements the principle of subjective education, we can talk about building a personality-oriented process.
1.6 Technology of self-developing learning (G.K. Selevko)
The learning technology based on the use of personal self-improvement motives represents a new level of developmental learning and can be called self-developing learning.
SRO includes three interconnected, interpenetrating subsystems.
Rice. - Self-development learning technology
"Theory" - the development of the theoretical foundations of self-improvement. An essential, fundamentally important component is being introduced into the school curriculum - the course "Self-Improvement of the Personality" from grades I to XI. "Practice" - the formation of experience in self-improvement activities. This activity represents the child's extracurricular activities in the afternoon. "Methodology" - the implementation of forms and methods of self-developing learning in teaching the basics of science.
The course provides the child with basic psychological and pedagogical training, methodological framework for conscious control of his development, helps him find, realize and accept goals, a program, learn practical techniques and methods of his spiritual and physical growth and improvement. This course implements the position on the leading role of theory in the development of personality; it is the theoretical basis for all academic subjects.
In SRO technology, the organization of mutually coordinated education of students, teachers and parents, coordination of the functioning of all three subsystems: theory, practice and methodology is of great importance.
Some “sprout” into others (Vygotsky). Their formation is a single multifaceted process, which should be the subject of the psychology of learning. It has no right to ignore the processes of spontaneous (or at least directly unregulated) development.
“Everyday" concepts are situationally connected, suggesting the movement of the child's consciousness in the "semantic field" (Vygotsky). The knowledge of the child is situational knowledge (meaning not necessarily the present, but a generalized and imaginary situation).
Situational and extra-situational, theoretical knowledge corresponds to the two studied modern psychology forms of mental representation of information: categorical (network) and schema (scenario, dynamic).
The development of cognition in a child is the gradual formation of both forms of mental representation in their unity and interdependence.
The situational (figurative) presentation of information involves referring to the concept of objective meaning as a sensual (figurative) equivalent of verbal meaning, as the building material of the image of the world.
It is the introduction of objective meaning that makes it possible to reconcile the theoretical nature of knowledge about the world with overcoming the verbalization of the world.
The concept of meaningful generalization has developed and is developing on the material of objects oriented more towards the structure and means of our knowledge about the world than towards this objective world itself.
Not every scientific description of an object (its scientific model) is, by definition, its scientific theory; displays its deep, fundamental characteristics and connections.
Section 2. Developing education in social science.
2.1 Developmental system of teaching social science.
What is a developmental system of teaching social science? What is the innovative approach to designing this system?
Any training is the creation of conditions for the development of the individual, and, therefore, it is developing, student-oriented. The problem is different: how to understand personality, where to look for the sources of its development.
Developing pedagogy, building the process of education and upbringing, proceeded mainly from the recognition of the leading role of external influences (the role of the teacher, the collective, the group), and not the self-development of the individual.
The corresponding didactic models were developed in a similar way, through which an individual approach to learning was implemented. It was reduced mainly to the division of students into strong, average, weak; to pedagogical correction through a special organization of educational material according to the degree of its objective complexity, the level of requirements for mastering this material ( problem learning). Within the framework of such an individual approach, subject differentiation was carried out, which was claimed by only one social institution- universities. In all other spheres of human life, such differentiation had no significant significance. The general education school basically prepared for the university, and this social order was fulfilled through subject differentiation, while spiritual differentiation was leveled (individual differences associated with family traditions, lifestyle, attitude to religion, etc.).
Models of developmental learning were subordinated to the task of developing cognitive (intellectual) abilities. The means of developing these abilities is considered to be educational activity, which is built as a "reference" in its content and structure.
The study of any subject must comply with the goals of general education and must solve the general problems of education within the framework of its subject specificity.
The priority of general education is the formation of general educational skills, the level of development of which largely determines the success of all subsequent education.
At the same time, the study of social science at school should solve the following problems:
Formation of legal culture and civic literacy through the study of the norms of public life, the laws governing it;
The development of social activity in adolescents, the desire to participate in the transformation of the surrounding life;
Development of cognitive interests, intellectual and creative abilities through the development and use of computer science methods and ICT tools in the study of various academic subjects
Prevention deviant behavior a teenager through the formation of a firm conviction that rights do not exist without duties;
Formation of an active citizenship and awareness of the priority of individual rights.
The study of the subject of social science is aimed at achieving the following goals:
Creation of conditions for the socialization of the individual;
Formation of knowledge and intellectual skills, the minimum necessary and sufficient for the performance of typical activities of each citizen, awareness of personal and social opportunities for their implementation, further education and self-education;
- fostering interest in information and communication activities, respect for copyright; practical application of cooperation in collective information activities.
Formation of the foundations of worldview, moral, social, political, legal and economic culture;
- promoting the education of citizenship, patriotism, respect for social norms that regulate the interaction of people, commitment to humanistic and democratic values, enduring values national culture.
The technologization of developing social science education involves the special design of the educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development in the course of mastering knowledge. Only in the presence of didactic support that implements the principle of the subjectivity of education, we can talk about building a developing process.
Brief requirements for the organization of developmental education:
educational material (the nature of its presentation) should ensure the identification of the content of the student's experience, including the experience of his previous training in computer science;
the presentation of knowledge in a textbook (by a teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual experience of each student;
in the course of training, it is necessary to constantly harmonize the student's experience with the scientific content of the knowledge being given
active stimulation of the student to self-valuable educational activities should provide him with the possibility of self-education, self-development, self-expression in the course of mastering knowledge;
educational material should be organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;
it is necessary to encourage students to independently choose and use the most significant ways for them to study educational material;
with the introduction of knowledge about the methods of implementation learning activities it is necessary to single out general logical and specific subject methods of educational work, taking into account their functions in personal development;
it is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;
the educational process should ensure the construction, implementation, reflection, evaluation of learning as a subjective activity. This requires the allocation of units of teaching, their description, use by the teacher in the classroom, in individual work (various forms of correction, tutoring).
When compiling an educational text, it is necessary, in addition to selecting it according to scientific content, goals of assimilation, the nature of the presentation (descriptive, explanatory, etc.), also take into account the personal attitude to working with this text.
In order to identify a personally significant attitude to the educational text when constructing it, it is important to take into account the type of scientific information embedded in the text. These types are as follows:
Reference information that has become generally accepted, setting out the rules, provisions that do not require evidence, argumentation. This information does not belong to "anyone", it is "impersonal", although it is assimilated by all schoolchildren as mandatory;
Information expressing the results of someone else's experience (albeit socially significant). Stated by the student (teacher), such information may or may not correspond to the results of the student's experience and contain, for example, factual (descriptive) texts. The knowledge expressed in them can be perceived in different ways, i.e. they are not "impersonal". They fix the point of view of the author of the textbook, which does not always coincide with the point of view of the reader-student. Even the same scientific information presented in a textbook is perceived by students in different ways, depending on the nature and individual orientation of their subjective experience.
Often the student's rejection of textbook information is perceived and evaluated by the teacher as a failure to master the educational material. But after all, this can manifest a peculiar personal position based on subjective experience. The student's rejection of the textbook's information may be related to his attempt to defend his experience, albeit a "negative" one, in relation to the text of the textbook. When monitoring and evaluating the assimilation of textbook material in a student-centered educational process, it is necessary to revise the existing assimilation criteria. It should be noted that the content of educational texts may contain inconsistency of judgments, different emotional attitudes towards the facts (events) presented, and the author's position.
The organization of a developing approach to working with the text of a textbook should be aimed primarily at developing not memory, but independent thinking.
This should be facilitated by problematization, internal inconsistency, and ambiguity of the educational text. Unfortunately, while the textbook is built on the principle of a reference book, and the criterion for understanding is the reproduction of the text. Understanding is a complex process, which always includes the personal transformation of a given text based on subjective experience.
Information that helps self-education. These are textual explanations, instructions, notes, comments, semantic tables available in the textbook that facilitate independent work on the text and its understanding.
Any educational text is a kind of combination and description of "someone else's" and "my" thoughts. Its assimilation cannot be impersonal in the same way as the requirements for assimilation. In this sense, it is very significant for us to distinguish between educational and educational material.
When developing a system of educational tasks, it is important to take into account not only the objective complexity of the subject content of tasks, but also the various methods of their implementation. The content of the tasks should include a description of the methods for their implementation, which can be set directly (in the form of rules, regulations, algorithms of actions) or by organizing an independent search (solve in different ways, find a rational one, compare and evaluate two approaches, etc.).
All the techniques used in didactics (and the methods of educational work that develop on their basis) can be (conditionally) divided into three groups. Techniques of the first type are directly included in the content of acquired knowledge. Providing their actual assimilation, they are described in the form of rules, regulations, along with a presentation of the subject content of knowledge. On their basis, specific subject methods of working out educational material are formed.
Techniques of the second type do not follow directly from the content of knowledge on the subject. These are methods of mental activity aimed at organizing the perception of educational material, observation, memorization, creation of images. They constitute the main content of the teaching as an individual activity, since they reflect the features of the manifestation of personal characteristics that provide knowledge. On their basis, individual ways of working out the educational material are formed, which, being fixed, turn into cognitive abilities. The constant activation of these methods in the course of learning is the main way for the development of cognitive abilities, the condition for their manifestation.
Techniques of the third type, like the first, are set by training, but unlike the first, they are not closely related to the subject content of knowledge. These techniques provide the organization of the teaching, make it independent, active, purposeful. These should, first of all, include the methods of goal-setting, planning, reflection, which creates the basis for self-education, self-organization of the student in learning. The described types of techniques show a complex relationship between teaching and learning.
Thus, the method of educational work is not only an acquired (normatively set) method, but also a personal education, which itself can influence learning, turning it into, as it were, a “derivative of learning”. The relationship between learning and learning becomes reversible: not only does learning affect learning, but learning can also help improve the effectiveness of learning, filling it with knowledge about the construction of the learning process through the analysis of individual ways of learning work. The design of these materials should also be different. In the first case, the student receives tasks indicating the techniques that he must use. In the second, he is asked to complete the task (solve the problem), and then describe the way of doing it. In this case, the criteria for the productivity of the student's work, of course, will be different.
Of great importance for the organization of the developing educational process is the work with primary sources. For example, studying historical facts, events can be conducted according to various documents (as a rule, in social science these are photographs, visual aids - computer posters, etc. Also, when compiling a lesson, information technologies can be widely used - presentations, websites with information on the lesson, and simply compiled web pages and use a multimedia projector to explain new material)). It is important to provide the student with the right to choose to work with the literature that is interesting to him, more significant, emotionally attractive, especially in cases where it acts as an object of information, and not a special object of study.
Innovative approaches to the education system are reflected in its democratization, focus on the development of the personality of students, the obligatory consideration of the requirements of specificity, reality, and controllability of goals developed in management theory.
2.2 Developmental learning approach
The approach to developmental learning is based on the following assumptions:
priority of individuality, self-worth, originality of the child, as:
an active carrier of subjective experience, which takes shape long before the influence of specially organized schooling (the student does not become, but initially is the subject of cognition);
education is the unity of two interrelated components: teaching and learning;
the design of the educational process should provide for the possibility of reproducing the teaching as an individual activity for the transformation (transformation) of socially significant standards (patterns) of assimilation set in training;
when designing and implementing the educational process, special work is needed to identify the experience of each student, his socialization (“cultivation”); control over the emerging methods of educational work; student-teacher collaboration aimed at exchanging different contents of experience; special organization of collectively distributed activities between all participants in the educational process;
in the educational process, there is a “meeting” of the socio-historical experience set by the training and (the given (subjective) experience of the student, realized by him in the teaching;
the interaction of two types of experience (socio-historical and individual) should not go along the line of crowding out the individual "filling" it with social experience, but through their constant coordination, using everything that has been accumulated by the student as a subject of knowledge in his own life, teaching, therefore, does not there is a direct projection of learning;
the development of the student as a person goes not only through mastering normative activities, but through constant enrichment, the transformation of subjective experience as an important source of one's own development;
teaching as a student's activity, providing cognition (assimilation), should unfold as a process, describe in appropriate terms, reflecting its nature, psychological content;
the main result of the teaching should be the formation of cognitive abilities on the basis of mastering the relevant knowledge and skills.
Based on these provisions, we proceed from the fact that training should only correct development, recognizing the student's right to self-determination and self-realization in cognition through mastering the methods of educational work that help to acquire knowledge, skills, and apply them in situations not specified by training. The method of educational work is not just a unit of knowledge, but a personal education, where, as in an alloy, motivational-need, emotional and operational components are combined.
Teaching is not impartial knowledge. This is a subjectively significant comprehension of the world, filled for the student with personal meanings, values, attitudes, fixed in his subjective experience. The content of this experience should be disclosed, used as much as possible, enriched with scientific content and, if necessary, transformed in the course of the educational process.
2.3 Educational environment
For development and self-realization, every child needs an educational environment that includes:
organization and use of educational material of different content, type and form;
providing the student with the freedom to choose ways to complete educational tasks (when relieving emotional stress due to the fear of making mistakes in their actions);
usage non-traditional forms group and individual lessons in order to enhance the creativity of children;
creation of conditions for creativity in independent and collective activities;
the constant attention of the teacher to the analysis and evaluation of individual methods of educational work, prompting the student to realize not only the result, but also the process of his work.
development and use of individual training programs that model research (exploratory) thinking;
organization of classes in small groups based on dialogue, role-playing games, trainings of educational communication.
The richer the educational environment, especially in the primary school, the easier it is to reveal the individual capabilities of each student, rely on them, taking into account the identified interests, inclinations and diversity of the student's subjective experience accumulated in the family, in communication with peers, learning, real interaction with the outside world. .
The organization of such an environment, on the one hand, eliminates the traditional focus on the "average" student, and on the other hand, it allows everyone to open up. The teacher, observing each student, monitors the trends of personal development, reveals his selectivity to the subject content of knowledge (which may not coincide with academic performance in the subject), fixes the nature and orientation cognitive activity, preferences for engaging in heterogeneous activities, etc.
It is possible to single out those characteristics of situations that any teacher should organize in order to create a “developing environment” in the classroom.
The necessary ones include the following:
Independent choice by students (topics, level of difficulty of the task, forms and methods of work, etc.)
Independent educational work, activity (independent implementation of various types of work, during which skills, concepts, ideas are formed);
Awareness of the purpose of the work and responsibility for the result;
Realization of individual interests of students;
Group work (distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results);
Formation of concepts and organization of their actions based on them;
Use of an assessment system adequate to the required educational outcomes(portfolio, achievement diary, student success map, etc.);
Demonstration of competent behavior by the teacher.
Specifying these conditions, it is possible to determine the possible actions of the teacher aimed at creating a developing environment in the informatics lesson:
Reward for trying to do something on your own.
Demonstrate interest in the success of students in achieving their goals.
Encourage setting challenging but realistic goals.
Encourage them to express their point of view different from others.
Encourage others to try other ways of thinking and behaving.
Involve students in a variety of activities that develop their different abilities.
Create different forms of motivation that allow you to include different students in motivated activities and support their activity.
Allow you to build your own picture of the world based on your understanding and cultural patterns.
Create conditions for the manifestation of initiative based on their own ideas.
Learn not to be afraid to express your understanding of the problem. Especially in those cases when it disagrees with the understanding of the majority.
Learn to ask questions and make suggestions.
Learn to listen and try to understand the opinions of others, but have the right to disagree with them.
Learn to understand other people who have different values, interests and abilities.
To learn to determine their position on the problem under discussion and their role in group work.
Bring to full understanding students of criteria for evaluating the results of their work.
To teach to carry out self-assessment of one's activity and its results according to known criteria;
Learn to work in a group, understanding what the end result is, doing your part of the work.
Demonstrate what underlies effective group work.
Allow students to take responsibility for the end result.
Allow students to find their place in collective activities according to their interests and abilities.
Shares with students his thoughts, feelings, expectations regarding the problem under discussion, topic or specific situation of their activity.
Show students how to learn on their own and come up with something new.
To refrain from the role of a storehouse of wisdom and knowledge.
Show the relativity of any knowledge and its connection with the values, goals and ways of thinking of those who gave birth to them.
To demonstrate to students that the realization that I “don’t know”, “can’t” or “don’t understand” something is not only not ashamed, but is the first step towards “know”, “can” and “understand”.
The school as an educational institution becomes the institution where each student learns not only the world, and himself, learns to manage himself, evaluate his real capabilities, predict the ways of their development, i.e. not only to manifest, but also to build oneself as a person. The teacher systematically, in objective activity, observes the self-realization of each student and gradually creates his “cognitive portrait”, which includes a description of the features of the motivational-need, emotional and operational aspects of educational activity.
The design of the educational process in the developmental system of teaching social science is not limited, of course, to the special design of educational material, which provides the student with freedom of choice in working with it. It is important how this material is used by the teacher in the classroom. The educational process as an integral didactic system is aimed at organizing and transferring knowledge, creating optimal conditions for their assimilation. The content, forms, means, teaching methods here are closely interconnected and subordinate to the main educational goal - the student's knowledge of the reality around him. In accordance with this goal, the educational process is constructed as cognitive, reproducing in its content scientific picture world, unfolding in the logic of the emergence and development of socio-historical experience, fixed in the system of scientific knowledge.
The implementation of developmental learning involves the development of new pedagogical ideas. It should be noted that at present the developmental approach to teaching has become a kind of banner of the modern school. Some identify it with an individual, others with a differentiated approach, which in principle has always existed in our general education school.
What is needed in order to implement the model of developmental education at school in a social studies lesson?
It is necessary, firstly, to accept the concept of the educational process of social science not as a combination of training and education, but as the development of individuality, the formation of abilities, where training and education organically merge. Secondly, to identify the nature of the relationship between the main participants in the educational process: managers, teachers, students, parents. Thirdly, to determine the criteria for the effectiveness of the educational process.
The main idea of the developing lesson is to reveal the content of the subjective experience of students on the topic under consideration, to harmonize it with the knowledge being asked, to translate it into the appropriate scientific content (i.e., "cultivate") and thereby achieve the assimilation of the material. The teacher in the lesson helps the student to overcome the limitations of his subjective experience, which often exists in the form of disparate ideas related to various fields of knowledge, translating this experience into scientifically significant samples, the bearers of which he, the teacher, is.
The professional position of the teacher should be to know and respect any student's statement on the content of the topic under discussion. He must consider not only what material he will communicate in the lesson, but also what meaningful characteristics about this material are possible in the subjective experience of students (as a result of their previous learning from different teachers and their own life activities).
The form of discussion of children's "versions" is also important. It should not be rigid, in the form of evaluative situations (right - wrong). This should be an equal dialogue (polylogue), where each student can express their opinion on the topic under discussion, without fear of making a mistake. The task of the teacher is to identify and summarize these "versions", to identify and support those that are most adequate to the scientific content, correspond to the topic of the lesson, the goals and objectives of the subject of informatics. An important feature of the developing lesson is the reliance on psychophysical prerequisites that make the student able to successfully master the program material. For this, individual task cards (illustrative, handouts) are needed. The classification of such task cards, their flexible use in the lesson, of course, require additional efforts on the part of the teacher, but without this the lesson will not become developing in the true sense of the word.
If in a traditional lesson the teacher focuses on the presentation of the material (lesson-lecture, lesson-practice), frontal methods of work (independent, verification, test form of completing tasks), then in the developing lesson he must take on the role of coordinator, organizer of the dialogue, polylogue , an assistant in the distribution of students into groups, taking into account their personal characteristics (and not just academic performance) in order to create the most favorable conditions for the personal realization of each student.
Appeal to the procedural side of development, i.e. to how the student learns and how he cooperates with the teacher (classmates) is the main value of the developing lesson. During its construction and implementation, the teacher entrusts part of his functions to the students. Strong students check the work of each other or weaker ones. When working independently on the textbook, when introduced new material, the teacher may not state it, but organize a conversation on what has been read, based on the statements of the students. At the same time, he can judge not only what the students learned from what they read, but also how they organized their work on reading the textbook (“tried to remember the text”, “highlight the main idea”, “connect with what is already known”, etc. ). Discussing with students the various ways of their work on the textbook, the teacher receives important information about what this or that student relies on (on the analysis of the content, the form of its representation - illustrations, pictures, maps, diagrams).
The teacher's function here is not so much authoritarian ("repeat the material", "solve more problems", "look at the sample", etc.), but advisory ("let's think together", "tell me how you did the task", "choose at your discretion, the way to solve the problem and give it a justification").
This allows you to work in the lesson with each student and with the class as a whole. The teacher, together with the students, seeks and finds the most effective ways of assimilating knowledge, encourages interesting statements and findings, analyzes unsuccessful attempts, stimulates students to realize their mistakes, their causes, discusses measures to eliminate them, etc. The more active the children are in the lesson, the freer the teacher: he is not constrained by the unpreparedness for the lesson of individual students, he is not embarrassed by non-standard questions that children sometimes ask. He tries to understand their content and use them for his own purposes, without judging the children that the question is off topic, not in the "place", "is not relevant", etc. Of course, under these conditions it is more difficult to "manage" the class, but then there will be no passive, indifferent, bored students. Each of them can count on being heard, discussing his proposals, and treating his versions seriously and respectfully, even if they do not correspond to the established "canons" of scientific knowledge. And no matter how "dense" the lesson is, such work with students cannot be considered a waste of time.
The method of educational work is acquired by the student independently. After all, all children in the class are taught the same way, but everyone learns in their own way. The method reflects the emotional-need attitude of the student to the acquisition of knowledge; mastering the system of actions (operations) that ensure the fulfillment of tasks; volitional regulation, including reflection on the result and process of their work. The method implements the individual selectivity of the student to the type, type and form of educational material to be learned.
When analyzing the answer in the lesson, it is advisable to ask the student with the question: "How did you reason in order to come to this conclusion?" When evaluating the completed task: "What did you do in order to find the answer", "What actions did you perform while solving the problem?" When checking homework: "What did you start with when you read the text of the textbook?" "What plan did you use when preparing your oral response?" "How did you reason when drawing up the logical scheme of the algorithm?" etc. Answering these questions, students reveal their own technology of work, but at the same time, an atmosphere of goodwill, openness, and trust should be created in the lesson. At the same time, the teacher receives important information about how the student performs this or that task, what mental actions (operations) he performs, and what he finds difficult. Analyzing this, he can, during the lesson, give students the necessary advice on the rational organization of work, compare the proposed methods, evaluate the most effective ones, choose those that seem more original, productive, and discuss them together.
So, the described scenario of the developing lesson changes:
type of interaction between teacher and student (from team to cooperation);
the orientation of the teacher during the lesson to the analysis of not so much the productive as the procedural side of the teaching;
student's position: from a diligent performer to an active creator, reflecting his intellectual actions (including trial, erroneous ones) when solving problems, and not just when performing standard tasks;
the nature of the educational situations that develop during the lesson, which should be flexibly varied by the teacher, chosen by him depending on the activity of the students.
The developing lesson, implemented taking into account its values, differs from the traditional lesson. Let's imagine more clearly how the goals of a traditional lesson differ from non-traditional ones implemented in a developmental lesson.
Table.
Lesson Objectives
Traditional
Developing
1. Teaches all children a set amount of knowledge, skills and abilities
1. Facilitates the effective accumulation of each child's own personal experience
2. Defines learning tasks,
the form of children's work and shows them an example of the correct execution of tasks
2. Offers children a choice of various learning tasks and forms of work, encourages children to independently find ways to solve these tasks
3. Tries to interest children in the educational material that the teacher himself offers
3. Strives to identify the real interests of children and coordinate with them the selection and organization of educational material
4. Conducts individual lessons with lagging behind children
4. Conducts individual work with each child
5. Plans and directs children's activities in a certain direction
5. Helps children plan their own activities
6. Evaluates the results of the work of children, noticing and correcting their mistakes
6. Encourages children to independently evaluate the results of their work and correct their mistakes.
7. Defines the rules of conduct in the classroom and monitors their observance by children
7. Teaches children to independently develop rules of conduct and monitor their observance
8. Resolves emerging conflicts between children: encourages the right and punishes the guilty
8. Encourages children to discuss conflict situations that arise between them and independently look for ways to resolve them
Let us briefly formulate the basic requirements for a developing social science lesson.
The goal is to create conditions for the manifestation of cognitive activity of students.
The means by which the teacher achieves this goal:
the use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;
creating an atmosphere of interest for each student in the work of the class;
stimulating students to make statements, use various ways of completing tasks without fear of making a mistake, getting the wrong answer, etc .;
the use of didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him;
evaluation of the student's activity not only by the final result (correct - incorrect), but also by the process of achieving it;
encouraging the student's desire to find his own way of working (solving a problem); analyze the ways of work of other students during the lesson, choose and master the most rational ones;
creation pedagogical situations communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; creating an environment for natural self-expression of the student.
The identified general goals and means of organizing a developing lesson, of course, should be specified by the teacher, depending on the purpose of the lesson, its thematic content. Speaking about the requirements for a developing lesson, it should be emphasized that their change, complication are mainly due to the “psychologization” of the lesson, i.e. more active use by the teacher of individual preferences of students. After all, the purpose of a developing lesson is not so much the communication of specific knowledge (their assimilation, reproduction), but rather the reliance on the methods of educational work that have developed among schoolchildren, providing them with independence in cognition, i.e. the ability to learn.
2.4 Criteria for teacher activity
The consequence of the introduction of information technology is a change in the means, methods and organizational forms of education. But the very fact of providing educational institutions with computers and software products for educational purposes does not guarantee the achievement of a new quality of education.
With the development of computer telecommunications and the creation of global information networks, there is an ever-increasing need for the formation of students' knowledge, skills and abilities to navigate in the information and educational space in order to increase the efficiency of their cognitive and practical activities in the conditions of the formation of the information society.
Social science is closely related to various disciplines. In order to broaden the horizons of students on the subject, it is necessary to teach students how to correctly collect information: search in various sources, experimental activities, further analysis, synthesis: modeling of processes occurring in the real world, presentation of the collected information.
Information technologies are currently so diverse that their wide capabilities are indispensable for data processing in any of the areas of human professional activity.
The purpose of the teacher is to educate a functionally literate person who is ready to live, study and work in the modern information society.
Of course, the basis for evaluating the work of a teacher in a lesson cannot be the same. The teacher himself must draw up the “direction” of the lesson, depending on its topic, the level of preparedness of the class, the target setting, the time of the lesson, etc. Therefore, depending on the type of lesson, there should be different criteria for the effectiveness of its implementation. There can be no uniform criteria.
Let us designate those that allow us to analyze the activities of a teacher in a social studies lesson:
the teacher has a curriculum for conducting a lesson, depending on the readiness of the class;
use of problematic creative tasks;
the use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic);
creating a positive emotional mood for the work of all students during the lesson;
reporting at the beginning of the lesson not only the topic, but also the organization of educational activities during the lesson;
discussion with the children at the end of the lesson not only of what “we learned” (what we mastered), but also of what we liked (did not like) and why; what would you like to do again, and what to do differently;
encouraging students to choose and independently use different ways to complete tasks;
assessment (encouragement) when questioning in the lesson not only the correct answer of the student, but also an analysis of how the student reasoned, what method he used, why and what he made a mistake;
the mark given to the student at the end of the lesson should be argued according to a number of parameters: correctness, independence, originality;
when homework assignments, not only the topic and scope of the assignment are called, but it is explained in detail how to rationally organize your educational work when doing homework.
Features of the developing lesson determine the criteria for the effectiveness of the teacher's work in the lesson. We refer to them:
the teacher's ability to express not only the content of knowledge, but also to acquaint students with rational ways of mastering it;
the ability to select for joint analysis in the class those methods that are adequate not only to the material of this topic, but can provide its independent organization, i.e. be "through" when mastering the material of various thematic content;
the teacher's ability to use diagnostic procedures during the lesson aimed at identifying cognitive styles; rely on them to build a reasonable forecast of the development dynamics of each student in the process of mastering the educational material.
In preparing for the lesson, we give an important place to the development of its flexible plan. It includes:
definition of a common goal and its concretization depending on the different stages of the lesson;
selection and organization of didactic material, allowing the student to choose the type, type and form of the task;
planning different forms of organization of educational activities (the ratio of frontal, individual, independent work);
identification of requirements for evaluating the productivity of work, taking into account its nature (verbatim retelling, a summary in your own words, the use of well-known algorithms, solving problematic, creative problems, etc.).
The developing lesson is designed to work with the individuality of each student. In this regard, he puts the teacher in a new professional position that is still unusual for him - to be both a subject teacher and a psychologist who is able to carry out comprehensive pedagogical observation of each student during the lesson.
Currently, there are schemes for observing and analyzing a developing lesson (Appendix 3). They help to evaluate the efforts of the teacher in realizing the goals and values of this lesson.
2.5 Project activities in teaching social science.
In modern Russian education, there is a broad interpretation of the project as a concept and educational technology - the "method of projects".
The project method is a learning system in which students acquire knowledge and skills in the process of planning the implementation of gradually becoming more complex practical tasks - projects.
The project method (projective technique), as an educational technology, is a didactic category that denotes a system of techniques and methods for mastering certain practical and theoretical knowledge, a particular activity. This is a way to achieve a didactic goal through a detailed development of the problem (technology), which ends with a 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 the obligatory presentation of results.
In our work, we are talking about the method of projects, meaning a way to achieve a didactic goal through a detailed development of the problem, which should end with a very real, tangible practical result, formalized in one way or another. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, attracting for this purpose knowledge from different areas, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships.
In the period of rapid informatization of our society, there is a growing need for the education and upbringing of children who are able to live in an open society, able to communicate and interact with all the diversity of the real world, having a holistic view of the world and its informational unity. Therefore, for the development of children, the ability to collect the necessary information and put forward a hypothesis, draw conclusions and conclusions, use new information technologies to work with information becomes important.
The full-fledged cognitive activity of schoolchildren is the main condition for the development of their initiative, active life position, resourcefulness and the ability to independently replenish their knowledge, navigate the rapid flow of information from various sources, including the Internet. These personality traits are nothing more than key competencies. They are formed in the student only if he is systematically included in independent cognitive activity, which in the process of performing a special type of educational tasks - design work - acquires the character of problem-search activity.
Project activities are in perfect harmony with the principles of modern education, such as:
the principle of activity learning;
the principle of a controlled transition from activity in a learning situation to activity in a life situation;
the principle of a controlled transition from joint educational and cognitive activity and independent activity of the student;
the principle of relying on previous (spontaneous) development;
creative principle.
On the subject of social science, the project method allows you to implement problem-based learning that activates and deepens knowledge, allows you to teach independent thinking and activity, a systematic approach to self-organization, makes it possible to teach group interaction, develop the creative initiative of students. The project method is always focused on the independent activity of students, individual, pair, group, which students perform within a certain period of time. This approach is organically combined with a group approach to learning. The project method always involves solving some problem, which, on the one hand, involves the use of a variety of methods, teaching aids, and, on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. The use of this method makes the learning process creative, and the student relaxed and purposeful. When working on projects, a creative working environment reigns, in which any independent work is encouraged, attracting new, unstudied material, when there is intensive self-learning and mutual learning, conditions are created for the self-development of a person’s creative individuality and the disclosure of his spiritual potentials.
With the introduction of the project-based teaching method, which is based on research and creative activity, there is an opportunity to deepen and consolidate the knowledge gained in other subjects in computer science lessons, to fulfill the social orders of society.
Section 3. Experimental work on approbation of a set of classes on the topic "Man" in social science using developing technologies.
For the purpose of practical substantiation of the put forward hypothesis, we conducted an experiment.
The work was carried out from 3.09.10 to 28.12.10. and consisted of several stages.
The program for the experimental part of the work included three main stages:
ascertaining;
formative;
control.
At the first stage of approbation, a study was conducted aimed at determining the quality of a student's knowledge on the topic "Man".
The second stage of work, forming, includes the use of a set of classes in social studies lessons using developing technology aimed at improving the quality of knowledge on this topic.
The control, third stage of the study, was carried out by the same method as the first.
The purpose of the stage was to identify changes in the quality of students' knowledge on this topic.
As a result, summarizing the results of the study follows. Let's take a closer look at each stage.
3.1. Ascertaining stage
In accordance with the objectives of the study, a crossword puzzle (Appendix 1) on the topic "Man was born" was taken as the basis for the methodology for diagnosing the level of knowledge. The testing was conducted with students of 6 (a) and 6 (b) grades, 2 groups of 22 and 23 people participated in it.
Let us dwell on the analysis of the collected experimental material. According to the characteristics of these indicators, we judge the level of knowledge gained on this topic.
The results presented in the table and reflected in the diagram were obtained. Three main categories were identified for the analytical processing of the research results:
excellent (7 correct answers),
good (5-6 correct answers),
satisfactory (less than 5 correct answers).
Group 1. Experimental group
№ p/p
Number of correct answers
Number of respondents
6b
Fine
8
5
Good
6-7
7
Satisfactorily
5
10
Group 2. Control group
№ p/p
Number of correct answers
Number of respondents
6a
Fine
8
6
Good
6-7
8
Satisfactorily
5
9
As a result of the work carried out at the ascertaining stage of the study, it can be concluded that the level of knowledge gained by students in both groups is not high enough.
Therefore, the results of the ascertaining stage of the study require a formative stage in accordance with pedagogical conditions reflected in the hypothesis.
3.2. Formative stage.
The next stage of our work was to conduct a set of classes using developmental learning technologies with students of the first group of grade 6 (b). In the second group, classes were held without the use of developmental learning technologies.
The purpose of the experiment is the practical result obtained by using a computer, software packages.
The project method is a form of organization of the educational process, focused on the creative self-realization of the student's personality, the development of his intellectual and physical capabilities, volitional qualities and creative abilities in the process of creating new products that have objective or subjective novelty and practical significance.
What results do we see in the course of project implementation.
For the student.
1. Formed and practiced:
Skills of collecting, systematizing, classifying, analyzing information
Public speaking skills oratory)
Ability to present information in an accessible, aesthetic way
Ability to express your thoughts, prove your ideas
Ability to work in a group, in a team
Ability to work independently, make choices, make decisions
2. Expand and deepen knowledge in various subject areas.
3. The level of information culture is increasing, which includes working with various equipment (printer, scanner, etc.)
4. The student thoroughly studies the computer program in which he creates a project and even more - programs that help to better present his work.
5. The student has the opportunity to realize their creative ideas.
6. Relations with the teacher move to the level of cooperation.
7. The self-esteem of those children who, for one reason or another, considered themselves unsuccessful, increases.
All of the above gives the student the opportunity to become a successful, self-developing, self-sufficient person.
For the teacher.
1. Relations with students move to the level of cooperation
2 The teacher has the opportunity to create a bank of student work that can be used in extracurricular activities in class, at events
3. The level of the teacher as an enthusiast, specialist, consultant, leader, coordinator, expert is rising
4. The teacher ceases to be a “subject teacher”, but becomes a generalist teacher.
All of the above leads to an increase in the professionalism of the teacher.
In our opinion, social science is not the only subject where the application of the project method is most possible. Learning for children turns into an exciting exciting activity. We took the path of a reasonable combination of traditional and developing learning technologies, by including elements of project activities in a regular lesson. This form of work provides for taking into account the individual characteristics of students, opens up great opportunities for the emergence of group, cognitive activity. At the same time, individual assistance to each student in need of it, both from the teacher and his comrades, increases to a large extent.
In the course of work, the following system was developed. First, basic theoretical knowledge is given, which is aimed at general understanding. Then we move on to practical exercises, the content of which corresponds to the final system of knowledge and skills of students on this topic in the basic informatics course. After that, the transition to the implementation of projects aimed at applying the acquired knowledge in non-traditional situations of practical importance.
3.3. control stage
As a result of the control stage, a positive trend in the growth of performance indicators in both groups was revealed. But, in the first group (experimental), the growth dynamics of knowledge quality indicators is slightly higher than in the second group.
Detailed results are shown in the tables and charts below.
Group 1. Experimental group.
Group 2. Control group.
Output
From the data presented in the table it can be seen that as a result of the formative stage in the first (experimental) group of class 6 (b) there is a significant increase in indicators (by 37%), in the second (control) group there is an increase in indicators, but lower than in the first groups (28%).
Therefore, based on the above data, the dynamics of the quality of education in the experimental group can be considered positive.
Conclusion
In the process of work, the literature on the issue of developmental education was studied.
As a result of the work done, the main provisions of each of the concepts of developmental education were identified.
The concept of L.V. Zankova is aimed at the early general psychological development of the personality.
The concept of V.V. Davydova - D.B. Elkonina is focused on the development of theoretical consciousness and thinking.
In the concept of I.S. Yakimanskaya is based on the development of the individual cognitive abilities of each child, on self-knowledge as a person, on self-determination and self-realization in the learning process.
G.K. Selevko pays more attention to the formation of the dominant self-improvement of the personality, which includes attitudes towards self-education, self-education, self-affirmation, self-determination, self-regulation and self-actualization.
Concepts of I.P. Volkov, G.S. Altshuller, I.P. Ivanov are aimed at the development of various spheres of personality and have both general and specific features.
From all of the above, we can draw the following important conclusion.
The theoretical foundations of the psychology of developing education have been laid since the 1960s, and, quite naturally, bear the imprint of the then state of psychological, and not only psychological, science. Without abandoning the most significant, fundamental provisions formulated by the authors of the presented technologies, it is advisable to revise some more particular conclusions and provisions, correlating them with what has entered science in recent decades, “... for the creation of a humanistic, culturally, personally and activity-oriented psychology of learning capable of forming the basis for updating the content of education is too responsible a matter to scatter one's strength.
In the course of the experimental work, we paid attention to the impact of the use of elements of developmental education technologies, namely the project method, on improving the quality of schoolchildren's knowledge.
The improvement of performance indicators gives us reason to consider the hypothesis that the use of developing technologies in teaching social science helps to improve the quality of knowledge has been confirmed, and a set of classes to improve the effectiveness of academic performance is possible for teachers to use.
The need to apply the project methodology in modern school education is due to the obvious trends in the educational system towards a more complete development of the student's personality, his preparation for real activity.
The project methodology is increasingly used in teaching students about computer science and information technology, which is due to its characteristic features described above.
The application of the project methodology gives results at all stages of teaching a secondary school, because the essence of the project methodology meets the basic psychological requirements of the individual at any stage of its development.
First of all, this is due to:
the problematic nature of the project activity, it is based on a practically or theoretically significant problem related to real life;
the non-conflict nature of the project activity: the project methodology involves the elimination of the direct dependence of the student on the teacher by restructuring their relationship in the process of active cognitive mental activity.
Observations have shown that, in general, the project methodology is an effective innovative technology that significantly increases the level of computer literacy, the internal motivation of students, the level of independence of schoolchildren, their tolerance, as well as general intellectual development.
However, the use of the project methodology is still inferior to the use of the traditional approach in the learning process. This is due to incomplete or untimely awareness of teachers about the specifics of using this alternative approach in the learning process, the conservative atmosphere of most general education schools, as well as the existing difficulties in using the project methodology on the part of students:
different knowledge level,
insufficient ability for independent thinking, self-organization and self-learning.
Therefore, the organization of project work requires, first of all, the study of the main theoretical and practical foundations use of project methodology in the educational process. We hope that the presented experience will help to complete this difficult task.
The developed and tested set of classes can be offered for use in practice by social science teachers. Thus, the goal of the work is achieved, the tasks are completed.
List of used sources and literature
1. Altshuller G.S. Creativity as an exact science. - M.; 1979.
2. Bazhina T.N., Sadomovskaya A.L. Guidelines for students on the preparation and implementation of final practical qualifying work. The series "Formation of a socially open system of continuing professional education as a condition for its self-development" - to help employees of vocational education institutions. Issue 22. - Noyabrsk, KIIT, 2004.
3. Bozhovich L.I. Personality and its formation in childhood. M.; 1968.
4. Bukalov A.A., Shulgina T.A. Guidelines for students on working with educational, reference and normative literature on subjects of general professional cycle. The series "Formation of a socially open system of continuing professional education as a condition for its self-development" - to help employees of vocational education institutions. Issue 14. - Noyabrsk, KIIT, 2005.
5. Bogolyubov L.N., Ivanova L.F. Social science grade 6-M., "Enlightenment" 2010.
6. Vygotsky L.S. Issues of child (age) psychology. Sobr. op. - M.; 1984.
7. Vygotsky L.S. Sobr. cit.: In 6 vols. - M.; 1984. T.6.
8. Gurevich K.M. Individual psychological characteristics of schoolchildren. M.; 1988.
9. Davydov V.V. Problems of developing education. - M: Pedagogy, 1986.
10. Druzhinin V.N. Psychology of general abilities. - S - Pb .: Peter, 1999.
11. Zankov L. V. Selected pedagogical works. - M.; 1990.
12. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. M.; 2003
13. Krutetsky V.A. Psychology. – M.: Enlightenment, 1986.
14. Kuznetsova L. V. Harmonious development of the personality of a younger student: A book for a teacher. – M.: Enlightenment, 1988.
15. Kulagina I. Yu. Developmental psychology: Child development from birth to 17 years: Textbook third edition. – M.: URAO, 1997.
16. Levchenko I.V., Samylkina N.N. “General questions of methods of teaching informatics in secondary school. Textbook for students of pedagogical universities and universities. – M.: MGPU, 2003.
17. Leites N.S. Mental abilities and age. - M.; 1971.
18. Guidelines for students on the implementation of the thesis in pedagogical specialties. The series "Formation of a socially open system of continuing professional education as a condition for its self-development" - to help employees of vocational education institutions. Issue 83. - Noyabrsk, KIIT, 2005.
19. Nemov R.S. Psychology. Proc. for students of higher ped. textbook establishments. In 3 books. 1. General foundations of psychology - 3rd edition. – M.: VLADOS, 1998.
20. Pervin S.P. Children, computers and communications. // Informatics and education. 1994. No. 4.
21. Petrovsky A. V., Yaroshevsky M. G. Psychology: A textbook for students of higher pedagogical educational institutions. – Second edition, stereotype. - M.: Publishing Center: Academy, 2001.
22. Petukhov V.V. Psychology of thinking. Teaching aid. – M.; 1987.
23. Psychology. Dictionary / Under the general. ed. A.V. Petrovsky, M.G. Yaroshevsky. - 2nd ed., Rev. and additional – M.: Politizdat, 1990.
24. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2002.
25. Selevko G.K. Formation of creative thinking // Collection of abstracts of scientific and practical conference. - Omsk; 1986.
26. Selevko G.K., Modern pedagogical technologies, M.: "People's education", 1998.
27. Solomko L.G., Yarovenko L.V. Pedagogical dictionary of a vocational education worker. Series "Formation of socially open
Explanatory note
To help the teacher of social studies, 3 abstracts of classes on the topic "Man" studied in the 6th grade are offered. When developing this kit, elements of the technology of developmental education were used, which is based on the concept of Igor Pavlovich Volkov, since the study of this topic, along with the technical side of mastering the material, also implies a creative approach to activity. It is the system of I.P. Volkov that suggests a "computer" approach to learning - when the human brain is considered as a computer, and not abstract knowledge, but rules, algorithms for solving problems of a different nature, and primarily creative ones, are put into the student's head, informational and performance support, and all this - through repeated repetition of differently organized educational material using effective training systems, is "driven" into the subconscious. In the process of working on the topic, equal conditions are created for children with a theoretical and practical angle. This topic contributes to the formation of students' interest in creativity when working on the creation, design, design of slides. The purpose of the proposed set is: teaching children program material with access to a specific product (Presentation).
Below is a table that shows the topics of classes in the study of the topic "Man" and the developmental goals of each lesson.
1. "Man is born"
Purpose: creation of conditions for the assimilation of the material.
Tasks:
- educational: to give initial ideas about a person.
- developing: to promote the formation of aesthetic taste when getting acquainted with the presentation; encourage each child to gain experience with PowerPoint
- educational: to cultivate interest in the subject.
Lesson plan:
VI. Homework(2 minutes)
During the classes
1. Organizational moment.
2. Actualization of knowledge.
1. Why a person is born.
2. What is heredity.
3. Is it possible to influence heredity.
During the classes:
Questions for students:
what do you know about a person as a biological being (they studied this material in the 4th grade of elementary school) and as a member of society?
In this case, it is more appropriate to ask them to answer the following questions:
“What is the difference between caring for offspring in animals and raising a person by other people?”
“Is it enough for a person to satisfy his physical needs (for food, water, care), or are other conditions necessary?”
The main content of the lesson is the discussion of the following expressions and statements: “A life lived aimlessly”, “A person is the creator of his own happiness”, “Egoism and selfishness do not bring joy and happiness”, “A life lived is evaluated by human actions”.
Or offer to discuss the meaning of the statements of M. M. Prishvin and Antoine de Saint-Exupery, given in the textbook.
When the whole class discusses the problem “How is a person different from an animal?” the teacher invites students to read the following text about children who grew up among animals (they are called Mowgli).
Wolf cub Baloo
This story took place in India. A resident of an Indian village found three wolf cubs and ... a child. The caught “wolf cub” bit, growled, scratched, whined, showing signs of animal behavior. The peasant and his family, in which Balu began to live (which translates as a bear, a bear cub), began to take care of the boy, trying to make a man out of him. But nothing came of it: Baloo ate only raw meat, moved on all fours, howled like a wolf at night.
The wolf-man lived among people for nine years, but never became a man: he did not learn to speak, he barely responded to his name. He could not adapt to human society and died.
There are other cases when baboons, bears and even leopards became the caregivers of human cubs.
Showing the presentation "Animals raised by animals"
After reading the text and watching the presentation, the teacher asks the students to answer the following questions:
1. Why did the Mowgli children not become people?
2. What does a child need in order for him to develop as a person?
To consolidate the material, students complete task 1 in the workbook.
The teacher talks about “What is heredity”,
Consolidation: discussion with students of the phrase from the textbook: "... a person, having been born among his own kind, must still learn to be a person."
Summarizing
The teacher offers to write on the board the differences and similarities between humans and animals.
Homework: students are invited, divided into pairs or groups, to prepare material on the following topics: “How life developed on Earth” and “What was a person like in different historical eras”. To make a presentation.
2.Man - personality
Purpose: to expand students' knowledge about the influence of the social environment on a person.
Tasks:
- educational: on the basis of the studied material, use an informal way of consolidating it.
- developing: to promote the formation of aesthetic taste when getting acquainted with the presentation; formation of skills and abilities of independent work with additional literature.
- educational: to develop teamwork skills.
Equipment: computer, multimedia projector, blackboard, colored chalk, cards with practical tasks.
Lesson plan:
I. Organizational moment (2 min.)
II. Actualization of knowledge (4-5 min.)
III. Learning new material (19-21 min)
IV Primary consolidation of the studied (8-10 min)
V. Summing up the lesson (3 min)
VI. Homework (2 min)
During the classes
1. Organizational moment.
2. Actualization of knowledge.
Plan for learning new material
1. What is a personality.
2. Individuality - bad or good?
3. Strong personality- what is she?
1. What is a personality
The teacher invites students to establish a logical connection with the content of the previous lesson by referring to the questions of the heading "Remember" and discussing them together with students.
1. What happened to children raised by animals?
2. What properties of a Human relate to biological ones?
The teacher organizes a lesson on the basis of working with the text of § 2 of the textbook.
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Project methodology is one of the active forms of learning
history and social science.
I have been working at school as a history teacher for a little and a lot, only ten years. My teaching experience began in 1999 and since then I have not considered myself in another role. Previously, the topic of my work was: "The development of cognitive activity of students through the performance of tasks of a creative nature."
Developmental learning is an active-activity way of learning, in which purposeful learning activities are carried out. At the same time, the student, being a full-fledged subject of this activity, consciously sets the goals and objectives of self-change and creatively achieves them.
In recent years, I realized that I began to move more and more away from this problem. The problem of the social competence of the individual has become more modern and perhaps even fashionable for everyone. The result was the emergence of a competency-based approach to learning. The modern content of education does not always meet the needs of real life. It “gives instructions”, but does not teach how to act correctly and adequately in a given situation. A modern student needs life skills that can be applied in real life. To achieve this goal, many technologies have been developed to date, among them the method of projects has become closer and more interesting to me.
I am always sad to hear at social design competitions how some group of children sets not quite realistic goals, even fantastic ones that even the state cannot solve.
For example, laying the alley of heroes in the city with the installation of personalized granite slabs, etc. Behind such projects, adults are clearly visible who do all this instead of children.
What does social engineering give our children? This is the ability to draw up official documentation (statements, petitions, reports), build a project budget and a long-term plan for its implementation, negotiate with sponsors and just interested people, conduct sociological surveys and diagnose changes in the external environment of the project, and much more. But the main result of the project activity is the rallying of the project group and the growth of children's social activity.
There is a lot of talk about projects today. Fashion for projects has swept the entire modern system government controlled in Russia and completely covered domestic education. The words "project" and "design" are firmly established in the life of Russians. We meet with projects in scientific activity as well as in culture, sports and other areas. We hear on television that we have launched a new project, meaning a new film, program or play. In Russia, not so long ago, priority national projects began to be implemented, which are connected with the most important aspects of public life. One of them is Education.
Thus, designing is explicitly or implicitly present in our lives and is constantly expanding its influence on human activities.
But the main problem is that not everything that is called a project is it, sometimes there are cheap fakes.
Today, there is a need to talk in more detail about design, especially with regard to the education system, where today any abstract, report, small Scientific research, dramatization, role-playing game go under the brand name of the project. They demand projects from teachers and administrators - as many as possible, good and different. At the same time, they rarely bother to explain what it is and “what these projects eat with”.
Another problem is that in pedagogy there is no single approach either to understanding the project or to the vision of project activities in the education system. But finding common ground, highlighting the basic principles, showing differences in approaches is not only necessary, but also extremely important for understanding the modern teacher, especially for historians and social scientists, on whose heads these project innovations fall to a greater extent.
Difficult issues of the implementation of project activities at school.
How is a study project different from other projects?
How broad should the theme of the project be so that it does not turn into several 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 to study the entire course in a project way?
Can the project contribute to the development of the full amount of knowledge (taking into account modern 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 projects?
I was already able to answer some of the questions when I spoke at the August methodological association of history teachers of the Orenburg region, as well as at the master class within the framework of the Young Leader school on the topics: The role of the teacher in the children's social project, project and research activities.
But other issues require serious consideration. It is impossible to do without design in modern life. If we want the new generations of Russian citizens to be aware of their responsibility, be active and enterprising, not afraid of difficulties, believe in their strengths and see opportunities for their rational use, then to one degree or another we must include design in the educational process.
Design is one of the principles of organizing human activity.
The project is not just a good deed, the activity for its preparation characterizes awareness, purposefulness, effectiveness, reflectivity;
The project requires significant time and energy costs.
The effectiveness of design should not be absolutized, but it should not be underestimated either.
The project method originated in the 1920s in the United States. It was also called the problem method. It was based on the ideas of pragmatic pedagogy of the American philosopher and educator John Dewey. His student and follower W. Kilpatrick, defining the essence of this method, called it "a plan carried out from the heart."
In Russia, the project method was known as early as 1905. After the revolution, the project method was used in schools on the personal orders of N.K. Krupskaya. Since 1919, under the guidance of the outstanding Russian teacher S.T. Shatsky in Moscow, the First Experimental Station for Public Education worked. In 1931 By a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks, this method was condemned as alien to the Soviet school and was not used until the end of the 80s of the 20th century.
The project method was widely used in Russia and was undeservedly forgotten, because. did not give positive results. There were several reasons: the theoretical problem was not investigated sufficiently. This resulted in an ambiguous understanding of the essence of school projects, their typology, organizational forms of work. The idea imposed from above was not perceived by the teachers as something necessary, reasonable, important for the education of students. As a result, the idea of a design methodology was not developed and research in this direction was stopped.
In contrast to the complete oblivion of the idea of projects in domestic education, all developed countries continued to improve and develop the theory and practice of this method.
Today, the project method is again used, but in an updated form. It is the comprehension and application of this method in the new socio-cultural situation in the light of the requirements for education at the present stage of social development that makes it possible to speak of school project as a new pedagogical technology that allows you to effectively solve the problems of a competency-based approach in teaching the younger generation.
The most complete classification of projects in domestic pedagogy is the classification proposed in the textbookE.S. Polat, M.Yu. Kuharkinaetc. It can be applied to projects used in the teaching of any academic discipline.
E.S. Polat explains the project as one of the methods of pedagogical technology: “The method of projects is based on the development of cognitive skills of students, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical thinking.”
In terms of methodology, a project is a series of activities aimed at achieving a single goal, usually large-scale, with a limited time frame. Project method, as defined by E.S. Polat, involves the solution of some problem, which, on the one hand, involves the use of a variety of methods, teaching aids, and, on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of ongoing projects should be, as they say, tangible, that is, if this is a theoretical problem, then its specific solution, if practical, a concrete result ready for implementation. E.S. Polat highlights the main requirements for using the project method:
- The presence of a problem/task that is significant in the creative research plan, requiring integrated knowledge, research search for its solution.
- Practical, theoretical, cognitive significance of the expected results.
- Independent (individual, pair, group) activities of students.
- Structuring the content of the project (indicating the phased results).
- Usage research methods, providing for a certain sequence of actions:
In this classification, according to several criteria, the following types of projects are distinguished:
1. According to the method that dominates the project
- research
- creative
- adventure, gaming
- informational
- practice-oriented
2. By the nature of project coordination
- with clear coordination
- with covert coordination
3. By the nature of contacts
- internal (regional)
- international
4. By the number of participants
- personal (individual)
- paired
- group
5. By duration
- short-term
- medium duration
- long-term
Born from the idea of free education, today the project method is becoming an integrated component of the modern education system.
The constituent elements of design in education.
Creative design workshops.
Design involves special methodological techniques in the work of a teacher, the widespread use of discussions, role-playing and business games, and modeling. All this implies a shift in emphasis from passive to interactive methods teaching, involves a change in the system of work of the teacher.
A study project can certainly be a wonderful option for exploring some issues. For example, in the course of history, the topic of the abolition of serfdom can be built on a project basis, especially since the historical situation itself indicates the existence of different options (projects) on this issue. The events of any reign can also be viewed as a project—for example, a class might be given the task of creating a website dedicated to a specific period of the reign. To do this, it is necessary to outline the main pages, distribute tasks among students for filling one or another page, and the creation of the main page will be the common unifying work. Here it will be necessary to take into account the peculiarities of the topic, the age of the students, their readiness, the availability of technical capabilities, and much more.
In the game (grade 10), "Oral filmstrip" (another version of a slide presentation), children are invited to imagine themselves as the authors of the filmstrip and, in the course of the teacher's story, draw up his plan by writing down the content or name of the pictures for his frames. So, for example, on the topic “Narodnik Movement”, the teacher prepares a plot-figurative story. The teacher reports about the game itself in the lesson as follows: “Imagine that each of you needs to create a filmstrip called “Walking to the People”. Now I will try to vividly and figuratively tell how this happened, and you need, listening carefully to my story, to make a list of frames, that is, either write down the name of the pictures that you place in the frames, or the text that you are going to write under them. The bottom line is that later you could use your notes to restore and tell how you see each frame of your filmstrip.
Creation of a historical almanac dedicated to the uprising itself or the period from the time of the organization of the Northern and Southern Societies until December 14th.
The historical map may be dedicated to the exile of the Decembrists. On the map of Russia, it will be necessary to indicate with circles of different colors or small figures:
a) the cities through which the Decembrists followed to Siberia;
b) places of serving hard labor by the Decembrists;
The application of the project approach is of particular importance in the study of cultural and historical material. An educational project for a student is a way to create something interesting on their own, try their hand, show knowledge and skills, and show a publicly achieved result. This method is applicable to the study of the everyday culture of society, as it allows reconstructing on a historical basis the manifestation of everyday and mental and moral spheres of society.
Topic: Signs and superstitions in the life of an ancient Russian person. (10 cells)
The problem is the preservation of the superstition of the Russian (Russian) person.
The goal is to identify and reveal all pagan superstitions that were associated with clothing, things and everyday life. Convince to trust not signs, but your intellect.
Theme: From the grandmother's chest.. (6 cells)
The problem is the preservation of the unique culture of the life of Ancient Russia.
The goal is to create a corner of Russian life in the school museum, to conduct an open lesson (extracurricular activity) ..
Topic: Idols of the Soviet era. (11 cells)
The problem is sharp changes in the system of moral and moral values of the Soviet society during the periods of "thaw" and "stagnation".
The goal is to make a selection of popular films of the Soviet period (compose a voice-over commentary) and create a collection of photographs "Idols of the Soviet cinema".
Theme: The world of things in the house Soviet man. (11 cells)
The problem is the low level and "modest" quality of life in Soviet society and modern society.
The goal is to create a virtual and museum exhibition "The World of Things in the House of a Soviet Man".
Presentations, research papers, portfolios are created on these topics.
The collected material, and these are postcards, badges, dishes, photographs and other things of the Soviet era, are used to decorate exhibitions and expositions in the school museum.(see Appendix No. 1)
The museum is the center of the civic development of the individual. The school museum is designed for children. Children are the future of our society. If we want to raise worthy citizens, we must educate the spiritual and moral core in our children.
The museum program includes several blocks designed for different ages and for a wide variety of interests.
An inexhaustible source, Native origins, Sources of kindness and mercy, Pedigree origins, Sources of glory and valor.
The form of implementation of all blocks is project activity
It is through the project that the child is revealed and realized.
Project activity is activity, responsibility, duty, propaganda, co-creation, search.
At one time, I was very interested in the methodology of Edward de Bono, set out in his "Six Thinking Hats" (St. Petersburg, 1977) and aimed at developing non-standard thinking. Lesson in 11 cells. on the topic "Civil War in Russia". The form of the lesson is a business game: a meeting of the editorial office of the newspaper on the preparation of a special issue "On the 90th anniversary of the end of the Civil War in Russia." Lesson technologies: Edward de Bono's "Six Thinking Hats" method, association method, discussion. Students are divided into groups (“editorial departments”) and receive tasks that they must solve using certain hats (see table)
Tab. An example of using the de Bono technique in the lesson "Civil War in Russia"
Editorial departments | Ways of thinking ("hats") | Tasks |
Sociological | White hat - from a "blank slate" | Development of a sociological survey to identify the attitude of our contemporaries to the Civil War. |
Archival documentary | Blue hat - business, rational, substantive communication. | Preparation of the presentation "Chronicle of the events of the civil war" |
Scientific | Green hat - creative thinking | “Brainstorming on the topic: why were the Bolsheviks able to take and hold power? |
Literary | Red hat - emotional thinking, expression of feelings, experiences. | Preparation of an essay, poem or story on behalf of a man of our time about the Civil War. |
Department of Critical analysis | Black hat - critical, negative thinking. | Formulating arguments to justify a negative assessment of the actions of the red and white movements in the Civil War. |
Philosophical | yellow hat - positive thinking | Formulating arguments to justify a positive assessment of the actions of the red and white movements in the Civil War. |
The relevance of the topic: “My political party” lies in the fact that for schoolchildren the issues of creating parties and their role in elections are, as a rule, obscure things. The game allows students in grades 9-11 to focus not on a person, but on ideas, legal procedures. The purpose of the game is to improve the legal and political culture of schoolchildren through the direct participation of everyone in the creation of a youth political party.
The parties were created and represented on the Constitution Day, the speeches of the parties took place and the voting took place (5-11 cells took part in the voting), which showed the rating of each party. The presentation of the parties was very bright and unexpected, the guys used videos, slide presentations, calendars as advertising and agitation. Three parties were represented and each of them formed its own electorate, which gave its votes to it.
Here it will be necessary to take into account the peculiarities of the topic, the age of the students, their readiness, the availability of technical capabilities, and much more.
It should be noted that it is not possible to study the entire course in this way, if only because it is necessary to use different forms and approaches. It may be optimal to include individual project activities in the classroom, and then the full use of design in extracurricular activities (in this case, social design).
In the current academic year, the project activity was completely devoted to the theme of the 65th anniversary of the Great Victory.
In 2007, there was the first experience of the "big" project "Courage" (see Appendix No. 2), which gave excellent results - 2nd place in the regional action "I am a citizen of Russia." The 9th and 11th grades were busy working on the project; the information space of the Internet has ceased to frighten the children with the amount of information, they have learned to purposefully acquire knowledge; creating slide projects, the students mastered the presentation program and acquired the skills of designing work in in electronic format. And since then, we have not rested on our laurels and continue to work in the project "I am a Citizen of Russia"
In 2010, work on the project ended. It was as if we touched the feat with our hearts, passed through time and ourselves became different, strong.
The Courage project has become something more than just a project for us, it was a life that we lived for three years, it is impossible to list how many difficulties it was and a misunderstanding of problems with the authorities, financial difficulties, search in archives, paperwork, but this is not the main thing, the main thing there is a result - on June 22, 2010, a monument was opened in our village, we saw tears of pride for our countrymen, heard words of gratitude from relatives of veterans.
Since 2008, we started working on the project "Children of War - Children of Peace". A stand and a video film of the same name were created. You did not learn it from a book, this is how our film about the children of war and about us children of the world who were involved in this project began.
The Children of War project has forever left a mark on our souls. He brought us pain and joy and tears at the same time. People cried on the set and cried again at the premiere of the video, which we managed to edit and show on the eve of the 65th anniversary of the Victory.
This film received in May 2010 a diploma of the second degree and a cash prize at the regional festival Salyut Pobeda!
In 2010, I am developing new projects together with students. In the 10th grade, in the lessons of social studies, we began work on the project “My family is my wealth”, the purpose of which was to strengthen family and moral values among young people. The product of the project will be the release of a collection of the best essays, photographs, genealogies and drawings on a given topic, as well as a video film "Golden Weddings". The accumulated material will become a resource for holding interesting events, both school and rural, such as the Solovyovka Family, Village Day and others.
On the occasion of the 230th anniversary of the village, the premiere of the project “Give the coat of arms to the village” took place, and the 10th grade also became the organizers and designers of the project. Not only was the exhibition framed, but also a popular vote was held at the celebration of the "Village Day", the most interesting ideas were encouraged by prizes from the village administration.
The most important thing is that the guys feel the importance and necessity of the work they do.
Interaction with the student during the work on the project.
Work on the project involves a very close interaction between the student and the teacher. The pedagogical subtlety here is that the student must feel that the project is his work. He must see that the teacher respects his point of view.
In other words:
A1-A2 - if today the child does part of the work himself, he does the other (difficult) part of the work together with an adult, then tomorrow he will be able to do the entire amount of such work on his own;
B1-B2 - if the child tries to do all the work, even the part that is not yet available to him, making mistakes and not achieving results, then tomorrow he will not be able to do such work;
С1-С2 - if a child independently does only what he can do, and an adult does difficult, inaccessible work, then tomorrow the child will never learn to do this work.
Interaction with students in his zone of proximal development
while working on a project.
Today | Tomorrow |
||
A2 |
|||
C1 | Valuation area |
||
Value Level | Target | Problem | Assessment of the situation |
creative level | Tasks | Way to solve the problem | Expected results |
Practical level | Plan, tasks, deadlines, schedule | Solving a problem, implementing a plan, making changes | Evaluation of intermediate and final results. Presentation. Reflection. |
This arrangement of elements is very convenient and shows the way for creativity to all project participants. The presence of three levels makes it possible to clearly delineate the project approach from an event or a set of good deeds.
The first stage of the project-problematization. The beginning of work on the project, the incentive for activity is the presence of a problem. The process will begin when the original problem of the project acquires a personal coloring. If the topic does not arouse interest, then the work will turn into a heavy duty. The most important thing is to motivate the child, the most ineffective way - direct coercion, it can cross everything. Therefore, at the very beginning of work on the project, it is necessary to show maximum pedagogical tact.
Next stage - goal setting . Carried away by the theme of the project, children often do not measure their desires and their capabilities. In any case, it is necessary that the student remember that the achievement of the goal of the project should contribute to the solution of the original problem.
What needs to be done to achieve the goal of the project? (this will help define the tasks)
How will you solve these problems?
When will you do it? (terms)
What do you already have to complete the work ahead? (resources), etc.
At the implementation stage there may be changes that need to be made to the original intent. This can reduce motivation.
Many teenagers have not yet formed a "sense of time", so you need to know well the individual characteristics of each student.
Presentation is a showcase for the project. The time limit is usually 7-10 minutes per presentation. In this short time, it is necessary to tell about the work that was carried out over several months. Speech and regulations are the two main problems of presentation. It is very important to teach children to choose the most important thing, to express their thoughts briefly and clearly. It is better if the text of the presentation is written in the form of abstracts.
The project is carried out according to a certain scheme:
1. Preparation for the project.
When starting to create a training project, a number of conditions must be observed:
Preliminary study of the individual abilities, interests, life experience of each student;
Choose a project topic, formulate a problem, offer students an idea, discuss it with students.
2. Organization of project participants.
First, groups of students are formed, where each has his own task. When distributing responsibilities, students' inclinations to logical reasoning, to the formation of conclusions, to the design of project work are taken into account. When forming a group, they include schoolchildren of different sexes, different academic performance, and different social groups.
3. Implementation of the project.
This step is associated with the search for new, additional information, discussion of this information, and its documentation, the choice of ways to implement the project (these can be drawings, crafts, posters, drawings, quizzes, etc.). Some projects are designed at home on their own, others that require help from the teacher are created in the classroom. The main thing is not to suppress the initiative of the guys, respect any idea, create a situation of “success”.
4. Presentation of the project.
All worked out, designed material must be presented to classmates, to protect your project. For the analysis of the proposed teaching methodology, the ways of implementing and presenting the project are important. So, schoolchildren can have a special notebook only for projects. Projects can be carried out on separate sheets and fastened together, forming an exhibition, installation. Groups can compete with each other. A draft version is encouraged first, and then a clean copy.
5. Summing up the project work.
The number of steps - stages from the adoption of the project idea to its presentation depends on its complexity.
The beginning of the project activity of schoolchildren is usually very simple - something that is of direct importance for each of them, "Family Tree" (6th grade), "House of My Dreams" (6th grade). Children should be given the impression that the study of social science is not only an activity, but also a pleasure.
With pleasure, the guys also perform projects such as role-playing: this is a dramatization of the customs and traditions of different peoples at social studies lessons in grade 8
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 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, 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, and 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 students to implement the problem under study 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 a secondary 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 high 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
- http://www/ispa.com/news/?item=18586 -25.10.05
- http://www.lenta-ua.com - 25.10.05
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:
meaningful
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 science" is a 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.
At the present stage of the implementation of the Federal State Educational Standard, 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 of 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 a 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 execution
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
transfer
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
perspectives
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
perspectives
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
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