FGAOU VPO "Kazan (Volga) Federal University»

Institute of Psychology and Education

Privolzhsky interregional center for advanced training and professional retraining of educators

Branch general education

PROJECT WORK

"Project activities of students in the process of teaching history in the context of the introduction of the Federal State Educational Standard"

Fedoseeva Galina Nikolaevna. Category 1 teacher

MBOU "School No. 58 of the Soviet district of Kazan"

Zakharova Elena Anatolievna

MBOU "School number 166 of the Soviet district of Kazan"

Supervisor_________

_______________________________

Kazan - 2016

Introduction ……………………………………………… .. ……… .3

Main part

Chapter 1 Principles of project training technology ..................... 10

Chapter 2 Classification of projects by history ……………… 13

Chapter 3 Activities of teachers and students ………………… ..17

Conclusion ………………………………………………… ..… ..22

List of used literature ………………………… .23

Appendix ……………………………………………… .. …… .24

Introduction

Formulation of the problem.

An important feature of the modern stage in education is the search for optimal standards in the study of school subjects, which reflect the needs of society in various spheres of human activity and take into account psychological characteristics students. Each school has students with different history learning abilities, but specialized learning opportunities are not available everywhere.

The Federal State Educational Standard establishes requirements for the results of students who have mastered the basic educational program of basic general education, one of which is the possession of the skills of educational research, project and social activities.

In pedagogical practice, the project method is recognized as one of the effective methods teaching students, as it allows you to rationally combine in the joint activities of students theoretical knowledge and them practical use to solve specific life problems. The project method is based on its practical focus on the result, which must necessarily be real. It can be seen, comprehended and applied in practice.

The teacher needs to teach students to independently learn to acquire the necessary knowledge, independently make decisions, think critically. Project activities firmly hold their positions in the educational process in the curricula of Russian education. Those teachers who use the design method in their work will agree that project activities are great! Why?

The project method, firstly, allows us to solve one of the most acute problems of modern education - the problem of motivation. With the help of traditional methods, children cannot be captivated by their studies. Not only the laggards, but also the gifted guys, sometimes, get bored in the classroom. Therefore, it is necessary to put forward a problem for children that is interesting and meaningful for everyone.

Secondly, the principles of student-centered learning are implemented, when students can choose a business they like according to their abilities and interests.

Thirdly, by completing projects, schoolchildren master the design-pre educational activities, learn to independently search and analyze information, integrate and apply previously acquired knowledge. As a result, their creative and intellectual abilities, independence, responsibility develop, the ability to plan and make decisions is formed. Students' educational projects should be prototypes of projects in their future independent life. By completing them, students gain experience in solving real-life problems, moving forward towards the goal.

Fourth, the project method is closely related to the use of the latest computer technology... This is e-mail, search engines, electronic conferences, quizzes, Olympiads.

In these conditions, it is necessary for the students themselves to understand the meaning of the work, to determine its goals and objectives. Look for ways to solve them. All these components are included in the content of project activities and fundamentally distinguish it from classical methods.

Relevance: in connection with the implementation of the FSES LLC for students, it is necessary to introduce methodological recommendations, taking into account the planned subject, metasubject, personal results.

In the process of work, students must set a goal themselves, determine ways to achieve it, and find. Summarize and analyze the necessary information, draw conclusions. The result should be the acquisition of complete knowledge of the subject and the mastery of a certain research baggage.

Objective of the project:

Project objectives:

Determine the principles of project activities of students in the context of the introduction of the Federal State Educational Standard;

To study a brief classification of the types of school project activities of students;

Develop step-by-step activities for students in the process of creating a history project.

Research methods:

Analysis of methodological and educational literature:

Diagnostics of the potential of children:

Analysis of the results of students' participation in project activities.

Target group of the project:

Students in grades 5-9:

Project implementation period:

2016-2017 academic year.

Location of the project:

MBOU "School No. 58 of the Soviet district of Kazan", MBOU "School No. 166 of the Soviet district of Kazan".

Stages of project implementation:

Preparatory (studying the requirements of the Federal State Educational Standard, studying the literature, developing guidelines);

Basic (approbation and implementation in a general education school);

Final (summing up the results of the project, speaking at the pedagogical council).

Our work consists of two parts: research and practical. In our research activities, we studied the main approaches in drawing up methodological recommendations in accordance with the Federal State Educational Standard of OOO. In our work we used educational literature, Internet resources, mass media.

In the practical part, we have proposed a set of guidelines for the implementation of project activities for students in grades 5-9.

Expected results:

Study, analysis and systematization of methodological problems in the process of using the compiled recommendations:

Ability to work together in different teams;

Checking the effectiveness of the developed guidelines in a real educational process.

Suggested products:

Development of a memo for a student who has difficulty creating a project on a particular topic;

Final result:

Development of creative success;

Improving knowledge quality indicators;

Successful performances at competitions, conferences.

Diagnostic methods.

Correlation of the obtained results with the set goal; fixing the amount of data of correct projects by performing an estimate of the results.

Action plan for project implementation.

Table 1

	Name of the event	Location	Duration	Responsible
	Study of regulatory legal acts Education Act FGOS LLC of the second generation		2016-2017 year.	Fedoseeva G.N. Zakharova E.A.
	Study of Internet resources.		2016-2017 year.	Fedoseeva G.N. Zakharova E.A.
			2016-2017 year.	Fedoseeva G.N. Zakharova E.N. .
			2016-2017 year.	Fedoseeva G.N. Zakharova E.A.
			2016-2017 year.	Fedoseeva G.N. Zakharova E.A.
	Modifications to reflect these methodological developments on practice.		2016-2017 year.	Fedoseeva G.N. Zakharova E.A.
	Project implementation		2016-2017 year.	Fedoseeva G.N. Zakharova E.A.

Main part.

Chapter 1

Principles of project learning technology

In modern school, the task of updating the content of education has become urgent, understood not only as a certain amount of information, but also as the activity of schoolchildren and their attitude to the material being studied. In these conditions, it is necessary to understand the meaning of the work ourselves, to determine its goals and objectives, to look for ways to solve them. All these components are included in the content of project activities and fundamentally distinguish it from classical methods. In the process of working on a project, students must set a goal themselves, determine the ways to achieve it, find, generalize and analyze the necessary information, draw conclusions. The result should be the acquisition of complete knowledge of the subject and the mastery of a certain research baggage.

The technology of project-based learning is considered in the system of personality-oriented education and contributes to the development of such personal qualities of schoolchildren as independence, initiative, ability to be creative, allows to recognize their vital interests and needs, and is a technology designed for the consistent implementation of educational projects. The concept of a "project" in a broad sense is everything that is conceived or planned. Translated from latin "project" means "thrown forward", i.e. concept in the form of a prototype of objects.

When implementing the project technology, a specific product is created, which is often the result of joint work and reflection of students, which brings them satisfaction, due to the fact that the students, as a result of work on the project, experienced a situation of success and self-realization. Design technology, acquiring the features of a cultural and historical phenomenon, creates conditions for value rethinking, dialogue, while mastering the content school education, application and acquisition of new knowledge and methods of action.

The purpose of the design technology is the independent "comprehension" of various problems by schoolchildren that have a vital meaning for the students. This technology assumes that students "live" a certain period of time in the educational process, as well as their introduction to a fragment of the formation of a scientific understanding of the world around, the construction of material or other objects. The materialized product of design is an educational project, which is defined as a detailed solution to a problem independently adopted by students. In a project, along with the scientific (cognitive) side of the solution, there are always emotional-value (personal) and creative sides. It is the emotional-value and creative components of the content that determine how important the project is for the students and how it is independently completed. The main thesis of the modern understanding of the technology of project training sounds like this: "everything that I learn, I know what I need it for and where and how I can apply this content."

As emphasized above, this technology is always focused on the independent activity of students - individual or group, which students perform for a certain period of time, and presupposes a set of problematic teaching methods that are creative in nature. This technology is built taking into account the principles of humanization, communication, individualization, activity, value approaches, focused not only on the formation of knowledge and skills in students, but on the self-realization of their personality.

The most essential features of project-based learning are its dialogic nature, problematic, integrative, and contextual.

Dialogue allows students in the course of the project to enter into a dialogue with both their own I and others. It is in the dialogue that "free self-revelation of the personality" is realized (Polat Y.S.) Dialogue in design technology performs the function of a specific sociocultural environment that creates a condition for schoolchildren to accept new experience, rethink old meanings, as a result of which the information received becomes personally significant.

Problems arise when resolving a problem situation, which determines the onset of active mental activity, manifestations of independence in students, due to the fact that they discover a contradiction between the content they know and the impossibility of explaining new facts and phenomena. Solving a problem often leads to original, non-standard ways of working and results. The context in design technology allows you to create projects that are close to the natural life of students, to understand the place of the science they study in the general system of human existence,

Any project is closely related to the activities for its implementation. Moreover, the activity is carried out in the conditions of a free exchange of opinions, the choice of methods of implementation (in the form of an essay, report, graphic diagrams, etc.), a reflective attitude to the subject of one's activity.

Building educational process, focused on the implementation of projects by students, is built not in the logic of the studied subject, but in the logic of students' activities. Hence, in the project cycle, informational pauses are allowed to assimilate the content of the new material, it is assumed that projects are carried out at an individual pace in the form of advanced independent tasks of a research, practical nature under the guidance of a teacher based on the students' own choice. The choice in the design technology is carried out at various stages and can be external: the choice of the project itself, the choice of the type of task, role, activity partners, the choice of material and the form of its presentation in the project, the choice of the way of doing the work, the choice of supports. The internal choice of students is determined by the needs, abilities of the student, his value orientations, subjective experience, emotional mood and relationships with other students.

So, in the process of updating education, the task of a personality-oriented approach to the implementation of a project by students becomes important, during which the student acquires new knowledge and research skills, as a result of the project, the student receives not only a solution to the problem, but also personal self-realization. And it solves the essential features of project-based learning: dialogical, problematic, integrative, contextual.

Chapter 2

Classification of projects in history and social studies.

I.S. Sergeev proposes a classification of projects according to the dominant activity of students. This classification includes:

Practice-oriented project - aimed at solving social problems that reflect the interests of the project participants or an external customer.

Research project - similar in structure to scientific research. This is the activity of students to solve a creative, research problem with a previously unknown solution, which presupposes the presence of the main stages characteristic of scientific research:

Information project - aimed at collecting information about an object or phenomenon in order to analyze, generalize and present information to the audience.

Creative project - involves the most free and non-traditional approach to its implementation and presentation of results.

Role project. The structure in such projects is only outlined and remains open until the completion of the work. Participants assume specific roles based on the nature and content of the project. These can be literary characters or fictional characters. Social or business relationships are imitated, complicated by hypothetical game situations. The results of the work are outlined at the beginning of their implementation, but fully emerge only at the very end. The degree of creativity is high.

In practice, it is usually impossible to see this or that project in its pure form; we can only talk about the dominant direction of the activities of the participants in this or that project.

In teaching practice, as a rule, group and personal educational projects are used. It should be noted their features in terms of advantages.

Benefits of group projects:

Team members develop collaboration skills;

The project can be carried out deeply and versatile;

Each stage of work on a project, as a rule, has its own situational leader and, conversely, each student, depending on his strengths, is most actively involved in a certain stage of work;

Within the framework of the project group, subgroups can be formed, suggesting various ways of solving the problem, ideas, hypotheses, points of view, this competitive moment, as a rule, increases the motivation of the participants and positively affects the quality of the project.

The advantages of personal projects:

The work plan can be built with maximum precision;

A sense of responsibility is fully formed in the student, since the implementation of the project depends only on himself;

The student gains experience of activity at all stages of the project implementation - from the conception of the idea to the final reflection;

The formation of the most important general educational skills (research, presentation, evaluation) is a controlled process.

Studying literature on this issue, it can be noted that both in theory and in the practice of education, the distinctive features of the traditional approach and the design approach have been determined: the so-called "knowledgeable", on the one hand, and "talented", on the other. "Knowledge" is built on traditional foundations:

classroom teaching system, the prevailing illustrative and explanatory teaching method,

frontal form of organization of the learning space,

control and questioning of the reproductive type and other similar characteristics.

The goal of this approach is the formation of knowledge, skills, and abilities. The leading type of activity is reproducing. "Ability" focuses on the personality of the student. One of the indicators of personality development is the mastery by students of such mental operations as: synthesis, comparison, generalization, classification, induction, deduction, abstraction. But the most significant is the emergence of a need, interest, motive for personal growth, changing oneself, developing an emotional-figurative sphere, and gaining experience in emotional-value relationships.

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 mandatory presentation of results.

Based on the prevailing method or type of activity, they distinguish applied, research, informational, role-playing projects.

Applied projects are distinguished by the following features: clearly defined result of activity; careful thought over the structure of the project; clear distribution of functions between participants; registration of the results of activities with their subsequent presentation and reviewing;

Research projects imply: the activity of students in solving creative problems with a previously unknown result; the presence of stages characteristic of any scientific work.

Information projects are aimed at studying the characteristics of processes, phenomena, objects and involve the analysis and generalization of the revealed facts. The structure of an information project is similar to that of a research project, which is often the basis for their integration.

The structure of role-playing projects is only outlined. They are characterized by: the construction of a hypothetical game situation; performing certain roles that imitate business, social and other relationships; the result remains unknown until the end of the work. Role-playing projects allow participants to acquire certain social experiences.

Monoprojects and interdisciplinary projects are distinguished in accordance with the subject-content area.

By the nature of contacts, projects are local, intraschool, regional, national, international; by the number of performers - individual and collective; by duration - short-term, medium-term and long-term.

In real practice, the integration of various types of projects most often occurs, which is due to specific goals and objectives.

Thus, project-based learning is a useful alternative to the classroom system, but it should not supplant it.

In the structure, the main educational program there is a program of research and project activities, which "should be aimed at mastering by students a set of educational and cognitive techniques and practical actions for solving personally and socially significant problems and finding ways to resolve problematic issues through independent actions."

Independent "finding ways to resolve problematic issues" provides project competence, which means that the student can, if motivated, organize their own activities to solve the problem.

Thus, in order to solve the tasks set by the Federal State Educational Standard, it is necessary:

the student's readiness for project activities,

a real motivating problem,

a well-defined program of design and research activities to solve the formulated tasks

The teacher's readiness for the project and research activities of students means:

design and research competence of the teacher,

mastery of the method of teaching projects and research,

the teacher's ability to apply instructional design and research in various organizational forms,

knowledge about the possibilities of educational design and research for solving various educational problems.

Chapter 3

Teacher and student activities

The use of the project method in the lessons of history and social studies, first of all, has the following goal - to increase the practical, skill-forming orientation of the content. At the same time, priority is given to active, interactive, playful, laboratory methods, research activities, methods of creative self-expression. The creation of a problem-motivational environment in the lesson is carried out in different forms: conversation, discussion, "brainstorming", independent work, organization " round table", consultation, seminar, laboratory, group work, role-playing games. History as an academic subject is a fertile ground for project activities. Teachers often face problems such as lack of reader interest among students, narrow horizons, lack of analysis and generalization skills. Interesting work. in groups gives the children the opportunity to feel the subject, gain new knowledge, and the teacher - to solve the above problems.

Teacher activity:

Formulates:

The problem;

The plot situation;

Goal and tasks.

Organizes activities - offers:

Organize groups;

Distribute tasks;

Plan activities to solve project problems;

Possible forms of presentation of results.

Doesn't participate, but ...

Advises students as needed;

Unobtrusively controlling;

Gives new knowledge when students need it;

Rehearses the upcoming presentation with the students.

Summarizes the training:

Summarizes and summarizes the results obtained;

Assesses skills: to communicate. Listen, justify your opinion;

She focuses on the educational moment: the ability to work in a group for a general result.

Student activities:

Carries out:

Personal assignment of the problem;

Getting used to the situation;

Acceptance, clarification and specification of goals and objectives;

Carry out:

Breakdown into groups;

Separation of roles in the group;

Work planning;

Choosing the form and method of presenting the expected results;

They work actively and independently:

Each in accordance with his task and together;

Consult as needed;

- “get” the missing knowledge;

Prepare a presentation of the results.

Demonstrate:

Understanding the problem, purpose and objectives;

Ability to plan and carry out work;

Found a way to solve the problem;

Reflection of activities and results;

They give a mutual assessment of the activity and its effectiveness.

Criteria for evaluating student work.

1. Degree of independence in performing various stages of work on a project.

2. The degree of involvement in group work and the clarity of the fulfillment of the assigned role;

3. Practical use of subject and general school UUD;

4. Amount of new information used to complete the project;

5. The degree of comprehension of the information used;

6. Level of complexity and degree of proficiency in the techniques used;

7. The originality of the idea, the way to solve the problem;

8. Understanding the project problem and formulating the goal of the project or research;

9. The level of organization and conduct of the presentation: oral communication, written report, providing objects of visibility;

10. Possession of reflection;

11. Creative approach in preparing objects of presentation visibility;

12. Social and applied significance of the results obtained.

Stages of project activities.

It is customary to distinguish several stages in project activities, so E.S. Polat highlights the following:

1 Preparation. Defining the theme and goals of the project. Formation of a working group. Discuss the subject of the project with the teacher and receive if necessary additional information... Set goals. Introduces the meaning of the project approach and motivates students. Helps in setting the goal of the project. Monitors student activities.

2 Planning. a) Identification of sources of information. b) Determination of methods for collecting and analyzing information. c) Determination of the way of presenting the results (project form). d) Establishment of procedures and criteria for evaluating the results and process of project activities. e) Distribution of tasks (responsibilities) between team members. Form tasks. Develop a plan of action. They choose and justify their criteria and indicators of the success of project activities. Suggests ideas, makes assumptions. Monitors student activities.

3 Research. Collecting and clarifying information, solving intermediate problems. Brainstorming alternatives. Choosing the best option. Basic tools: interviews, polls, observations, experiments, etc. Carry out research by solving intermediate tasks. Observes, advises, indirectly guides the activities of students.

4 Formulation of results or conclusions. Analysis of information. Formulation of conclusions. Do research and work on a project by analyzing information. Design the project. Advises students.

5 Project defense. Preparation of a report: justification of the design process, presentation of the results obtained. Possible reporting forms: oral report, oral report with demonstration of materials, written report. Participate in collective project introspection and performance self-assessment. Listens, asks appropriate questions in the role of an ordinary participant. Guides the analysis process as necessary.

6 Evaluation of the results and process of project activities. Analysis of project execution, achieved results (successes and failures) and their reasons. Participate in assessment through brainstorming and self-assessments of performance. Assesses the efforts of students, their creativity, the quality of the use of sources. Determines the potential for continuation of the project and the quality of the report.

Student Checklist for Creating a Project 1. Choosing a project topic 2. Discussing the project topic with the teacher, defining the goal and objectives 3. Identifying the sources of information, ways of collecting it 4. Determining the way the results are presented (project form) 5. Establishing criteria for evaluating the results and the process of project activities 6. Assigning responsibilities between group members; develop an action plan 7. Start collecting information 8. Perform research analyzing information, formulating conclusions 9. Designing a project 10. Preparing a report: justification of the design process, presentation of the results. 11.Protection of the project

12. Participation in the discussion of the results of the work performed.

This checklist helps students move successfully towards the goal of creating a project.

Preparing, arranging and presenting a project is a much more complicated matter, both for a teacher and for students, than performing traditional tasks, therefore, in our opinion, it is necessary to have, in addition to the work plan, a diary of project activities that will help set a sequence of actions. Students need to convey clear requirements for the design and presentation of the project, the criteria for assessing the project.

Conclusion

The study of theoretical generalizations and practical experience of organizing project activities in history lessons, as well as our own practical experience, allow us to conclude about its importance, relevance and effectiveness; giving children the opportunity to try themselves in different directions learning activities... It allows you to develop your universal skills that increase the motivation for studying the material, realize a complex perception of educational subjects, make independent decisions, and believe in yourself.

The project method is not some kind of special teaching method - it is just a form of teaching, and extracurricular. "Fitting" it into the classroom system is a very difficult task for the teacher. Nevertheless, the project method activates cognitive abilities, reveals creative possibilities, takes into account the interests of the student

It is important to remember that a project is research, getting an answer through an independent thought process. Of course, as a result, students will not make any scientific discovery of qualitatively new laws and phenomena. “Students solve problems that have already been solved by society, science and are new only for schoolchildren ... The teacher presents this or that problem for independent research, knows its results, the course of the solution and those features of creative activity that need to be shown in the course of the solution, gradually leading to the formation of the necessary traits of a creative personality ”(VV Guzeev). Thus, students climb to the peaks already discovered by science, but they do not comprehend the truth as finished result, but as a result of their own observations and decisions. Students' discoveries must flow from their personal experience, and the conclusions they will come to cannot be read in the educational literature.

List of used literature

Regulations.

RF Law "On Education"

Federal level regulations on the implementation of FGOS LLC.

Teaching aids for teachers:

Guzeev V. V. "The project method" as a special case of integrative teaching technology. // School director. - 1995. - No. 6, - S. 39-48.

Pakhomova N.Yu. Project method: functions and structure of the educational project // Technological education. - 1997. - No. 1. - S. 92-96.

Polat E.S. How a project is born. - M., 1995 - 233p.

Sergeev I.S. How to organize the project activities of students: A practical guide for employees of educational institutions. - M .: ARKTI, 2004 .-- 80 p.

Internet resources.

http://edu.tatar.ru - electronic education in the Republic of Tatarstan.

http://www.edu.ru - Central educational standard, contains regulations Ministries, standards, experiment information.

http: // distant.ru Polat E.S. Project method.

Applications

Attachment 1

Instructional material

How to organize work on a project?

As a rule, it is useful to highlight the following stages of work.

Choosing a project topic, determining its type and number of participants.

Substantiation of the problem investigated within the framework of the outlined topic.

Distribution of tasks into groups, information search.

Drawing up a technological map with presentation in a logical sequence of work progress.

Independent work of the project participants according to their creative tasks.

Interim discussions of the data obtained.

Presentation (defense) of projects, opposition.

Collective discussion, conclusions.

What are the requirements for the results of training projects?

The results of design work can be obtained using both traditional and modern methods collection of information. At the same time, the results of project activities:

are presented in the form of a specific "product" (report, album, collection, map plan, film, etc.);

performed in a single style (for example, the final report should contain headings, subheadings, have fields, etc.);

designed for the perception of both viewers and readers;

are protected in the presence of an interested audience;

should be further used in the educational process.

Appendix 2

Self-check sheet.

How did I learn the material?

I understood the material, it was interesting in the lesson - 3 points.

Everything is clear to me, but the material is not always interesting - 2 points.

I wanted to figure it out, but I didn’t understand everything - 1 point.

The material is difficult and uninteresting. I understood little - 0 points.

Appendix 3

Assessment of group work

	Your impressions	Distinguished
1. Did you work well in the group? Who is it especially good with and why?
2. Did you manage to agree with each other? Did everyone listen to each other? Who displayed the most culture of dialogue?
3. Did all team members participate equally in the team? Who showed themselves to a greater extent, and who did not show themselves in any way?
4. Did you manage to complete all the work suggested to the group?
5. What do you consider to be the main achievement of the group? Whom would you like to especially celebrate and for what?
6. What were the difficulties in the work of the group? Who, in your opinion, could have done more?
7. What is your assessment of the work of the group?

Appendix 4

Rules for successful project activities (for students).

There are no leaders in the team. All team members are equal.

Teams don't compete.

All team members should enjoy communicating with each other and the fact that they complete the project together.

Everyone should enjoy a sense of self-confidence.

Everyone should be active and contribute to the common cause. There should be no so-called "sleeping" partners.

Responsibility for the final result lies with all team members who complete the project assignment.

Appendix 5

Pedagogical diagnostics teacher performance

Questionnaire questions:

1. Do you know how to comprehend the problem for the solution of which there is not enough knowledge?
Yes, no, I'm not sure.

2. Do you know how to answer the question, what needs to be learned to solve the problem?
Yes, no, I'm not sure.

3. Do you know how to independently invent a way of action, drawing on knowledge from various fields?

Yes, no, I'm not sure.

4. Do you know how to find the missing information on your own?
Yes, no, I'm not sure.

5. Do you know how to find several solutions to the problem?
Yes, no, I'm not sure.

6. Do you know how to establish causal relationships?
Yes, no, I'm not sure.

7. Do you know how to collectively plan work?
Yes, no, I'm not sure.

8. Do you know how to interact with any partner?
Yes, no, I'm not sure.

9. Do you know how to help in a group to solve common problems?
Yes, no, I'm not sure.

10. Do you have business partnership skills?
Yes, no, I'm not sure.

11. Do you know how to find and fix errors in the work of other group members
Yes, no, I'm not sure.

12. Do you know how to plan activities, time, resources?
Yes, no, I'm not sure.

13. Do you know how to make decisions and predict their consequences?
Yes, no, I'm not sure.

14. Do you know how to analyze your own activities?
Yes, no, I'm not sure.

15. Do you know how to enter into a dialogue, lead a discussion, ask questions?
Yes, no, I'm not sure.

16. Do you know how to defend your point of view?
Yes, no, I'm not sure.

17. Do you know how to find a compromise?
Yes, no, I'm not sure.

18. Do you have monologue skills?
Yes, no, I'm not sure.

19. Do you know how to use different visual material in your presentation?
Yes, no, I'm not sure.

20. Do you know how to answer unplanned questions?
Yes, no, I'm not sure.

Appendix 6

Comparative table of the results of the questionnaire.

(before working with the project method and after application)

Question number			not sure	Conclusion yes	Conclusion no	Conclusion not sure
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Appendix 7

Memo "To the participants of the project!"

1. Do not take more work than you can do.

2. Work closely together, be a united team, help each other.

3. The success of the work largely depends on public opinion, do not neglect it.

4. Do not strive for a perfect and flawless result.

5. Do not give up in case of failure: mistakes and difficulties inevitably accompany any activity, including the project.

6. Do not try to achieve your goal in any way. Remember that not all means are good, even when striving for the common good.

7. Be tolerant of other people's opinions, persuade with deeds, not words.

8. Be prepared to take responsibility when choosing a solution.

9. The project should be created for people, not for the sake of the project. Do not get carried away with the formal side of work, but do not forget about it.

10. You can change the developed plan, but not constantly, otherwise your project will turn into a series of changes and a lot of time and effort will be wasted.

11. Remember goals and expected results.

12. Don't be afraid to admit your mistakes and correct them.

13. Establish an atmosphere of goodwill in your group (team)

14. Do not forget about the principles of democracy, leaders should not turn into tyrants.

15. Do not let anything take its course, control the progress of the project.

"Project activities within the framework of the implementation of the Federal State Educational Standard"

Federal state standard primary general education targets teachers primary grades on the formation of universal training activities... At the same time, the role of project activities increases.

The method of projects is not fundamentally new in pedagogical practice, but at the same time it is referred to the pedagogical technologies of the 21st century as providing for the ability to adapt in a rapidly changing world.

The project method is a set of educational and cognitive techniques that allow you to solve a particular problem as a result of students' independent actions with the obligatory presentation of these results.

The merit of the project activity is that it makes it possible for every student to be successful, regardless of abilities, inclinations, character traits.

A project from a student's point of view is an opportunity to do something interesting on your own, in a group or on your own, making the most of your capabilities; this is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and show publicly the achieved result.

From the teacher's point of view, the educational project is a didactic tool that allows teaching design, i.e. purposeful action on finding a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.

The work on projects and children's research is quite difficult, so it is necessary to prepare primary school students gradually.

The main idea inherent in the project activity is as follows: with great enthusiasm, the child performs only those activities that he freely chooses.

The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time.

By starting work on a project, the teacher awakens students' interest in the topic of the project.

The topic of the project should be formulated in a language that is natural for children and in such a way as to arouse their interest. This can be a story told, a parable, a dramatization or a watched video. The topic should be not only close and interesting, but also accessible, because this younger students.

Since the topic is chosen one for all, it must be capacious enough so that many different sub-topics in the interests of children can be distinguished in it.

A completely different picture with the choice of subtopics - here children can already make a personal choice of what interests them.

For the successful organization of work on projects, I studied the topics of projects that were offered to students. Of course, without the help of their parents, the students would not have been able to cope with the tasks assigned to them. Yes, and the Standard stipulates that the work on the project is built together with adults. Therefore, she began her work with a parent meeting, at which she told parents about the goals and objectives of project activities, about the initial requirements for working on the project. When studying the topic "Alphabet", in order to generalize knowledge about the studied letters, the first graders were offered to make an individual project - to choose one letter of the Russian alphabet and tell about it. The project is short-term. We started with a portrait of our favorite letter, looked for words for this letter, came up with sentences, parents helped, found riddles, pictures. But only children painted and wrote. Each student collected his own material. It turned out that everyone has their own alphabet. We did all this in literacy classes, and we had a few minutes.

In the 2nd grade, we worked on a socially significant project “Help wintering birds”. The purpose of this work : the formation of the desire in children to be attentive to birds, to replenish knowledge about nature and its protection. Work on the project began with observing the life of wintering birds during excursions; viewing the album "Birds are our friends"; viewing illustrations in books about wintering birds; reading scientific and artistic texts about birds; solving problem situations with children: "How can you help the birds in winter?", "How to help the birds to wait for spring?"

During the preparation of the creative project "Autumn motives", an excursion around the school garden, a conversation "What did autumn bring us?" We read stories about autumn and looked at illustrations. I drew the attention of children to the theme "Autumn". Then came the most important, practical stage. Several groups worked.

Each group carried out its own project. Here the ability to work in a group, the distribution of responsibilities took place. The contest of handicrafts "Autumn fantasies from natural material", an excursion to the park took place. One of the groups prepared the project "Autumn in Our City" using photographs of our city. A group of artists has prepared a project on the autumn theme "Autumn Colors" - a selection of paintings about autumn by Kuban artists.

Designers we named our work "Queen of the Autumn Ball". This openwork ball gown is made of autumn leaves.

In the search for signs on the topic "Autumn" under my leadership, I worked with sources of information (books, encyclopedias).

At the final stage of the project, each group presented a defense of their project. Each child prepared the project that was close to him, interesting.

In 4th grade, we move on to the implementation of long-term projects. In the 4th grade there was a project "Mother's Day". At the preparatory stage, the conversations "Talk about Mom", "Why I Love My Mom" \u200b\u200bwere held with the children.

At the design stage, under the heading "Did you know that ..." the conversation "The history of the holiday" was held.

Then the practical stage began. These are: making gifts "A present for mom", collecting material and preparing messages on the topic "Famous women of Russia and the world", design of the wall newspaper "My most beloved and wonderful person" (stories about mom), preparing an album of poems, riddles, proverbs about mom , making drawings "Mom, dear mom".

At the final stage of the project, a concert + computer presentation "Mom is the most beautiful word" took place.

From class to class, topics become more complex, become more voluminous, it becomes more and more difficult to work alone. This creates the need for group work on projects.

Now I am gradually teaching children to work in groups. Often working in a group, children cannot agree, come to a consensus, and such a group breaks up. My task is to teach children the art of communication, understanding, interaction. I teach children to work with books in the school library, search for the necessary information on the Internet, draw up projects and protect them, here I use individual work with students.

You cannot skip project protection. Without it, the project cannot be considered complete. This is one of the main stages in the training of a novice researcher. The defense should be public, with the involvement of authors of other projects, spectators (head teachers, teachers, parents). Thus, the child learns to state the information he has obtained, encounters other views on the problem, learns to prove his point of view.

It is very difficult for the child himself to prepare for protection; the help of a teacher and parents is needed here. Even very well prepared children get lost in public. She invited the children to use the memo.

Memo for protecting projects:

I have prepared a project on the topic ...

2. In the course of working on the project, I solved the following tasks….

3. During the project, I solved the problem ...

4. I selected the material for my project ...

5. Used such literature ....

6. The product of my project ....

7. I want to talk about .....

8.The figure (photo) shows .....

9. I used these photographs or drawings because ....

10. I liked working on the project because I found out....

11. My product can be used ... (project promotion)

12. The relevance of my project is that ....

So, through the use of the project method, the likelihood of the creative development of students increases; the combination of theory and practice occurs naturally, which makes the theory more interesting and more real; the activity of students develops, which leads them to greater independence; a sense of social responsibility is strengthened, and, among other things, children experience true joy in the classroom.

Children come to school to study, that is, to teach themselves. Research and project activities in the educational process allow you to achieve maximum effect... The teacher's role is to help children do this.

It should be noted that this technology should not replace other teaching methods. I use project-based learning as an addition to other types of education.

While working on a project, the student learns more about himself, about his capabilities and develops his abilities, forms his competence: information, thinking, activity, communicative. And this is very relevant and meets the new requirements of the Federal State Educational Standard.

In conclusion, I would like to say that success is important for every child. It is necessary to prove and show to everyone that his work is important for the group in which he worked, and for the whole class, and for the teacher, and for the parents. By carrying out various projects, the children learned to work in a team, negotiate with each other, find non-standard solutions, and acquired the skills to work with a book and other sources of information. They began to show initiative, began to think creatively. Thanks to the design work, motivation has increased. Children now suggest project topics themselves that are of interest to them.

So, organizing the project activities of junior schoolchildren, we are convinced of the correctness of the words "Educated is not the one who knows a lot, but the one who wants to know a lot and who knows how to get this knowledge."

Literature

Zasorkina N.V., M.Yu. Shatilova, N.B. Polyanina, E.A. Andreeva, S.G. Shcherbakova, O.A. Shaveiko. Method of projects in primary school, Volgograd, "Teacher";

Semyonova N.A. Research activities of students. Magazine "Primary School" No. 2, 2006;

Semyonova N.A. Research activity of students, magazine "Primary school", No. 2, 2007;

Sokolova T.E. Information culture of a younger student. Educational - toolkit... Samara, "Educational literature"

V.F. Feoktistova. Research and project activities of primary schoolchildren, Volgograd, "Teacher".

Municipal budget educational institution

"Krasnozavodskaya average comprehensive school No. 1 "

Speech at the pedagogical council

"Project activities in basic school

in the aspect of the content of FGOS LLC ”.

Prepared by:

Biology teacher

E.V. Nazarova

The only way,

leading to knowledge is activity ...

Bernard Show

Each teacher has a number of questions:

How to form a student's desire to learn?

How to make sure that he does not lose his inner incentive to learn new things, regardless of how much effort must be put into this?

How to motivate a student to learn who thinks that studying at school is boring and not interesting?

There are many different techniques, means, and methods for instilling in students positive motives for learning. But the most effective is the project method, since it is more focused on the development of a socially significant personality.

Today, when the key element of the modernization of the Russian school is the federal state educational standard, the implementation of which is enshrined in the new Law "On Education of the Russian Federation", there is a need to focus on the organization of the project and research activities of schoolchildren as effective methods that form the ability of students to independently acquire new knowledge, work with information, draw conclusions and inferences. In other words, what children can do together today, tomorrow each of them can do independently. This requires widespread adoption in educational process alternative forms and methods of conducting educational activities. This is due to the introduction of methods and technologies into the educational context based on the project and research activities of students.

Earlier, even before the introduction of the Federal State Educational Standard, the implementation of practical tasks on the topic was limited only to laboratory work. There were no other educational projects in the school curriculum. With the introduction of the Federal State Educational Standard, starting from the 1st grade, students deepen their knowledge of the subject and practice new skills with the help of individual educational projects.

Project research activities of students are spelled out in the educational standard. Therefore, every student must be trained in this activity. The project activity of students is becoming more and more relevant in modern pedagogy.

So what is a project? A project is a set of actions specially organized by a teacher and independently performed by students, which culminate in the creation of a creative product. From the student's point of view, the project is:

it is an opportunity to do something interesting on your own, in a group or on your own;

this is an activity that allows you to express yourself, try your hand, apply your knowledge and show publicly the achieved result.

Students working on projects:

determine the actual problem on which they are either individually or in a group working, identify problems in various areas of knowledge;

Set goals, objectives, draw up a work plan, thereby looking for ways to solve the problem, determine the object of research

hypothesize

Experimenting with natural objects

Systematize and summarize the obtained data

Analyze the information obtained from various sources;

Summing up, and the teacher at this stage should help the children develop the ability to argue conclusions, process the experimental data, document the results and, of course, work together, collaborating

Presentation of the project, the purpose of which is to present the result of their activities, to bring the problem to the public, ways to solve it, and this will develop the skills of schoolchildren to master the art and culture of communication

Through project research activities, children develop the following skills.

1. Reflexive skills:

the ability to comprehend a problem for which there is not enough knowledge;

the ability to answer the question: what do you need to learn to solve the problem?

2. Search (research) skills:

the ability to independently find the missing information in the information field;

ability to request missing information from an expert (teacher, consultant, specialist);

the ability to find several options for solving a problem;

the ability to put forward hypotheses;

3. Skills and skills of working in cooperation:

collective planning skills;

ability to interact with any partner;

skills of mutual assistance in a group in solving common problems;

business partner communication skills;

the ability to find and correct errors in the work of other group members.

4. Communication skills:

the ability to initiate educational interaction with adults - to enter into a dialogue, ask questions, etc .;

the ability to conduct a discussion;

the ability to defend your point of view;

the ability to find a compromise;

5. Presentation skills and abilities:

monologue speech skills;

the ability to confidently hold oneself during a performance;

artistic skills;

the ability to use various means of visualization when performing;

the ability to answer unplanned questions.

It is imperative to take into account the age of the students when performing project activities. Fifth and sixth graders need significant teaching and stimulating assistance from a teacher at almost all stages of work. It is especially difficult for them to isolate the problem, formulate the purpose of work, and plan activities. Children of this age have not yet fully formed a subjective sense of time, so they cannot distribute it rationally, they do not always objectively assess their strength.

Conclusion

During their studies at school, children should not only gain knowledge, but develop their abilities to the maximum. The formation of abilities is impossible outside the active, interested activity of students.

In my opinion, it is the design and research activity, like no other, that makes it possible to turn a child into an active subject of joint activity.

Remembering the rule: “There are no untalented ones, but there are those who are not engaged in their own business,” the use of this type of activity enables not only successful but also weak students to use their strengths.

Confucius also said:

“I hear - and I forget,
I see - and I remember
I do - and I understand. "

“It is necessary that children

if possible, studied independently,

and the teacher guided this independent process "

K. D. Ushinsky

Bibliography

1 .. Bychkov A.V. The method of projects in the modern school. - M., 2000.

2.Demin I.S. Application information technologies in educational and research activities // Development of students' research activities: Methodological collection. M .: Public education, 2001.S. 144-150.

3.Pakhomova N.Yu. Educational project: its possibilities. //Teacher. - 2000., No. 4.

The teacher in the project is… an enthusiast who inspires and motivates students to achieve a goal; a specialist with knowledge and skills in several (not necessarily in all areas); a consultant organizing access to information resources, including other specialists; leader (especially in matters of time planning); organizer of the discussion of various ways to overcome the difficulties that arise; group process coordinator; an expert analyzing the results of a completed project.

The project is "five Ps": Problem Designing (planning) Information search Product Presentation The sixth "P" of the project is its portfolio, i.e. folder, which contains all work materials, including drafts, daily plans, reports, etc.

Project type on dominant student activities The information project is aimed at collecting information about the role of the book in human life and the importance of the library in increasing interest in the book in order to analyze, summarize and present information for students in grades 4-5. The output of the project is to show the video to students of the gymnasium and publish it on the Internet.

Project Schedule Defining the project theme. Formation of a group to conduct research. Discussion of the work plan of the students in the group. Filling out the work planning sheet in the group. Independent work of the group to complete assignments. Preparation of a presentation on the report on the work done. Analysis and introspection of each stage of the project. Filling out self-assessment sheets of the success of your participation in the group of the educational project "Let there always be a book!" Project presentation. Completing the presentation grading sheet.

Required equipment Logistics: computer with appropriate peripheral equipment and software... Camera. Information support: sources of information, including library, Internet, library catalogs and card indexes. Organizational support: special scheduling of classes and selection of a suitable audience is required, taking into account the operating hours of the library. Educational and methodological support: textbooks and tutorials, all kinds of manuals and manuals, electronic manuals such as "Help". Staffing: head of the laboratory of informatization

Age of students for which the project is designed Students in grades

Project Objectives Practical: to prove that books remain a popular and necessary source of information and will never become a relic of the past. Pedagogical: to form competence in the field of independent cognitive activities; acquiring teamwork skills; work with large amounts of information; the ability to see the problem, outline ways to solve it; creating a positive image of the school library.

Project objectives To master the idea of: the role of books in human life; the importance of the library in increasing interest in the book. Learn: to use books more widely in raising their cultural and educational level; use library resources correctly; summarize your thoughts in oral and written form.

Project Questions The underlying problematic question is: Does the book have a future? Questions to be answered by the participants in the course of the project: Questionnaire Do you like to read? Do you know how the book came about? Can the Internet, an e-book replace a printed book? How often do you borrow books from the library? Do your family read books? What kind of books do you like to read?

Project summary Relevance: Reading is a unique cultural phenomenon, the main source of knowledge, the most important side of the spiritual life of society. Today, the prestige of reading is declining, and electronic media are replacing books for many. Drawing attention to the book, reviving the love of reading are the most important tasks of the society, which was considered the most reading two decades ago.

Planning Activities Familiarizing students with the history of the book and the creation of libraries. Viewing video materials. Questioning with the aim of studying the reading interests of class students. Students writing an essay "Which book do you prefer (paper or electronic) and why." Analysis of the essay. Creation of the "Golden Shelf" based on the research. Organization of a book exhibition. Making a video film "Let there always be a book!" Product presentation.

Self-esteem and introspection To the question "What did you learn from the project?" the students gave the following answers: to allocate the right time; analyze your own actions; present the results of your work; finish everything to the end; achieve the set goal; view the topic from different points of view.

Working according to the project method requires from the teacher not so much teaching as creating conditions for children to show interest in cognitive activity, self-education and the application of the knowledge gained in practice. In a certain sense, the teacher ceases to be a "subject matter student", but becomes a general teacher. To do this, he, as a project manager, must have high level culture and some creativity. He is to become a generator of the child's development of cognitive interests and creative potential. From now on, his authority depends on the ability to initiate interesting undertakings. How, by participating in project activities, the teacher can create conditions for the development of students?

The answer to this question is given by a list of roles that the teacher will have to "live" during the project:

1. enthusiast who inspires and motivates students to achieve a goal
2. specialist with knowledge and skills in several (not necessarily in all areas)
3. consultant organizing access to information resources, including other specialists
4. manager (especially in matters of time planning)
5. "the person who asks questions" - the organizer of the discussion of various ways to overcome the difficulties that arise
6. group process coordinator
7. expert analyzing the results of a completed project

The leading principles of the GEF are the principles of continuity and development. At the junior level, children need to learn to act independently and evaluate the results of their activities, therefore, the most difficult for a teacher is the question of degree of independence students working on a project. What tasks faced by the project group should the teacher solve, what should be the students themselves, and what are solvable through their cooperation? Obviously, the degree of independence depends on many factors: age and individual characteristics children, their previous experience of project activities, the complexity of the project topic, the nature of relationships in the group, etc.

The problem is to select such types and products of project activities that would be adequate to the age of the project participants. It is equally important that the topic of the project is not imposed by adults. As a last resort, let us choose one of the topics suggested by the leader.

The planning, implementation and evaluation of projects should also be done primarily by the children themselves. Do not forget that the student is overwhelmed with traditional classroom teaching and is doomed to play only one role - the performer.

When working with the project method, you must also consider psychological and physiological characteristics of younger students.

The themes of projects of students of this age should be closely related to the subject content, since visual-figurative thinking characteristic of a given age, curiosity, interest in the world around them push students to choose a topic based on the specific content of the subject, and not on the basis of an analysis of their experience and their problems.

The problem of a project or research that provides motivation for inclusion in independent work should be in the area of \u200b\u200bthe child's cognitive interests and be in the zone of proximal development.

It is advisable to limit the duration of the project or research in the mode of extracurricular activities. The project can be designed for 1-2 lessons, but it can be long-term.

In traditional classes, the teacher should gradually form in younger schoolchildren skills in individual elements of project and research activities (goal-setting, formulating questions, reflection, action planning, working with various sources of information, and so on).

At this stage of learning, group projects play a special role.

According to domestic and foreign studies, junior schoolchildren note that classmates who find themselves in the same project group with them almost always "become best friends". Interest in the project depends on the degree of independence: 62% of schoolchildren of all ages answered that the project was interesting to them precisely because it was carried out only with a little help from the leader. On the contrary, for those who chose a topic, guided by someone's advice, or received more than half of the students singled out it as the most interesting research stage of the project.; 32% - the stage of processing the collected material and preparing the output of the project; 12% - presentation.

As a result of the implementation of projects, 74% of students began to assess their capabilities and abilities higher.
And what was the design work "Let there always be a book!" in the context of the introduction of FGOS LLC for us, teachers and students of grade 4 B?

Reading is a unique cultural phenomenon, the main source of knowledge, the most important aspect of the spiritual life of society. Today, the prestige of reading is declining, and electronic media are replacing books for many. Drawing attention to the book, reviving the love of reading are the most important tasks of the society, which was considered the most reading two decades ago.

The school library became the customer of the project. The value of the book in human life is enormous. In the age of computers and high technologies, a person cannot do without reading. But, having barely learned to read in elementary school, children are more often addicted to computers and television. The reading process slows down, interest in it is lost. Because of this, the processes of intellectual activity also slow down: children read the condition of the task, exercises more slowly, forget its essence before starting to fulfill it. The deadline is 10-12 years. If a child does not love reading before the age of 12, then cramming begins, then an educational defeat and, as a result, a defeat in the labor market. Therefore, the desire to read, a persistent interest in reading in children should be formed in the family, at school.

“One of the most important problems of pedagogy modern school - to give the student life in the world of books. I see an educational task of exceptional importance in making reading the most powerful, irresistible spiritual passion of every child, so that in a book a person will find attractive and luxurious communication with thought, beauty, greatness of the Russian spirit, an inexhaustible source of knowledge for life. This is one of the elementary laws of upbringing: if a person did not find books in the school world, if this world did not open before him the intellectual joys of being, the school did not give him anything, and he went into life with an empty soul. This must be taught, taught and taught - to become familiar with the joys of life in the world of books, ”wrote V.A. Sukhomlinsky.

Passport of the educational project
The project is "five Ps":

1. Problem
2. Design (planning)
3. Search for information
4. Product
5. Presentation

The sixth "P" of the project is its portfolio, i.e. folder, which contains all work materials, including drafts, daily plans, reports, etc.
The name of the project:
Let there always be a book!
Project customer:
School library
Project leaders:
Mashkarina Olga Vadimovna, teacher of Russian language and literature of the highest category
Khisamova Tatyana Petrovna, teacher - librarian
Academic subject within which the work on the project is carried out:
Literary reading
Academic disciplines close to the project topic:

1. Library science
2. Bibliology

Student Dominant Activity Project Type
Information project. Aimed at collecting information about the role of books in human life and the importance of the library in increasing interest in the book in order to analyze, generalize and present information for students in grades 4-5.
The output of the project is to show the video to the students of the gymnasium and publish it on the networkInternet.
Project type by duration
Long-term project (2 months)

1. Performed in a group.
2. The entire cycle of project implementation, from defining the topic to presentation (defense), is carried out outside of school hours.

Project schedule

1. Defining the project theme.
2. Formation of a group to conduct research.
3. Discussion of the work plan of the students in the group. Filling out the work planning sheet in the group.
4. Independent work of the group to complete assignments.
5. Preparation of a presentation on the report on the work done.
6. Analysis and introspection of each stage of the project. Filling out self-assessment sheets of the success of your participation in the group of the educational project "Let there always be a book!"
7. Project presentation. Completing the presentation grading sheet.

Necessary equipment

1. Logistics support: a computer with appropriate peripheral equipment and software. Camera.
2. Information Support: sources of information, including the library, the Internet, library catalogs and card indexes.
3. Organizational support:requires special scheduling of classes and the selection of a suitable audience, taking into account the mode of operation of the library.
4. Educational and methodological support: textbooks and teaching aids, all kinds of manuals and manuals, electronic manuals such as "Help".
5. Staffing:head of laboratory of informatization .

Composition of the project team
Pupils of 4th B grade: Guseva Daria, Petina Ksenia, Vereshchagin Kirill.
Making a hypothesis:
- Does the book have a future?
- It is better to ask if a person has a future ?!
- If a person has it, then the book also has it!
Project goals:
Practical: to prove that books remain a popular and necessary source of information and will never become a relic of the past.
Pedagogical:
to form competence in the field

1. independent cognitive activity; acquiring teamwork skills;
2. work with large amounts of information;
3. the ability to see the problem, outline ways to solve it;

creating a positive image of the school library.
Project objectives:
Master the view:

1. about the role of books in human life;
2. the importance of the library in increasing interest in the book.

Learn to:

1. to use books more widely in raising their cultural and educational level;
2. use library resources correctly;
3. summarize your thoughts in oral and written form.

Project issues
The underlying problematic question:
Does the book have a future?
Questions to be answered by the participants during the project:

1. Do you like reading?
2. Do you know how the book came about?
3. Can the Internet, an e-book replace a printed book?
4. How often do you borrow books from the library?
5. Do your family read books?
6. What kind of books do you like to read?

Project annotation
Relevance:

1. Reading is a unique cultural phenomenon, the main source of knowledge, the most important aspect of the spiritual life of society. Today, the prestige of reading is declining, and electronic media are replacing books for many.
2. Drawing attention to the book, reviving the love of reading are the most important tasks of the society, which was considered the most reading two decades ago.

Organization of an interest group.
Activity planning

1. Acquaintance of students with the history of the origin of the book and the creation of libraries. Viewing video materials.
2. Questionnaires to study the reading interests of students in grades 4 - 5.
3. Students writing essays "Which book do you prefer (paper or electronic) and why." Analysis of the essay.
4. Creature "Golden Shelf"based on the study. Organization of a book exhibition.
5. Making a video "Let there always be a book!"
6. Product presentation.

Product shape selection
Creating a promotional video
"Let there always be a book!"
Introspection Sheets
Team planning worksheet
Fundamental question ___________________________________________________
Question (problem) _____________________________________________________________

Hypothesis: What do I know: What else you need to find:
What can be used:
Information source / resource				Type of information
What advice and from whom can we get:
Group coordinator: __________________________________________________________ Distribution of responsibilities and work plan:
What to do
What is done

Formative assessment
Self-assessment of the student of the success of his participation in the group
Surname, name of the student __________________________________________________

	wonderful		i could do better
I have selected the necessary pictures and photos for our presentation
I have described at least two facts
I am preparing in advance for a speech about our joint work
I am learning to speak clearly and clearly in order to successfully defend a project
I listen carefully when other students talk.
I answered the project questions
i observed myself and realized what it takes to become a successful student

Educational project "Let there always be a book!", 2013

Project presentation grade sheet
"Let there always be a book!"

Evaluation criteria	Options
		Maximum	Group self-assessment	Grade rating	Teacher assessment
Presentation design
Presentation presentation
Points total

50 - 60 satisfactory
70 - 80 good
90 - 100 excellent
Educational project "Let there always be a book!", 2013
Product preparation

1. Collection of information
2. Structuring information
3. Product Manufacturing
4. Product design

Choosing a presentation form
Oral defense of the project in front of the audience with a multimedia presentation.
Preparation of presentation
Self-esteem and introspection
To the question "What did you learn from the project?"students gave the following answers:

1. allocate the right time;
2. finish everything to the end;
3. achieve the set goal;
4. view the topic from different points of view.

Oral defense of the project by students
How good it is to be able to read!
Pick up a book and find out
What in the world came before me
And what was I born for.

Which galaxies to fly to,
What to see, what to be, what to become,
A book can tell me
After all, only she is given to know everything.

Very important for a person
Know the way to the library.
Reach out to knowledge.
Choose a book as a friend.

We appeal to you, children: there is no more useful thing in the world than a book!

Let your friends' books come into their homes, read all your life, gain your mind!

Until recently, the role of books and reading was undeniable. And now there is a process that is called a reading disaster. Interest in reading decreases. Television, electronic media today replace the book for many.

But does the book have a future? We wondered and decided to create a project “Let there always be a book!”, The purpose of which is to prove that books remain a popular and necessary source of information and will never become a relic of the past.

The preparation of the project took place in several stages. We started our journey from the school library. After working with encyclopedias and other sources of information, we found interesting material about the history of the book's creation. We watched and showed the children a film about the oldest libraries in the world, about the emergence of book printing, about how the book acquired its modern look.

Then they developed a questionnaire and asked the children of grades 4-5 to answer the following questions:

1. Do you like to read? (WELL NO)
2. Is the Internet, e-book, audiobook capable of replacing a printed book (YES NO)
3. What books do you like to read? (Science fiction, adventure, about nature and animals, detectives and more)
4. How often do you borrow books from the library? (Regularly, Sometimes. Never)
5.Do you know how the book came about? (YES NO. NEVER INTERESTED)
6. Does your family read books? (Yes. No. Sometimes)
7. Continue the phrase “The book is ...

After analyzing the questionnaires, we found out that most children like to read (78 out of 94). 57 children believe that electronic media cannot replace a book. The genre preference for children is science fiction, adventures, books about nature and animals.

The library needs advertising, as most children only occasionally borrow books there. 76 children consider their families to be reading. And this is great, because the love of the book is instilled in the family. This stage of work caused us difficulties, because it was necessary to correctly analyze the questionnaires. We turned to the help of the project leaders.

Then we asked the guys to write an essay "Which book do you prefer (paper or electronic) and why?" The guys argued, called + and - electronic and paper books, but, as a result, they preferred paper books, because such a book is nice to hold in your hands, admire the cover, just rustle the pages.

Based on the survey conducted, our group organized a book exhibition "Golden Shelf" in the school library, where the favorite books of our classmates are presented. The book exhibition is constantly being updated, and now children from other classes are enthusiastically reading books from the "Golden Shelf".

But that's not all! Modern schoolchildren are very fond of watching films about their peers, for example, the Yeralash newsreel, so we decided to shoot an advertising video, which included both educational information and a humorous page.
After completing each stage, we carried out self-analysis, filled out the assessment sheets, and at the end of the work we conducted a final self-assessment.
We have learned:

1. allocate the right time;
2. analyze your own actions;
3. present the results of your work;
4. finish everything to the end;
5. achieve the set goal.

The result of our work satisfied us, and the guys liked it too. We bring to your attention the video "Let there always be a book!"