Project methodology in teaching English. “Project method in teaching English

Generalization of work experience on the topic

"The use of project methodology at the middle and senior stages of teaching students English."

English teachers

MBOU "Secondary School No. 29"

Astrakhan

Uvarkina Larisa

Petrovna

Astrakhan 2012-2013

Plan

I. Introduction.

The emergence of the project method.

II. Main part.

Using design methodology for

middle and senior stage of education

English language.

1. The essence of project activity.

2. Basic requirements for use

project method.

3. Types of projects.

4. Application of project methodology in English lessons and outside of class hours.

III. Conclusion.

The importance of the project method in teaching English to schoolchildren.

^ IV. Bibliography.

Currently, our education recognizes as the greatest value a free, developed, educated individual, capable of living and creating in an ever-changing world. On the path of school renewal, the teacher increasingly faces a problem: how to ensure the influence of the material studied in lessons on the mind and soul of each student, or how to ensure not only the intellectual, but also the spiritual and moral development of his personality, the need for self-education, self-education and self-development. Only the successful solution of this task will help to actually implement state standards, as required by the law of the Russian Federation (On Education).

Among the variety of new pedagogical technologies aimed at implementing a personality-oriented approach in teaching methods, project-based learning is of interest, which is distinguished by the cooperative nature of completing tasks, being creative in its essence and focused on the development of the student’s personality.

The project method is not fundamentally new in world pedagogy. It originated at the beginning of the last century in the USA. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W.H. Kilpatrick. Even then, J. Dewey proposed building learning on an active basis through the expedient activity of the student, in accordance with his personal interest in this particular knowledge.

The problem-based method received a lot of attention in Russian didactics (M.I. Makhmutov, I.Ya. Lerner). However, our problematic method was not associated with the project method. And most importantly, as often happens in didactics, it was not technologically developed. If a method is a set of operations and actions when performing some type of activity, then technology (meaning pedagogical) is a clear elaboration of these operations and actions, a certain logic for their implementation. If a method is not technologically developed, it rarely finds wide and, most importantly, correct application in practice. Pedagogical technologies do not at all imply strict algorithmization of actions. They do not exclude a creative approach, development and improvement of the technologies used, but provided they correctly follow the logic and principles inherent in a particular method, they have a positive result. The project method essentially involves the use of a wide range of problem-solving, research, and search methods, clearly focused on a real practical result that is significant for the student, on the one hand, and on the other, developing the problem holistically, taking into account various factors and conditions for its solution and implementation of the results.

The essence of the project methodology is that the goal of the lesson and how to achieve it are determined by the student himself based on his interests, individual characteristics, needs, motives, and abilities. As a result, student-centered learning, which is the basis of the project methodology, involves changing the pattern of student-teacher-subject interaction. The main goal of teaching a foreign language is speech activity, in which the language system acts only as a means of its implementation.

A teacher of a foreign language faces the pedagogical and psychological problem of initially creating, forming or preserving the student’s already existing need to communicate in a foreign language and to learn personally significant activities through the means of this language. Thus, the general principle on which the project method is based is to establish a direct connection between educational material and the life experience of students. Therefore, if we talk about the project method, then we mean precisely the way to achieve a didactic goal through a detailed development of the problem (technology).

The development must end with a very real, tangible practical result, formalized in one way or another. Didactics and teachers turned to this method to solve their didactic problems. The project method is based on: the idea that constitutes the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen and comprehended. Apply in real practical activities. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, using knowledge from different fields for this purpose, to predict the results and possible consequences of different solution options.

The project is also valuable because during its implementation, schoolchildren learn to independently acquire knowledge and gain experience in cognitive and educational activities. If a student receives research skills in school to navigate the flow of information, learn to analyze it, generalize, see trends, compare facts, draw conclusions and conclusions, then, in my opinion, due to a higher educational level, it will be easier for him to adapt in later life and make the right choice. future profession, will live a creative life.

Thus, the main goals of introducing the project method into school practice are: to demonstrate the ability of an individual student or group of students to use the research experience acquired at school; realize your interest in the subject of research; increase knowledge about it and convey it to an interested audience; demonstrate the level of knowledge of a foreign language; improve skills, participate in collective forms of communication; rise to a higher level of training, education, development, social maturity.

^ Basic requirements for using the project method. Types of projects.

E. S. Polat in the article “Project Method in Foreign Language Lessons” (Foreign Languages at School. – 2000. - No. 1) lists the following requirements of the project method:

1) the presence of a problem/task that is significant in research and creative terms, requiring integrated knowledge and research to solve it;

2) practical, theoretical significance of the expected results;

3) independent (individual, pair, group) activities of students in class or after school hours;

4) structuring the content of the project (indicating stage-by-stage results and distribution of roles);

5) use of research methods: identification of the problem and the research tasks arising from it; putting forward a hypothesis for their solution; discussion of research methods; registration of final results.

Based on this, it is possible to determine the stages of developing the project structure and carrying it out:

1) presentation of situations that make it possible to identify one or more problems on the topic under discussion;

2) putting forward hypotheses for solving the problem, discussing and justifying each of the hypotheses;

3) discussion of methods for testing accepted hypotheses in small groups (one hypothesis in each group), possible sources of information for testing the hypothesis; registration of results;

4) work in groups to search for facts, arguments that confirm or refute the hypothesis;

5) defense of projects (problem solution hypotheses) of each group with opposition from all those present;

6) identifying new problems.

In accordance with the characteristic of the dominant method in the project, the following types of projects are distinguished:

1. Research.

Such projects require a well-thought-out structure, identification of goals, justification of the relevance of the subject of research for all participants, identification of sources of information, thoughtful methods, and results. They are completely subordinated to the logic of a small study and have a structure close to a truly scientific study.

2. Creative.

Creative projects require appropriate presentation of the results. They, as a rule, do not have a detailed structure for the joint activities of the participants. It is just emerging and is further developing, subject to the logic of joint activity accepted by the group and the interests of the project participants. In this case, it is necessary to agree on the planned results and the form of their presentation.

It should be noted that any project requires a creative approach, and in this sense, any project can be called creative.

This type of project was identified based on the dominant principle.

3. Role-playing games.

The degree of creativity here is very high, but the dominant type of activity is still role-playing.

4. Informational.

This type of project is initially aimed at collecting information about an object or phenomenon; familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, like research ones, require a well-thought-out structure and the possibility of systematic adjustments as work on the project progresses.

Such projects are often integrated into research projects and become their organic part, a module.

5.Practice-oriented projects.

These projects are distinguished by the result of the activities of the project participants, clearly defined from the very beginning, which is necessarily focused on the social interests of the participants themselves.

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants with a definition of the function of each of them, clear results of joint activities and the participation of everyone in the design of the final product.

6. Mono-projects.

As a rule, such projects are carried out within the framework of one academic subject. In this case, the most complex sections or topics of the programs are selected, for example, in a foreign language course these are topics related to regional studies, social, historical topics, etc. Of course, working on single-projects involves the use of knowledge from other areas of solving a particular problem. But the problem itself lies in the mainstream of philological, linguistic, and cultural knowledge itself. Such a project also requires careful structuring by lessons with a clear designation of not only the goals and objectives of the project, but also the knowledge and skills that students are expected to acquire as a result. The logic of work in each lesson in groups is planned in advance (roles in groups are distributed by students), the form of presentation is chosen by the project participants independently. Often work on such projects continues in the form of individual or group projects outside of class hours.

7. Interdisciplinary projects.

Interdisciplinary projects are usually carried out outside of class time. These can be small projects affecting two or three subjects, as well as fairly voluminous, long-lasting, school-wide ones, planning to solve one or another rather complex problem that is significant for all participants in the project.

Such projects require very qualified coordination on the part of specialists, coordinated work of many creative groups with clearly defined research tasks, well-developed forms of intermediate and final presentations.

Of course, in real practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative projects, for example, simultaneously practice-oriented and research.

Specifics of teaching a foreign language and the project method. Communicative method of teaching a foreign language and the theory of speech activity.

Let's turn to the specifics of a foreign language. Why is the project method needed in teaching foreign languages and how can it be used taking into account the specifics of the subject?

First of all, a foreign language teacher teaches children through speech activity, so we talk about communicative competence as one of the main goals of teaching a foreign language.

Y.M. Kolker in his work “Practical methods of teaching a foreign language” (M., 2000) dwells in detail on the following point: “In recent decades, it has been customary to contrast traditional teaching of foreign languages with communicative and intensive methods.”

The term communicativeness should not be understood narrowly, purely pragmatically. One cannot but agree with I.L. Beam that communicativeness “is not reducible only to establishing social contacts through speech, to mastering a tourist language. This is the introduction of the individual to the spiritual values of other peoples - through personal communication and through reading.”

Communicative teaching of foreign languages is activity-based in nature, since verbal communication is carried out through “speech activity”, which, in turn, serves to solve the problems of productive human activity in the conditions of “social interaction” of communicating people (I.A. Zimnyaya, G.A. Kitaygorodskaya, A.A. Leontyev). Participants in communication try to solve real and imaginary problems of joint activity with the help of a foreign language.

A.A. Leontiev in his work “Theory of Speech Activity” (Moscow, 1971) emphasizes: “strictly speaking, speech activity, as such, does not exist. There is only a system of speech actions included in any activity - entirely theoretical, intellectual or partially practical."

According to what is developed in the monograph by I.N. Winter “Psychological aspects of learning to speak a foreign language” (M., 1985) point of view, “speech activity is a process of active, purposeful, language-mediated and situation-conditioned communication, interaction between people (with each other).”

All exercises should not be in pronunciation, but in speaking, when the speaker has a specific speech task and when he exercises speech influence on the interlocutor. The problem, therefore, comes down to organizing speech partnerships in educational communication.

In fact, at all stages of mastering the material, communication is taught. But there are a number of points that require special training. Thus, for the ability to communicate, a special role is played by: the ability to enter into communication, curtail it and resume it, the ability to take into account new (several new) speech partners each time, and change the roles of partners.

Everything said above regarding the communicative method of teaching speaking a foreign language allows us to assert that the subject of training in this case is speech activity. In this method, the identification of speech speaking skills is clearly visible, and exercises are proposed for their consistent formation. All this, in turn, gives grounds to assert that the communicative method of teaching speaking by E.I. Passova represents an activity-based type of teaching foreign languages.

Issues of communicative teaching are given a significant place in periodicals devoted to teaching foreign languages. Thus, the magazine “Foreign Languages at School” No. 4 for 2000 contains an article by R.P. Milrud, dedicated to modern principles of communicative teaching of foreign languages, where the author emphasizes “Communicative teaching of foreign languages is teaching organized on the basis of tasks of a communicative nature. Communication-oriented training aims to teach foreign language communication, using all the tasks and techniques necessary for this (not necessarily only communicative ones).

R.P. Milrud sets out the following fundamental principles for communicatively oriented teaching of foreign languages:

1. The activity-based essence of communicatively oriented teaching of foreign languages is carried out through “activities”. They are implemented using methodological techniques (techniques) and create exercises (exercises).

2. Activity-based tasks for communicative-oriented teaching of foreign languages are based on games. Imitative and free communication.

3. The activity-based essence of communicative-oriented teaching of foreign languages is realized in the “here and now” position.

Fundamental position - The activity essence of communicative-oriented teaching of foreign languages is implemented in the conditions of a humanistic approach to teaching.

With this approach, positive conditions are created for the active and free development of the individual in activity. In general, these conditions boil down to the following:

students are given the opportunity to freely express their thoughts and feelings during the conversion process;

each student in group communication remains the focus of attention of the others;

personal self-expression becomes more important than demonstrating linguistic knowledge;

Contradictory, paradoxical, even “wrong” judgments are encouraged, but they testify to the independence of students and their active position;

communication participants feel safe from criticism, prosecution for mistakes and punishment;

the use of linguistic material is subject to the task of individual speech intention;

linguistic material corresponds to the speaker’s speech-thinking capabilities;

relationships are built on non-judgment, non-criticism and “empathy” (empathy and understanding of the experiences of others);

Individual violations of language rules (errors) and random errors (mistakes) are considered the educational norm.

The humanistic approach involves student-centered learning. This means that the student, or more precisely, the students interacting with each other, are the center of cognitive activity in the lesson if they complete independent tasks in the lesson individually, in pairs or small groups. The goal, motive, content and method of work belong to the student. Learning in the classroom turns into teaching.

In general, the communicative method of teaching speaking as a type of speech activity and a means of communication includes five principles: the principle of speech orientation; the principle of individualization with the leading role of the personal aspect; principle of functionality; principle of situationality; the principle of novelty.

The goal of teaching foreign languages is not the language system, but foreign language speech activity, and not in itself, but as a means of intercultural interaction. Language is an element of culture; it functions within a certain culture. Consequently, we must be familiar with the features of this culture, the features of the functioning of language in this culture. We are talking about the need to develop regional competence. The subject of speech activity is thought. Language is a means of forming and shaping thought. This leads to methodological conclusions that are essential to the subject of our discussion.

In order to develop in schoolchildren the necessary skills and abilities in one or another type of speech activity, as well as linguistic competence at the level determined by the program and standard, active oral practice is necessary for each student in the group.

To form communicative competence outside the language environment, it is not enough to saturate the lesson with conditional communicative or communicative exercises that allow solving communicative problems. It is important to provide students with the opportunity to think, to solve any problems that give rise to thought, to reason about possible ways to solve these problems, so that children focus on the content of their statement, so that thought is the focus of attention, and language acts in its direct function - formation and formulation of these thoughts.

In order for students to perceive language as a means of intercultural interaction, it is necessary not only to acquaint them with regional studies topics (which, of course, is important), but to look for ways to include them in an active dialogue of cultures, so that they can learn in practice the peculiarities of the functioning of language in a new culture for them.

The main idea of this approach to teaching a foreign language, therefore, is to shift the emphasis from various types of exercises to the active mental activity of students, which requires proficiency in certain linguistic means for its development. That is why we turned to the project method at the stage of creative application of language material. Only the project method can solve this didactic problem and, accordingly, turn foreign language lessons into a discussion and research club in which truly interesting, practically significant and accessible problems for students are solved, taking into account the characteristics of the country’s culture and, if possible, on the basis of intercultural interaction.

Martyanova T.M. in the article “The Use of Project Assignments in Foreign Language Lessons” (Foreign Languages at School. - 2000. - No. 4) emphasizes: “Completing project assignments allows schoolchildren to see the practical benefits of learning a foreign language, which results in increased interest in this subject.”

Let's consider the typology of the project, which is most widespread in teaching practice.

When organizing work on a project, it is important to meet several conditions:

The topics of projects can be related to both the country of the language being studied and the country of residence;

Students are focused on comparing and contrasting events, phenomena, facts from the history and lives of people in different countries, approaches to solving certain problems, etc.;

The problem proposed by the student is formulated in such a way as to guide students to attract facts from related fields of knowledge and various, if possible, authentic sources of information;

It is necessary to involve all students in the class in working on the project(s), offering each a task taking into account the level of language proficiency.

This approach is implemented in protected projects on the following topics (see appendix).

The implementation of the named projects offers information range, research and language aspects.

Information range. This means that the student must be able to navigate a large number of sources (written, oral, visual); select those information, events, facts that will help him best reveal the subject of his research and exclude more private, secondary information and details.

Research aspect. The student must be able to select from numerous problems related to the project topic those that

significant in their importance, educational, interesting for others and relevant.

At the same time, the student must have the ability to analyze the material, compare, predict, generalize, and draw conclusions based on his life and educational experience, erudition, and creativity.

Language aspect. The student must be able to describe or verbally present in a foreign language the course and result of his research. In both cases, the genre of the presentation should be close to the general scientific style and be of an academic nature. At the same time, it is important to express the author’s attitude to the subject of research, to the problems under consideration. The description of the characteristics concerns both a single project and a collective project. Each selected project involves the development of its own strategy and tactics for implementation, organization of student activities, and evaluation of work results.

Collective projects are more appropriate and fruitful from a pedagogical point of view. They are interesting and important because a large number of students are involved in working on them.

Collective projects require great effort not only from the authors, but also from foreign language teachers, and the involvement of teachers of other subjects as consultants.

When organizing students' work, a certain sequence in execution is assumed. There will be overlaps and some differences in the content of work on a solo project and a collective project.

Methodology for working on the project.

If this is a mono-project, then one student works. At the beginning of the lesson, he announces the chosen topic of the project. The author of his project justifies the reasons for choosing a specific project. The student emphasizes the relevance of the project topic for public life to expand the cognitive and educational level of those who will become familiar with the results of the research, the desire and opportunity to reveal and develop the topic in an interesting way for their own and foreign friends, for the team of teachers at their school, when speaking outside of it, students and teachers express considerations in support of the chosen topic and propose various aspects of the problem for research. Already at this stage, the level of the student’s language training will become clear, since the author of the project will present arguments in a foreign language. Next, the student formulates the problem he has chosen for research.

Here is an example problem for the project: “English in my life or why I want to visit the UK?”

➢ I read a lot about England. I am interested in the history of countries. I saw and felt the spiritual wealth of the people. Getting acquainted with the life of modern England, I involuntarily think about what common people of this country and Russia have in common, how Russia can be spiritually enriched.

➢ Studying English aroused interest in English music, theater, literature, and everything related to Great Britain. I want to know this country well. This will help me bring more benefit to my country.

➢ Perhaps my future profession will also be related to foreign languages.

➢ I want to show the connection between the cultures of the world. I need all this to maintain friendships, communicate, correspond with friends, and possibly study abroad.

The next step in organizing work involves participants in different projects discussing specific research problems, clarifying their wording, and setting deadlines for completion. During the discussion, the erudition of the participants, their educational horizons, and their knowledge of other sources besides textbooks are revealed. It is very important, from my point of view, the participation in the discussion of students who are not involved in working on projects, since they feel involved in research activities, expand their range of interests, and are enriched with new realities and knowledge.

As a teacher, I can express my attitude, agreement or disagreement with the chosen topic of the project and convincingly justify my point of view or advise changing the name or direction.

When choosing a collective project, the initiative can come from the teacher, who unobtrusively offers one or more options in advance, being confident in the students’ collective interest in this type of work. Proposals can also be put forward by intact participants in a collective project, and discussion can take place, which will ultimately lead to general agreement on the choice of topic. When organizing work on a collective project, a curator is selected to monitor the progress and pace of the planned implementation, timely identification of outages, the lag of some students, difficulties along the research path, identifying the reasons and taking measures to immediately eliminate them. If necessary, a foreign language teacher, classmates or other subject teachers should come to the rescue. A collective project goes through the following stages of work organization: justification, agreement on the composition of participants, selection of a curator, choice of a problem and its logical alignment, setting a deadline, frequency of progress reports, discussion and selection of information sources.

Stages	The content of the work	Activity students	Activity teachers
Preparatory: Motivation; Goal setting; Planning.	- definition of the topic; Problem identification and analysis; Clarification of the goals of the final result; Selection of working groups, distribution of roles in the team; Determining sources of information, methods of collecting and analyzing it;	Clarify information; discuss the task; identify problems; put forward ways to solve problems, formulate tasks: distribute roles; Determine sources of information.	Motivates students; helps in setting project goals and developing strategies; determines the duration of the project, the scale of student involvement (group, class, parallel).
Basic: Making decisions	- discussion of ways to implement the project (brainstorm); Determining the target audience; Determining how to present the result;	Determine tactics: Discuss; choose the optimal implementation method; work with information.	Observes; advises; advises (at the request of students); indirectly leads.
- project implementation	- collection of information - interviews, surveys, observations, experiments; Finding the necessary information: Creative processing;	Conduct research; synthesize and analyze ideas; draw up the project.	Observes; guides the analysis process.
Final: Project protection Verification and evaluation of results	-project implementation. Preparation and execution of the report; Justification of the design process; Explanation of the results obtained; Collective defense of the project. Analysis of project implementation, achieved results; Analysis of achievements of the set goal; Evaluating results, identifying new problems.	Protect (present) Collective project introspection and self-assessment.	Observes; directs the protection process. Participates in collective analysis and evaluation of project results.

By attracting children to study a foreign language, involving them in creative and research activities, we help children overcome themselves, form and develop their ability to set goals for themselves, outline ways to achieve them, plan and analyze their activities.

Already in grades 5-8 of secondary school, the foundations of research activities are laid. At this stage, you can create situations that will allow students to find new topics to explore. Involvement in creative and research activities occurs through work on a project.

Due to different levels of foreign language proficiency, the most successful, in my opinion, is an applied project (practice-oriented). This type of project is focused on the social interest of the project participants themselves and requires a well-thought-out structure. The final product of such a project can be reference material on the topic, a dictionary, a visual aid, recommendations, a magazine, etc. Of course, an applied project can combine elements of information and research projects.

Here are examples of project topics and work on them in 8 grades (English textbook, author V.P. Kuzovlev). At the final stage of studying the cycle “Different Times, Different Styles,” students complete a number of mini-projects individually or in pairs.

“Clothes for schoolchildren of our school”, “Fashion in my life”, “My favorite clothes”. First, the strategy is determined jointly or individually, then the idea is concretely implemented and formalized.

All of the above stages of the project are followed. The teacher motivates students, helps in setting goals, consults, advises (at the request of students), observes, directs the analysis process, at the final stage directs the defense process, participates in collective or individual analysis and evaluation of the project results.

The defense of the project takes place in the form of a role-playing game “Showing Models”, interviews with students and teachers of our school. The project can be submitted by three to four students, a model, commentator, designer or journalist and a school student. For the sample, we make a comment using the workbook (14, p. 76) about what fabric, what color, with what details, the product of this model is sewn and why it is considered fashionable. During the show (individual projects), children successfully cope with their roles. Such creative work gives schoolchildren pleasure and allows them to demonstrate their talents.

It is known that according to the foreign language teaching program in different classes (8, 11, 5 classes) the same topics are offered for study, for example, “Great Britain. Famous people". In this case, there is a real opportunity to compare the perception and solution of the same problem by children of different ages. For example, when defending a project on the topic “Why do people want to visit the UK, and why I would like to go to this country,” the guys talk about teenagers’ favorite vacation spots, give arguments in the form of an association diagram (why they like to spend their holidays in other countries), and give examples English realities, without forgetting to define a fragment of your project work.

“Goals of our project activities”:

Improve your language skills

Prove that the topic of this project is not boring (!)

Present new facts about Great Britain.

Search results for the required information:

Worked with sources (atlas, reference books, Internet),

Systematized all the facts

We were looking for pictures, photos to illustrate my work,

We found proverbs and quotes (a famous English proverb: “If a person is tired of London, then he is tired of life”),

We made our own creative translations based on the famous poems by R. Burns “Red Rose” (“Love”) and J. Byron “Twilight” (see appendix).

The presented creative projects are discussed and the best ones are identified (students from another English group and their teacher are present), who decide who is the best and “will go to Britain”.

At the last lessons of the “Great People” series (8th and 9th grades, textbook author V.P. Kuzovlev), schoolchildren write micro-essays, complete individual mini-projects, “My first steps in poetry.” How much new I learn about the abilities of my students and how surprised and delighted their classmates are, listening to their creative translations in poetic form based on the famous works (verses) of R. Burns and J. Byron and remembering the famous words: “By teaching we develop!” And also the words of L.S. Vygotsky “In the process of teaching, a teacher creates a number of embryos, i.e. causes developmental processes in life that must complete their cycle in order to bear fruit... In order to create a zone of proximal development, i.e. give rise to a number of processes of internal development, properly structured schooling is needed.”

In my work, I often ask students to conduct impromptu radio and television programs dedicated to a specific topic, to act as a guide or travel agent (when studying topics of a regional nature, replacing boring monologue statements with such a unique game, as well as using mini-quizzes, mini-competitions, micro - essays. From my own experience, I can confirm that as a result you will better consolidate the necessary lexical and grammatical patterns, create the necessary conditions for the successful activities of students and will enjoy watching students open up and blossom as individuals.

As you know, organizing active speech activity of students in the classroom is a very difficult task. To solve it successfully, I try to involve new pedagogical technologies, i.e. I also use the project method in high school, which promotes the development of students’ creativity, teaches them to compare statistical data, draw conclusions, compare interests, hobbies, and goals in the lives of teenagers in two countries. The project ends with the drafting of a (letter) essay by peers (example topic: “On the Edge”, 10th grade, textbook “English for the New Millennium”). Undoubtedly, such a lesson requires a lot of preliminary preparation, but the results obtained are worth it! During the presentation, high school students talk about themselves and the lives of teenagers. Analyzing statistical data, they compare themselves with their English peers, find commonalities and differences.

According to the 11th grade program, the cycle “Inventions that shook the world” also provides for the implementation of a project. Students created their own mini-projects “Inventions: present, past, future” or “My invention that will shock the world!” The form of project presentation is different: poster, diagram, “thesis”. The presentation of creative works takes place using drawings of the invention, in the form of a story (“student’s thesis”) about its creation, for which a person needs it.

“University teachers” ask questions, clarifying the necessary information, evaluating the “student”. The game takes place in an appropriate emotional mood, the participant(s) adequately react to the situation, use various learned ones (speech clichés, interjections, interactive phrases, express their expressions to what they hear and see).

The work was carried out with great interest, and then the successful presentation of the project in the 10th grade according to cycle No. 1 “Back to School” (textbook “English for the New Millennium”, author Dvoretskaya, Groza). Students were divided into groups of 3-4 people who collected the necessary material, which also included statistical data from magazines, newspapers, the Internet, and interviews. The theme of the project is “School of the Future” (see teacher’s portfolio).

The procedure for defending project work simulates a situation when a student or students are forced to express their point of view on a certain problem, argue for it, then listen to the opinions of opponents on this issue, agree or disagree with them, explain their position, and answer questions. Students who listen to the speaker's speeches should use the techniques of an active listener, which allows them to penetrate into the essence of the speaker's position, note the main advantages and disadvantages of the work being presented, learn something new about useful things themselves, and, perhaps, propose some kind of non-standard solution to the problem being discussed. During the presentation and discussion of project work, an atmosphere of creative search is created, a feeling of joy of discovery arises, a sense of belonging to the team, and motivation for further study of a foreign language and research activities develops.

You can work on the project both in class and in extracurricular activities, for example, during Foreign Language Week, which is held annually at our school. This allows for high-quality organization of presentation and defense of projects, gives students of other classes and teachers the opportunity to attend meetings of the “Linguist” club and the International Association of Foreign Language Teachers. Children have the opportunity to acquire and consolidate new communication experience in both their native and foreign languages (see portfolio, chapter “Extracurricular work on the subject”).

We use many project works not only in English lessons, but also in class hours. Collage on the theme “Health is our wealth”, “The Earth is in danger”, “Smoking is harmful to yourself”, as well as during foreign language week: individual projects “My first steps in poetry”, “Christmas in the West and here” micro-essays etc. for the design of extracurricular activities. Knowing this, schoolchildren try to create their projects with an original design: they draw, use clippings from youth magazines. Colorfully designed works are assessed separately along with a mark for the content of the work, for correct educational tasks (substitution of the correct tense form of the verb, questions to control the understanding of oral history, etc.).

Needless to say, while working on the project, students significantly enriched their vocabulary, became familiar with the traditions and cultural characteristics of the country of the language being studied, mastered and creatively processed a huge amount of material in a foreign language for this age. As a result, the teacher and student We received texts for reading on the topic, a set of lexical exercises, excellent visual material, and besides this, a good mood, satisfaction with the work done, a desire to do something else interesting and useful for ourselves and for others.

When teaching foreign language speech, I try in every possible way to stimulate the development of students’ creativity, I teach them to use the studied material in a variety of situations and combinations with each other. V.B. Belyaev writes: “...speech activity itself (oral speech) is a creative activity that is characterized not by skills, but by secondary skills. When using language, a person always creates his own speech, creatively using acquired skills.”

In my opinion, project-based learning increases student motivation, influences the successful acquisition of language knowledge and ultimately increases the level of student learning.

The project method also helps to solve many psychological and pedagogical problems of a group of students and help its participants overcome difficulties and barriers. Develop adequate forms of behavior. As a result, it helps to identify creative abilities, develop personal creative potential, raises self-esteem, and develops the ability to make independent decisions. With its help, you can develop memory, attention, perception, regulate the psychophysical state of the group, even relieve aggression and psycho-emotional stress, master new skills, develop skills, promote positive personality development, because form memory, logic, communication skills, and character traits such as difficulties, will, determination, activity, and the ability to learn.

And, of course, by getting acquainted with the achievements of other cultures in the process of learning a foreign language, students develop a respectful attitude towards other peoples, which is an important educational factor. By comparing different cultures, we learn to appreciate our cultural heritage and are proud of the achievements of our country.

Any teacher has many tools in his or her arsenal that can help make learning a foreign language fun and easy. Project-based learning, without a doubt, is one of the most important teacher’s assistants, designed to awaken students’ interest in the material being studied and maintain this interest throughout the learning process.

Project activities relate to communicative methods of teaching foreign languages. Communicativeness presupposes the speech orientation of the educational process, which is not so much a goal as a means of achieving practical use of language.

The project method has found its application in many countries of the world, because it allows you to organically integrate the knowledge of students from different fields when solving one problem, makes it possible to apply the acquired knowledge in practice, while generating new ideas.

^ Bibliography

● Belyaev B.V. «On the application of the principle of consciousness in teaching

foreign language." Reader, compiled by A.A. Leontyev.

● Vygotsky L.S. "Pedagogical psychology" Moscow, "Pedagogy" 1991

●Journals “Foreign languages at school” No. 4/06, No. 2/04, No. 5/06, No. 2/08.

● Winter I.N. “Psychological aspects of learning to speak a foreign language”, Moscow, 1985 (monograph)

●Kolker L.M. “Practical methods of teaching a foreign language” Moscow, 2000.

●Leontyev A.A. “Theory of speech activity” Moscow, 1972.

●Martyanova T.M. “The use of project tasks in foreign language lessons”, magazine “Foreign Language at School”, No. 4 (2000).

●Miltrud R.P. “Communicative teaching of foreign languages”, foreign language magazine No. 4/2000.

●Polat E.S. “Project method in foreign language lessons”, magazine “Foreign languages at school”, No. 1/2000.

● Uvarkina L.P. “Project activity” From work experience.

Using the project method in teaching FL and organizing control of students’ learning skills

Project-based learning is one of the most effective pedagogical technologies used in generalization, consolidation, repetition educational material and one of the most interesting and actively developing in ZUN control in students.

The project method is characterized by high communicativeness, which is especially important in modern conditions of teaching foreign languages; it teaches children to think creatively and practically apply their knowledge, thereby helping to overcome the separation of the educational process from real life.

This method can and should perform a number of important functions:

Stimulate children's independence and enrich children with life experience;

Take into account children's needs, interests, age and individual characteristics of children;

Bring the learning process out of the walls of the educational institution into the outside world;

Ensuring the child’s personal growth, allowing this growth to be recorded (in graphs, tables, questionnaires and other forms) and leading the student through the stages of growth - from project to project.

Main goals The use of the project method in educational practice is as follows:

Show the ability of an individual student or group to use acquired knowledge during the implementation of the project;

Realize your interest in the subject of research and increase your knowledge about it;

Demonstrate the level of training in this academic subject;

Improve the ability to participate in collective forms of communication;

Rise to a higher level of training, education, and development.

Connection of the project idea with real life. This is the main requirement of the project method, designed to restore connections between theory and practice, i.e. In relation to learning a foreign language, you need to learn something new for yourself using a foreign language.

Interest in the implementation of the project on the part of all its participants. This is one of the necessary conditions for the high quality of the project and, accordingly, the effectiveness of its training and control impact. The teacher’s task is to find a project idea that is interesting to all its participants. Convincing motivation on the part of the teacher and collective discussion of the proposed idea are required.

The leading role of the teacher at different stages of work on the project as an assistant, consultant, adviser, coordinator, and at the final stage its main function is control and evaluation, because he sums up the results of the work, so he acts as an independent expert. It is important to track the activities of each student at all stages of the project, step by step; it is necessary to use the possibilities of control, self-control, and mutual control. In this case, the teacher does not have to evaluate the students’ activities with grades. You can use a variety of forms of encouragement and appreciation of their work, including the most common phrases: “Everything is fine, well done, continue” or “I should stop and think. Discuss." In general, external evaluation of the project (both intermediate and final) is necessary, but it takes different forms depending on many factors, including the type of project being carried out. The teacher must unobtrusively and tactfully constantly monitor the activities of students.

Mutual responsibility and independence of students when working on a project. Each student or group receives a specific task aimed at performing practical actions using their knowledge.

Focus on creating a specific product. The goal of each project is to create a specific product that differs from the traditional learning outcome due to its connection with real life, unusual shape and independence of production. This can be an audio or video report, questionnaire, table, wall newspaper, booklet, reference book, report, dramatization, conference, etc.

Depending on which method or activity dominates the project, the following are distinguished: types projects:

1). Research

2). Creative

3). Role-playing game

4). Informational

5). Practice-oriented

(1). Requires well thought out structures, designated goals, justification for relevance subject of research, designation sources of information, thoughtful methods, results.

(2). As a rule, they do not have a detailed structure for the joint activities of participants. In this case, it is necessary to agree on the planned results And form their presentations (joint essay, newspaper, video, role-playing game, etc.). It’s in the design results such a project is required clearly thought out structure in the form of an essay plan, article, holiday program, album design or almanac, etc.

(3). The structure is also just outlined and remains open until the end of the project. Participants undertake certain roles. These can be literary characters or fictional heroes, simulating social or business relationships, complicated by situations invented by the participants. The degree of creativity here is very high, but the dominant type of activity is still role-playing game.

(4). This type of project is initially aimed at collection of information about any object, phenomenon, familiarization project participants with this information, its analysis and summary of facts, intended for a wide audience. Just like (1), they require a well-thought-out structures.Very often they are integrated into research projects and become an organic part of them..

(5). Projects of this type are distinguished by clearly marked from the very beginning result activities of project participants, which is necessarily focused on social interests the participants themselves:

A document created based on the results of research in ecology, biology, agrochemistry, etc.;

Program of Action;

Law Project;

Reference material;

Dictionary (for example, everyday school vocabulary);

Design of an apartment or study room;

School winter garden project, etc.

Such a project requires a well-thought-out structures, even action scenario all its participants with a definition of the functions of each of them, clear results joint activities and participation everyone in the design of the final product.

Regardless of the type of project, the following should be present in the work on it: stages:

Motivation. The teacher needs to captivate students and arouse their interest in completing this project.

Organizing work in a group, dividing it into subgroups.

Generalization and repetition of theoretical (speech) knowledge necessary to complete this type of project (for example, the formation of interrogative sentences for conducting questionnaires and interviews).

Collection of information.

Decor collected material, it design.

Creation of the final product and its presentation.

Within the framework of additional education (clubs, extracurricular activities) for monitoring students’ learning, this method is very effective and indispensable, because allows you to get away from the traditionally used survey in a regular school, which is psychologically uncomfortable for students. However, teachers should also be warned against being overly enthusiastic about it. Too frequent use of projects leads to rapid fatigue of students and reluctance to take an active part in working on them, so it is necessary to observe moderation and skillfully combine the project method with other teaching methods.

The Chinese proverb can serve as an epigraph to project-based learning: “Tell me and I will forget, show me and I will remember, involve me and I will learn.” The project-based learning method, as we know, is one of the leading ones today, since it is aimed at the development of the child and helps to implement one of the basic principles of modern education - the principle of humanization. This form of work is very popular with students and allows them to reveal their creative abilities specifically to those whose intellectual potential may be somewhat lower; it gives them the opportunity to feel confident in their abilities and demonstrate those abilities that may go unnoticed and unclaimed in a regular lesson. In addition, when students work together on a project, a positive emotional background is created, which helps to increase interest in studying the subject, and hence, obtaining better results. The use of this method when monitoring educational attainment instead of the traditional survey, which is psychologically uncomfortable for students, contributes to the implementation of the tasks of preserving the health of children.

On the topic “Use of the project method in teaching English and organizing control of students’ learning skills,” a speech was prepared at the teachers’ council, classes were developed and conducted using the project methodology on the topics: “About Myself”, “The House of My Dream” (plans - lesson notes are attached). Work on the project was carried out in a certain sequence. First, students were informed about the topic of the project and the rationale for its implementation. Discussion took place, which ultimately led to general agreement on the choice of topic. When completing the individual project “About Myself,” each student did all the work himself, including the selection of material, its design and subsequent presentation. At the same time, only the timing of the presentation of the project and the form of its presentation were agreed upon in advance: in the form of a collage. The project “The House of My Dream” was carried out in micro groups of 5-6 people, in each group a responsible consultant was selected to monitor the progress and pace of the planned implementation, timely identify difficulties, find out their causes and take measures to eliminate them. In this case, the design of the apartment/house was chosen as the report form.

In addition to working on this methodological topic, throughout the entire school year special attention was paid to the issue of preserving the health of students. For this purpose, classes “Human Body”, “Human Health”, “Healthy Food” were conducted; various competitions, quizzes, and competitions were used during current classes and during the control of ZUN (schedule plans are attached). To relax students, dynamic and musical breaks, physical education sessions using children's English rhymes and songs, and various games were widely used (see the “Games in Language Learning” appendix)

Lesson outline

Topic: Defense - presentation of individual projects on the topic “About Myself” (final lesson)

Goals:

Control of knowledge based on the completed educational material;

Developing self- and mutual-control skills

Equipment:

score sheets; poster “Criteria for evaluating project activities”

For the final lesson, students had to prepare individual projects in the form collage using drawings, photographs and tell about yourself according to the following plan:

Biographical information (My name is … I am 10. I am a boy/girl.)

My family (I have a mother/father/etc. Her/His name is... She/He is a...)

My house (I live in a house/flat. It is big. It is nice...etc.)

My school (I am a pupil. I go to school. It is new/ good...etc.)

My friend (I have a friend. He/She is a boy/girl. His/Her name is ...)

My hobby (I can… I like to…)

I study English (I study English. I know ABC/ rhymes: … I can count: 1, 2, 3… I can sing English songs: …)

During the classes:

1. Organizational moment. Goals and objectives of the lesson. The teacher's introductory speech (reminds of the basic requirements for completing projects and evaluation criteria; students are given evaluation sheets, each project will be assessed in terms of 1) design, design aesthetics - 10 points, 2) the emotionality of its author, ability to speak in front of an audience - 10 points , 3) speech skills, completeness of topic disclosure - 10 points)

No.

Surname

Design, aesthetics

Emotionality, ability to speak in front of an audience

Speech skills

Total points

Place

2. Phonetic exercise: repeating rhymes using pictures

I am eleven

My sister is seven,

My mother is 30,

My father is 40,

My granny is 72,

And you? What about you?

I have a father,

I have a mother,

I have a sister,

I have a brother.

Father, mother,

Sister, brother -

Hand in hand

With one another.

3. Presentation by students of their projects.

4. Summing up. Final words from the teacher. Evaluation criteria:

26-30 points - “5”

21- 25 points - “4”

15-20 points - “3”

less than 15 - “2”

5. Reserve study time: game “Bingo” - see appendix (Variations I-“Letters”, II- “Sounds”, III- “Active Vocabulary in Pictures”)

Lesson outline on the topic:

Defense-presentation of group projects “The House of My Dream” (“House of My Dreams”)

Goals:

Control of ZUN on the topic “Family life. English and Russian traditions"

Developing control and self-control skills

Equipment:

score sheets; poster “Criteria for evaluating project activities”; audio cassette, printout of the lyrics of the song “There Is a Room in My Flat”

At the preparatory stage of work, students were asked to create a project “The House of My Dream”, 2 microgroups were formed taking into account the wishes of the children and their abilities, tasks were distributed and the role of each student was determined within the framework of work on the project, responsible consultants were appointed in each group (Pak Veniamin and Irina Matchina), and also agreed on the result of the joint activity: designing a house/apartment and presenting your project at the final lesson. Vocabulary on the topic (see Appendix) and grammatical structures necessary to complete this type of project were introduced and practiced: the phrase There is / are ..., the colloquial verb construction have / has got, the phrases You / One can see ... etc.

During the classes:

Organizing time. Teacher's opening remarks (draw students' attention to the criteria for evaluating project activities). Each of the submitted projects will be assessed in terms of 1) design, design aesthetics (10 points), 2) emotionality of the authors, ability to work in a team (10 points), 3) speech skills, completeness of the topic, ability to ask and answer questions on them, defend your point of view (10 points).

Phonetic exercise: poem based on a picture “There is a table in the middle of the room...”

Speech exercises. Students' answers to the teacher's questions on the topic “House. Flat” using pictures.

Is this house/flat

new/old

light/dark

high/low

etc.?

Have you got

a kitchen

a living-room

a bedroom

etc.?

Is there

a garden

a table

a stove

a refrigerator

a bed

etc.?

behind the house

in the kitchen/bedroom/etc.

near the table

in the corner

etc.?

Are there

chairs

pictures

arm-chairs

at the table

on the wall

by the window

etc.?

Defense - presentation of projects. (Students in each group should listen carefully to the other team's presentation, asking questions after their presentation.)

Listening to the tongue twister song “There Is a Room in a Flat” and competition for the best performance by each group (maximum score 10 points).

Summarizing. Final words from the teacher.

Lesson outline on the topic “Human Body”

Goals:

Consolidate and generalize vocabulary on the topic “Parts of the body”, “Human appearance”;

Develop students’ speaking skills on given topics;

Work on children’s fine and articulatory motor skills and posture;

Develop hygiene skills

Equipment: cards with words; subject pictures; audio cassette

During the classes

I. Organizing time

II. Phonetic exercise: rhyme “I have two eyes”

III. Game "Assemble a man". On the board there are cards with the names of body parts in English and Russian:

NECK

HANDS

ARMS

HANDS

LEGS

FEET

SHOULDERS

TORSO

BODY

HEAD

Children build a person, naming body parts in Russian and English.

Teacher: Let's do a few more tasks to make sure everyone knows these words well:

1. Show yourself the parts of the body that I will call in English (names the studied parts of the body).

2. Name in chorus the parts of the body of the person depicted in the picture that I will point out.

IV. Physical education minute. Articular gymnastics:

"Drummers"

Smile, open your mouth and tap the tip of your tongue on your upper incisors, pronouncing “d-d-d” repeatedly and clearly.

"Horse"

Press your tongue to the roof of your mouth, flick your tongue. Click slowly and firmly, pulling the hyoid ligament.

"Harmonic"

The mouth is open, the tongue is pressed to the roof of the mouth. Without lifting your tongue from the roof of your mouth, strongly pull down your lower jaw.

V. Game "Correct the mistakes." The following sentences are made from cards on the board:

We eat with our

ears

We hear with our

mouth

We see with our

nose

We smell with our

fingers

We touch with our

eyes

Students change the position of the cards and read the correct option aloud.

VI. Musical physical education: the song “Head and Shoulders”. Students perform the song, sequentially touching with their hands those parts of the body that are mentioned in the song.

VII. Monitoring listening skills. The teacher describes two characters in English:

I am tall. I have two eyes, two ears, two arms and two legs. My hair is fair and short. My nose is small. My eyes are blue. I’m wearing blue trousers, a white shirt, a black hat and brown shoes.

I am very tall. My hair is dark and long. My nose is big. My eyes are big and brown. I’m wearing a black coat, black jeans, green socks and red boots.

Students must draw these characters, then the drawings are compared with illustrations to the texts and errors are analyzed.

VII. Dynamic pause. Performing a song and dance “Come, My Friend, and Dance with Me.”

VIII. Lesson summary. Ratings.

Lesson outline

MINISTRY OF EDUCATION AND SCIENCE R.F.

Astrakhan State University

Project-based methods of teaching English in primary school

Astrakhan-2011

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

Chapter I. Project method in learning a foreign language;

history and modernity………………………………………………………6

1. 1. Analysis of the use of project methodology in foreign and domestic education systems…………………………………………………………………………………6

1. 2. Project-based methodology for teaching foreign languages in the light of

Modern pedagogical technologies…………………………….12

Conclusions to Chapter I………………………………………………………………...19

Chapter II. Methodological aspect of the problem of the project method in teaching English…………………………………………………………………………………21

2.1 Types of projects……………………………………………………….21

2.2 Organization of project activities…………………………….24

2.3 Application of project methodology in learning English in primary school……………………………………………………….28

Conclusions to Chapter II……………………………………………………………….39

Conclusion………………………………………………………………………………….42

References……………………………………………………………44

Appendix…………………………………………………………………………………48

Introduction

The relevance of research. The need to constantly improve the system and practice of education is due to social changes taking place in society. Issues of improving the quality of learning and the level of education of the student’s personality have been and remain priorities in modern methods of teaching English.

Reforming school education and introducing new pedagogical technologies into teaching practice should be considered as the most important condition for the intellectual, creative and moral development of a student. It is development that becomes the key word of the pedagogical process, the essential, deep concept of learning.

English as an academic subject has great potential for creating conditions for the cultural and personal development of schoolchildren. The social order of society in the field of teaching a foreign language puts forward the task of developing the personality of students, strengthening the humanistic content of education, more fully realizing the educational, educational and developmental potential of the subject in relation to the individuality of each student. Therefore, it is no coincidence that the main goal of teaching a foreign language at the present stage of educational development is the student’s personality, capable and willing to participate in intercultural communication in the target language and independently

improve in the foreign language speech activity he masters.

The task facing the school is first and foremost

in the implementation and effective use of new pedagogical technologies, which is the project methodology.

It ensures not only a solid assimilation of educational material, but also the intellectual and moral development of students, their independence, goodwill towards the teacher and friend

friend, sociability, desire to help others. Rivalry, arrogance, rudeness, authoritarianism, so often generated

traditional pedagogy are incompatible with this technology.

At the present stage of development of education, project methodology is studied in detail by both foreign and domestic authors: I.L. Bim, I.A. Zimnyaya, T.E. Sakharova, O.M. Moiseeva, E.S. Polat, I. Chechel and others.

Numerous studies have established that project activities act as an important component of the productive education system and represent a non-standard, non-traditional way of organizing educational processes through active methods of action (planning, forecasting, analysis, synthesis) aimed at implementing a student-oriented approach.

Project methodology as a new pedagogical person-oriented technology reflects the basic principles of the humanistic approach in education:

Particular attention to the individuality of a person, his personality;

Clarity, focus on the conscious development of students' critical thinking.

Thus, the design methodology is an alternative

traditional approach to education, based mainly on the assimilation of ready-made knowledge and its reproduction.

The purpose of the thesis:Theoretically substantiate the project methodology in the system of educational and extracurricular activities, prove the effectiveness of its use in teaching a foreign language at the junior level of secondary school.

Object of study– project-based learning method.

Subject of study -project method in English lessons in primary school

The goal required solving a number of tasks:

To provide a theoretical justification for the project methodology of teaching a foreign language based on a retrospective analysis of scientific and theoretical literature
Consider types of projects
Show the technology of using project methodology in English lessons.
Analyze your own experience of using project methodology in the system of educational and extracurricular activities at the junior level of teaching a foreign language.

Chapter I. Project method in learning a foreign language;

history and modernity

1.1. Analysis of the use of project methodology in foreign and domestic education systems

As part of the analysis of the use of project methodology in foreign and domestic education systems, in this paragraph it is advisable to consider:

Essential characteristics of the project method as a prerequisite

modern project-based teaching of a foreign language;

Project methodology as a basis for the implementation of personal

activity approach to teaching English.

Recently, there has been a worldwide trend

To the humanization of education, which is expressed in the orientation of the learning process towards the development of the student’s personality.

Among the variety of new pedagogical technologies in the system

education aimed at implementing a person-centered approach, the most typical method of teaching is project-based teaching, where the “ego factor” (I-factor) is widely used, which involves the refraction of all learning through the personality of the student, through his needs and interests

The appeal of scientists and practitioners to the problem of student-centered learning has a long history. At the end of the 19th century, the didactic searches of Western educators were imbued with attention to the emotional appeal of learning. The ideas of the humanistic trend in philosophy and education were associated with the project method, which was also called the “problem method” or the “target act method.”

Method (from the Greek methodos – path of research, theory, teaching) –

“a way to achieve a goal, solve a specific problem; a set of techniques or operations for the practical or theoretical assimilation (cognition) of reality. In philosophy, method is a way of constructing and justifying a system of philosophical knowledge.

Project (from Latin projectus - “thrown forward”)

A set of documents for the creation of any structure or product;
Preliminary text of any document;
Idea, plan.

The project method originated in the 1920s. in agricultural schools in the USA in connection with the idea of a labor school developing more and more widely there. Project-based learning was aimed at finding ways to develop a child’s active independent thinking in order to teach him not only to remember and reproduce the knowledge that school gives, but also to be able to apply it in practice. The general principle, therefore, on which the project method was based, was to establish a direct connection between educational material and the life experience of students, in their active cognitive and creative joint activity in practical tasks (projects) while solving one common problem.

The project method has successfully developed thanks to pedagogical ideas

American educator and psychologist J. Dewey, as well as his students and

followers of V.Kh. Kilpatrick, E.W. Collings.

John Dewey (1859 - 1952), American educator, psychologist, philosopher

an idealist, criticized the then dominant school system in the United States for its isolation from life, the abstract, scholastic nature of all education, based on the acquisition and assimilation of knowledge. J. Dewey proposed a reform of school education, according to which knowledge was to be extracted from practical initiative and personal experience of the child.

J. Dewey noted: “... knowledge that can be called knowledge, mental education leading to some goal, is given only in the process of close and real participation in the activities of social life”

J. Dewey puts forward a slogan that is one of

the main theses of the modern understanding of project-based learning: “Learning through doing.” At the same time, J. Dewey identifies a number of requirements for successful learning:

Problematization of educational material;

Child activity;

The connection between learning and the child’s life, play, and work.

Thus, J. Dewey argues that the child learns material not simply by listening or perceiving with his senses, but as a result of his need for knowledge and, therefore, is an active subject of his learning.

The project method also received detailed coverage in the works of V.Kh.

Kilpatrick and E. Collings (USA). V.Kh. Kilpatrick defines the school’s project-based program as follows: “A program is a series of experiences interconnected in such a way that the information acquired from one experience serves to develop and enrich a whole stream of other experiences.”

In accordance with this, it was concluded that the school curriculum had to be created neither by the state nor by teachers, but by children together with the teacher in the learning process, the basis of which must be taken from the surrounding reality.

The project method also attracted the attention of Russian teachers at the beginning of the twentieth century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Much attention was paid to the project method by S.T. Shatsky, V. Petrova, N.K. Krupskaya, professor B.V. Ignatiev, V.N. Shulgin, M.V. Krupenina. Soviet teachers believed that a critically revised project method would be able to ensure the development of creative initiative and independence in students’ learning and would contribute to

direct connection between the acquisition of knowledge and skills and their application to solve practical problems.

Supporters of the project method V.M. Shulgin, M.V. Krupenina, B.V. Ignatiev proclaimed it the only means of transforming the school of study into a school of life, where the acquisition of knowledge will be carried out on the basis and in connection with the work of students.

In 1929-1930 the universalization of the project method and the development of a comprehensive training system led to the compilation and publication of comprehensive project programs. With this structure of the educational process, as many practicing teachers often argued, students found themselves in various life situations, faced difficulties and overcame them with the help of instincts and habits, as well as the knowledge that was needed to achieve this goal. However, this goal was often only of a narrowly practical nature and did not fully contribute to the proper development of the student.

The basis of the modern understanding of project methodology, as E.S. Polat notes, is “the use of a wide range of problem-solving, research, search methods, focused clearly on a real practical result that is significant for the student, on the one hand, and on the other, developing the problem holistically, with taking into account various factors and conditions for its solution and implementation of results.”

“To achieve this result,” continues E.S. Polat,

“it is necessary to teach children to think independently, find and solve problems, using for this purpose knowledge from different fields, the ability to predict the results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships”

Based on the above, the following conclusion must be drawn:

Project-based learning is always focused on independent active-cognitive practical activity of students when solving a personally significant problem, during which the basic laws of scientific theory are discovered and their deep assimilation occurs.

Approaching this issue from a psychological point of view, it is necessary to conclude that project-based learning is based on the principle of the “ego factor”, which presupposes an approach to students that can be correlated with the currently developed personal-activity approach in teaching methods.

What is the essential characteristic of the personal-activity approach?

The personality-activity approach is based on psychological

pedagogical provisions of P. Ya. Galperina, A.V. Zaporozhets, A.V. Zimnyaya, A.A. Leontyeva, D.B. Elkonina. The formulated personal-activity approach was determined by the concept of general secondary education, put forward by a temporary research team in 1988 as one of the system-forming factors in the restructuring of all school education. As noted by the authors of the concept, the personal-activity approach focuses

not only on the assimilation of knowledge, but also on the methods of assimilation, samples and

ways of thinking and acting, on the development of cognitive powers and

child's creative potential. This approach opposes verbal methods and forms of dogmatic transmission of ready-made information, the monologue and impersonality of verbal teaching, the passivity of schoolchildren’s learning, and finally, the uselessness of the knowledge, skills and abilities themselves, which are not realized in activities.

Considering the project methodology in the context of personal-active

approach, let us first note what personal means, that is, the first

component. Personality, as emphasized by I.A. Zimnaya, “acts as a subject of activity, it is formed in activity and in communication with other people and itself determines the nature and characteristics of the course of these processes.”

Thus, at the center of learning is the student himself, his motives, goals, his unique psychological make-up, that is, the student as a person.

The essence of the project methodology, the project method under consideration, attracted the attention of Russian teachers at the beginning of the twentieth century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Much attention was paid to the project method by S.T. Shatsky, V. Petrova, N.K. Krupskaya, professor B.V. Ignatiev, V.N. Shulgin, M.V. Krupenina. in the context of student-centered learning, is that the goal of classes and ways to achieve it should be determined from the position of the student himself, based on his interests, individual characteristics, needs, motives, and abilities. .

Next, we will consider the activity component, which also underlies project-based learning. An essential feature of any activity is its motivation. Since the object of learning in teaching a foreign language, according to the personal-activity approach, is speech activity, and the language system acts only as a means of implementing this activity, then, like any activity, speech activity should be based on the communicative-cognitive need of students to express their thoughts . This need is part of the general system of his motivation.

Accordingly, a foreign language teacher faces the pedagogical and psychological problem of initially creating, forming or preserving the student’s existing need to communicate in a foreign language and to learn personally significant reality through this language.

An educational project is an important means of developing motivation for learning a foreign language.

The most important factors that contribute to the formation of the internal motive of speech activity during project-based learning, according to the author of this study, are:

The connection between the project idea and real life: the idea of every project

must be associated with the creation of a specific product or solution to a separate, significant problem for the student, taken from real life in the process of practical activity;

The presence of interest in the implementation of the project on the part of all of them

participants: in the process of applying the project methodology, it is very important to achieve personal acceptance of the project idea and awaken genuine interest in its implementation, which will allow for its successful implementation and the effectiveness of its educational impact;

The leading role of the advisory and coordinating function of the teacher: the transition from the position of leader to the position of consultant and coordinator, which gives students real autonomy and the opportunity to demonstrate their own initiative and independence in the process of implementing the project, and contributes to personal self-development.

Thus, the project methodology implements a personal approach

Towards students, which requires, first of all, an attitude towards the student as an individual with her needs, capabilities and aspirations.

1.2. Project-based methodology for teaching foreign languages in the light of

Modern pedagogical technologies

In this paragraph it is advisable to consider the didactic foundations

the use of project methodology in the context of modern pedagogical technologies, which include the following provisions:

1. orientation changes in the school education system;

2. didactic structure of project-based learning as a new pedagogical technology in the education system;

3. comparative characteristics of traditional classroom and lesson

Project-based learning.

Over the past decades, the main orientations of the development of school education in society are aimed at the intellectual, spiritual and moral development of the individual. Today, it becomes obvious that knowledge is not transmitted, but is obtained in the process of personally significant activity, since knowledge itself, outside of certain skills and abilities to use it, does not solve the problem of a person’s education and his preparation for real activities outside the walls of an educational institution.

An analysis of materials from international scientific conferences convinces us that the goal of education is now not just knowledge and skills, but also certain personal qualities. Post-industrial society is interested in citizens being able to independently, actively act, make decisions, and flexibly adapt to changing living conditions.

School education should be aimed, in accordance with this, at solving the following problems.

1. Formation of readiness to solve various problems. Obviously, depending on the situation, the solution to a specific problem will be based on a whole range of knowledge, skills, and abilities in different subject areas.

In order for this quality to be formed, it is necessary:

Make teaching more problem-oriented;

Use a reflective approach in teaching more widely;

Encourage students not only to answer questions posed, but also to formulate their own questions about the course;

Strengthen the degree of student autonomy;

Reconsider the traditional roles of teacher and student in the classroom;

2. Improving bilingual communicative competence in oral and written communication, taking into account the sociocultural differences of the modern world.

3. Developing a desire to learn throughout life, renewing and improving

acquired knowledge, skills and abilities in relation to changing conditions.

However, according to E.S. Polat, “it is not possible to solve these problems

seemed possible due to the lack of real conditions for implementation with the traditional approach to education, traditional means of teaching, more focused on the classroom-lesson system of classes.”

The task of the school, as emphasized by E.S. Polat, lies not so much in the content of education, but in the use of new teaching technologies.

What does the term “technology” mean?

Technology (from the Greek techne - art, skill, skill)

is defined as a set of techniques and methods for obtaining, processing and processing certain products; as a scientific discipline that develops and improves such techniques and methods.

Educational technology is a complex integrative system that includes an ordered set of operations and actions that provide pedagogical goal determination, substantive and procedural aspects aimed at mastering knowledge, acquiring professional skills and forming

personal qualities of students, specified by learning goals. As D.V. emphasizes Chernilevsky, teaching technology involves managing the learning process and includes two interrelated processes: organizing the activities of students and monitoring these activities.

Design, as noted by N.P. Siberian, represents the activity of creating an image of the future, an expected phenomenon. It is one of the aspects of human creativity and is based on planning, forecasting, decision-making, development, and scientific research.

J.K. Jones, defining the concept of “design”, noted: “Here are some definitions and formulations of the design process that have appeared recently:

1. Modeling of proposed actions before their implementation,

Repeated until you have complete confidence in

The end result.

2. Carrying out a very complex act of intuition.

3. Optimal satisfaction of the sum of true needs when

A certain set of conditions.

An inspired leap from present facts to possibilities

The future."

Based on the concepts of learning technology and design, E.S.

Polat considers the project methodology as a set of search, problem-based methods, creative in their very essence, representing a didactic means of activating cognitive activity, developing creativity and at the same time forming certain personal qualities of students in the process of creating a specific product.

Thus, the project methodology is a pedagogical technology,

focused not on the integration of factual knowledge, but on its application and acquisition of new ones through self-organization and self-education of students.

Based on this definition, consider the didactic structure

modern design methodology.

As is known, to the field of methodology, as a particular theory of learning,

refers to the study of the purpose, content, forms, methods and means of teaching in a specific academic subject. The method is a didactic category as a set of theory, operations of mastering a certain area of practical or theoretical knowledge, one or another activity. In project-based learning, the method is considered as a way to achieve a set didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.

Many teachers have turned to this technique, since its use in the educational process solves important didactic problems:

Classes are not limited to the acquisition by students of certain knowledge, skills and abilities, but go to the practical actions of students, affecting their emotional sphere, thereby increasing the motivation of students;

Students have the opportunity to carry out creative work within the framework of a given topic, independently obtaining the necessary information not only from textbooks, but also from other sources. At the same time, schoolchildren learn to think independently, find and solve problems, using knowledge from different fields for this purpose, predict the results and possible consequences of different solution options, learn to establish cause-and-effect relationships;

The project successfully implements various forms of organizing educational activities, during which students interact with each other and with the teacher, whose role changes: instead of a controller, he becomes an equal partner and consultant;

In project work, the entire process is focused on the student: here, first of all, his interests, life experience and individual abilities are taken into account;

The individual and collective responsibility of students for specific work within the project is enhanced, since each student, working

Individually or in a small group, must be presented to the whole group

Results of your activities;

Working together as part of a project teaches students to complete a task; they must document the results of their work, namely: write an article for a newspaper, a message, collect and process statistical data, make audio and video recordings, design an album, collage, wall newspaper, etc. d.

Thus, a common feature of projective techniques is the presence of a personally significant problem and the task of solving it. If this is a theoretical problem, then the design process consists of finding a specific solution; if it is a practical problem, then the student’s task is to achieve a specific result of this problem, ready for implementation. The solution to the problem involves, on the one hand, the use of a variety of research, search methods and teaching tools, and on the other, the need to integrate knowledge and skills from various fields of science, technology, and creative fields.

It should also be noted that in the conditions of a project personal-

oriented learning, the teacher acquires a different role and function in the educational process. Project-based learning, with determination, replaces, based on materials from E.S. Changed the traditional paradigm of education “teacher – textbook – student” to the new “student – textbook – teacher”

This is exactly how the education system is structured in the leading countries of the world, which reflects the humanistic direction in philosophy, psychology and pedagogy.

The most significant is the reasoning of R.P. Milrud.

Analyzing modern trends in education, R.P. Milrud emphasizes the following: “If traditionally training teaching methods predominate in educational practice, then the modern trend is becoming more active in the use of design techniques.” The main difference, according to R.P. Milrud, is that “with the help of training teaching methods, schoolchildren learn ready-made content, and with the help of projective tasks they learn to creatively create learning content and assimilate it...”.

R.P. Milrud really turned out to be right in his reasoning about

comparison of traditional and new paradigms of education. Currently, traditional school programs are overloaded with educational information, which directly leads to a noticeable gap between theory and practice, since in this situation there can be no talk of developing application skills. In this case, project-based learning is more productive, since in the process of completing an educational project, knowledge is acquired by students in the process of using information to solve practical problems. The search for solutions to practical problems activates the need to obtain knowledge,

cognitive activity.

Thus, the content of students’ project activities becomes more complex as previous, simpler project tasks progress. Design helps students understand the role of knowledge in life and learning - knowledge ceases to be an end, but becomes a means in true education.

Conclusions to Chapter I

1. The project methodology within the framework of retrospective analysis is based on a personal-activity approach, which means a reorientation of the entire educational process to the formulation and solution of cognitive, communicative and research tasks by schoolchildren themselves. This allows us to consider project-based learning as one of the most productive and intensive methods that contributes to the achievement of high learning outcomes and education of the individual.

The leading provisions of the design methodology are based on:

Taking into account the personality characteristics of students;

Connecting project ideas with real life;

On changing the basic pattern of interaction between teacher and students,

Which presupposes subject-subjective, equal-partner educational

Collaboration between teacher and students;

On a significant increase in the level of autonomy of students when solving personally significant problems in the process of active cognitive mental activity;

On a significant increase in the level of internal motivation of students to better master a foreign language.

2. The design methodology is:

An alternative approach in the modern education system;

A new pedagogical technology, which is a set of search, problem-based methods as a didactic means of activating the cognitive activity of students, developing their creativity and at the same time forming certain personal qualities.

Productive learning, which is based on a different

traditional education paradigm: “student-textbook-teacher” and projective teaching methods: independent planning, forecasting, decision-making, detailed development of a personally significant problem, scientific research.

Modern project-based learning has found wide application in

educational systems of many countries of the world. Its high

effectiveness is confirmed by teachers in the UK, USA, Belgium, Brazil, Finland, Germany, Italy and other countries where the ideas of J. Dewey (humanistic approach to education) have found wide circulation and gained great popularity due to the rational combination of theoretical knowledge and their practical application for solving specific problems of the surrounding reality in the joint activities of schoolchildren. The main thesis of the modern understanding of project methodology comes down to the following: “Everything I learn, I know, why I need it and where and how I can apply this knowledge” - and currently attracts many educational systems seeking to find a reasonable balance between academic knowledge and

pragmatic skills.

Chapter II Methodological aspect of the problem of the project method in teaching English

2.1 Types of projects

In accordance with the characteristic of the dominant method in the project, the following types of projects can be designated: research, creative, role-playing, informational, practice-oriented.

Let's look at each of them.

Research projects.

Such projects require a well-thought-out structure. Designated goals, justification of the relevance of the subject of research for all participants. Designations of sources of information, well-thought-out methods, results. They are completely subordinated to the logic of a small study and have a structure that is close to a truly scientific study or completely coincides with it (argumentation of the relevance of the topic adopted for the study; definition of the research problem, its subject and object; designation of research tasks; determination of methods for researching sources of information; putting forward hypotheses for solutions identified problem, identifying ways to solve it; discussing the results obtained, drawing up the research results; identifying new problems for the further research process). Everything said, of course, must fully correspond to the level of language training of schoolchildren at a certain stage of education.

Creative projects:

Before considering this type of project, it should be noted that any project requires a creative approach, and in this sense, any project can be considered creative. When highlighting this project, we proceed from the dominant principle.

Creative projects require appropriate presentation of the results. They, as a rule, do not have a detailed structure of joint activities of participants. It is just emerging and is further developing, subject to the logic of joint activity accepted by the group and the interests of the project participants. In this case, it is necessary to agree on the planned results and the form of their presentation.

(joint newspaper, essay, video film, dramatization, role-playing game, etc.) These may be problems related to the content of a work, article, film, or life situation. This could be fantasy.

Presentation of project results requires a clearly thought-out structure in the form of a video script, dramatization, holiday program, essay plan, article, report, design and headings of a newspaper, almanac, album, etc.

Role-playing projects.

In such projects, the structure is also just outlined and remains open until the end of the project. Participants take on certain roles determined by the nature and content of the project and the specifics of the problem being solved. These can be literary characters or fictional characters that imitate social or business relationships,

complicated by situations invented by the participants. The results of such projects may be outlined at the beginning of the project, or may appear only towards its end. The degree of creativity here is very high, but the dominant type of activity still remains role-playing.

The degree of creativity here is very high, but the dominant type of activity still remains role-playing.

The purpose of the project, the subject of information search, the source of information (media, databases, including electronic ones, interviews, questionnaires, including foreign partners, etc.). Methods of processing information (analysis, generalization, comparison with known facts, reasoned conclusions); the result of an information search (article, abstract, abstract, report, video, etc.); presentation (publication, discussion in a teleconference, etc.)

Such projects are often integrated into research projects and become their organic part, a module.

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants with a specific function for each of them, clear results of joint activities and the participation of everyone in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjusting joint and individual efforts, organizing the presentation of the results obtained and the possibility of ways to implement them in practice, as well as organizing a systematic external evaluation of the project.

Based on the subject-content area of the project, one can distinguish monoprojects and interdisciplinary projects.

Mono projects

As a rule, such projects are carried out within one academic subject. In this case, the most complex and interesting sections or topics of the program are selected, for example, in a foreign language course, these are topics related to regional studies, social, historical topics, etc. Of course, working on projects involves applying knowledge from other areas to solve a particular problem. But the problem itself lies in the mainstream of philological, linguistic, and cultural knowledge itself. Such a project also requires careful structuring by lessons with a clear designation of not only the goals and objectives of the project, but also the knowledge and skills that students are expected to acquire as a result. The logic of work at each level in groups is planned in advance (roles in groups are distributed by students)

The presentation form that the project participants choose independently. Often work on such projects continues in the form of individual or group projects outside of class hours.

Interdisciplinary projects.

Interdisciplinary projects are carried out, as a rule, outside of class hours. These can be small projects affecting two or three subjects, as well as fairly voluminous, long-lasting, school-wide ones, planning to solve one or another rather complex problem that is significant for all participants in the project. Such projects require very qualified coordination on the part of specialists and coordinated work of many creative groups.

2.2. Organization of project activities.

We looked at the main types of projects. How is the work on the project going? In the process of design work. As we have already said, responsibility for learning rests with the student himself, as an individual and as a member of the project team. The most important thing is that the child, and not the teacher, determines what the project will contain, in what form and how its presentation will take place. Let's consider the basic principles of design work

Variability

The variability of activities in the lesson involves individual, pair and group forms of work. As for texts, these can be dialogues, letters, tables, descriptions, diagrams, maps, comics. A variety of topics and types of exercises are needed.

Solution

The language learning process is more effective when we use foreign languages to solve problems. Problems make children think, and by thinking they learn.

It is not the students who internalize the rules and structures. We need to help students work on them themselves. Thus, students' fear of grammar disappears and they better understand its logical system. But since the main task is to teach how to use foreign languages. Students are offered many opportunities to apply the grammatical structures and phenomena they have learned.

Learning with passion.

Students learn a lot if they enjoy learning. Having fun is one of the main conditions for effective learning. Therefore, it is important to include games, jokes, and riddles in the educational process.

Personal factor

Adaptation of tasks

You cannot offer a student a task that he cannot complete. Assignments must be appropriate to the level at which the student is. Project work can be done at any level. Any age. For example, the “Family” project may include the following tasks: write captions under photographs of family members; draw a family tree and talk about your ancestors, etc.

These are just a few examples of possible topics and types of work. The choice depends on many factors, including age, level of knowledge of the students, interests of the students, materials available to participants, etc.

Possible problems.

When carrying out project work, the teacher faces a number of problems, let’s name them.

Organization.

Projects, of course, create additional work for the teacher. They require additional actions, such as establishing contacts, finding suitable sources of materials, etc. Basic recommendations in carrying out design work.

A) Prepare thoroughly for the task. Make sure each student understands what specific task they will be completing before starting the project.

B) Don't rush. Explain in detail what should be done and how.

C) Observe carefully what the students are doing. If they don't understand their assignment, don't cancel it. Stop and find out what the problems are. Understand each of them.

2. Personal problems.

The teacher may encounter difficulties related to the student's personality, such as lack of interest or motivation, difficulties in relationships with other group members. But, on the other hand, working on the project gives the guys the opportunity to show their talents.

3. Difficulties in creating successful groups.

Most projects can be done individually, but group work is the most creative. Group work is especially effective for collecting illustrative material. It is necessary to save groups until the end of the project.

Stages of design work.

The main difference between regular and project work is that in regular work, the main activity is limited to the classroom. And with project work, it goes beyond the classroom.

Stage I – classroom planning.

Schoolchildren, with the participation of the teacher, discuss the content and nature of the project; interview preparation; methods of collecting and type of necessary information (articles, brochures, illustrations, etc.)

Stage II – implementation of the project.

Typically at this stage activities extend beyond the classroom.

Students conduct interviews and collect printed and illustrated material. It is important to remember that the children will use all four types of speech activities: reading, writing, speaking and listening. The main task at this stage is collecting information. To help children organize this process, encourage them to decide what they want to learn; how to format the received material.

At this stage, students design their project work using scissors, rulers, glue, pictures and markers, etc.

The method of presentation depends largely on the type of final product: whether it will be a diagram, video presentation or oral presentation. The benefits for students are obvious. When performing, the student uses not only what he has already learned, but also additionally studies what is necessary in connection with the task at hand. This is an important condition for further creative work. An effective source of motivation, a means of developing self-confidence.

When checking project work, you need to remember that any project is only part of the total amount of work that the students do during the entire language course. Project work provides an opportunity to develop a child’s creative abilities. Research skills, ability to express yourself.

The effectiveness of the design methodology.

Activation and intensification of students’ speech activity;
Increasing the level of motivation when studying the subject;
Implementation of health-saving technologies;
Development of students' creative abilities;
Implementation of the anthropocentric approach

Application of project methodology in learning English in primary school.

The project method allows you to create a research-based creative atmosphere in foreign language lessons, where each student is involved in an active creative cognitive process based on the methodology of cooperation.

To develop in schoolchildren the necessary skills and abilities in one or another type of speech activity, as well as linguistic competence at the level determined by the program and standard, oral practice is necessary for each student in the group.

To form communicative competence outside the language environment, conditional communicative or communicative exercises that solve only communicative tasks are not enough. It is important to provide students with the opportunity to think independently and solve problems. Which give rise to thought, to reason about possible ways to solve these problems, so that children focus on the content of their statement, so that the thought is in the center of attention, and language acts in its direct function - the formation and formulation of these thoughts.

In order for students to perceive language as a means of intercultural interaction, it is necessary not only to introduce them to regional studies topics (of course, this is very important), but also to look for ways to include them in an active dialogue of cultures. So that in practice they can learn the peculiarities of the functioning of language in a new culture for them.

The main idea of this approach to teaching a foreign language is to shift the emphasis from various types of exercises to the active mental activity of students, which requires proficiency in certain linguistic means for its development. That is why we turned to the project method at the stage of creative application of language material. Only the project method can solve this didactic problem and, accordingly, turn foreign language lessons into a discussion and research club in which truly interesting, practically significant and accessible problems for students are solved, taking into account the characteristics of the country’s culture and, if possible, on the basis of intercultural interaction.

Martyanova T.M. in the article “The Use of Project Assignments in Foreign Language Lessons” emphasizes: “Completing project assignments allows schoolchildren to see the practical benefits of learning a foreign language, which results in increased interest in this subject”

The project method is always focused on the independent activities of students - individual, pair, group, implemented over a certain period of time. This method is organically combined with a group approach to learning (cooperative learning)

The project method always involves solving some problem. And the solution to the problem involves, on the one hand, the use of a set of various methods and teaching aids, and on the other, the need to integrate knowledge, the ability to apply knowledge from various fields of science, technology, technology, and creative fields.

The project method is a technology that involves a combination of research, search, and problem-based methods that are creative in nature. During the work on the project, as mentioned earlier, students carefully study the memo for working on the project. Tips from the memo help you organize your work more successfully. Firstly, students need to choose a project that will be interesting to them, and secondly, in a group project it is necessary to distribute roles and responsibilities in accordance with the interests and capabilities of each project participant. The project must be neatly and colorfully designed. For work you must use the necessary literature.

At the beginning of the intermediate level, students complete small-scale creative special projects. From the 7th grade, work on research interdisciplinary group projects begins. Which often require knowledge not only of English, but also of other subjects (computer science, biology, geography, history, etc.)

The final stage of projects is presentation. The presentation can take the form of posters, reports, role-playing games, or video screenings. The benefits for students are obvious. This is an important condition for further creative work, an effective source of motivation, and a means of educating oneself.

The project methodology is characterized by high communication, active involvement of students in learning activities, and taking personal responsibility for progress in learning.

Work on the project is combined with the creation of a strong language base for students. Using the project method allowed teachers to create conditions for the development of students’ personalities.

If the projects of the senior and middle levels of a comprehensive school have been widely considered by teachers, then the projects of an elementary school are at the initial stage of their development.

A foreign language lesson with children of primary school age involves the use of new educational technologies and, in general, requires a creative attitude of the teacher to the learning process. This provides ample opportunities for using project-based techniques in the classroom.

In relation to a foreign language lesson, a project is a set of actions specially organized by the teacher and independently carried out by students, culminating in the creation of a creative product. The project method, therefore, is a set of educational and cognitive techniques that allow you to solve a particular problem as a result of independent actions of children with the obligatory presentation of the results. The students’ desire to begin developing the next one will depend on how it goes.

Presentation (presentation) and defense of projects in elementary school is not a discussion, not a video show, not a reasoned defense, but mostly a colorful presentation, projects “in pictures”, science in a “flower”, as teacher E. Gaidaenko believes.

It is important to hold competitions for projects carried out by children, perhaps with the participation of family members and older schoolchildren.

Presentation of projects must be open. With the invitation of parents, in parallel classes, in order to observe the performance technique and compare oneself with peers and expand the circle of friends.

In elementary grades, the leading types of project activities are creative, role-playing and gaming.

Elements of substantive and research nature are also applicable.

Let's look at some types of projects that are applicable when learning a foreign language in elementary school.

TO creative projectsForeign language lessons include: scripts for various holiday shows, a wall newspaper, an album, homemade books and magazines.

For example: After completing the topic “Alphabet” for the first year of studying the educational complex “Enjoy English 1”, author M.Z. Biboletova, students are asked to make the English alphabet.

The guys create greeting cards for the holidays

Creative design has a distractive nature. Term

“distractive learning” was introduced by A.O. Tennis, teacher of the Department of Philology of ASU and STO in Astrakhan.

Distractive learning (from English “Distract – “to distract”) –

“achieving a result, its assimilation and awareness through the use of indirect techniques that appeal to other needs of young children: the need for research, discovery, activity with objects and design.” So Yu.G. Bogdanov, studying the topic

“Zoo”, transforms children into animals and imagines that they live in the jungle. Children draw landscapes, palm trees, and make “stamps” from potatoes. Then, taking turns, they stamp their “canvases” and get a picture with the inhabitants of Savannah.

This type of work not only develops children's imagination, but also helps develop fine motor skills, the ability to work together, and also enriches children aesthetically and introduces them to the concept of "landscape". At the same time, the educational material is being practiced: This is a lion. That is a giraffe. It's nice. It is strong. The lessons also use appliqué made from various cereals and grains. Children develop a sense of color, neatness, and aesthetic taste. At the same time, the phrases: Hello! I am a horse. I can run. When studying the topic “A room”, plasticine is used in lessons, children sculpt objects located in their room and name them.

Using the project methodology in the lesson, you can achieve several goals at once - expand the children's vocabulary, consolidate the studied lexical and grammatical material, create a festive atmosphere in the lesson and decorate the foreign language classroom with colorful works of children. For example, when teaching the lesson “My Favorites”. Children prepare material at home (magazine clippings, drawings) illustrating their interests, hobbies, etc. During the lesson, on sheets of colored paper, they draw up album pages, where everyone talks about what they love (favorite color, sport, city, etc.), “Picture poem”. Children will draw a picture-poem so that its form is consistent with its meaning.

To remember colors, students lay out stained glass windows.

Teacher Nikitina M.V. Conducts the “Salad Lesson” project.

On the eve of the lesson, the teacher distributes who brings what to the class (dishes, vegetables, fruits). The class is divided into groups. Each group receives its task in English - “cut the carrot”..., and goes to complete it at the table with the appropriate sign: carrot table, onion table, etc. while the students are completing tasks, the teacher walks from group to group and asks a question in English: “What are you doing?” ", "What color is it this...?", gives advice and compliments.

Research projects.It is good to involve children in these projects through survey forms. For example. While studying the topic “Food,” it is advisable to conduct surveys: “Why is it harmful to eat a lot of sweets?”, “What do children in England and Russia like?”

With more gifted and prepared children, you can conduct

“Mini-conferences” on the studied sections.

Topics can be suggested by the teacher and the children themselves. So, when going through the topic “Clothing”, identify the problem, “What clothes do you prefer?”, So M.V. Nikitina presents the project “What do you think about school uniform?” Before this lesson, children repeat vocabulary on the topic “Clothing”, using the phrases: “It suits me, it doesn’t suit me”, “cute dress”, “befits me”,

“in fashion, not in fashion” and others. A survey was conducted “For and against school uniforms”

On the eve of the lesson, children bring magazine clippings and color pictures depicting various clothes. In conclusion, a collage is made: “School uniform: yes or no.” Each group presents its own collage with evidence that their version of school clothes is more practical, more beautiful and more fashionable.

When studying a topic in the 4th grade for the third year of studying the educational complex “Enjoy English 2”, author M.Z. Biboletova, you can conduct research work with children. Drawing a plan of your office. Children draw a plan of their office and label each item that is in their class.

This work not only develops attention, but allows children to remember the vocabulary of this lesson and develops curiosity in children.

Role-playing projectscan be presented in the form of staged actions, for example, fairy tales. A theatrical production is a role-playing game. Which creates excellent conditions for language acquisition and helps language acquisition at any age, but at a younger age it is especially productive. The game liberates the child, makes him more active, trains the child to work collectively in a group, awakens his curiosity, stimulates his imagination, develops memory, attention, and erudition. At this stage, there is a real opportunity to identify children’s ability to master a foreign language.

A theatrical performance takes only 15-20 minutes in class. So English teacher E.M. Gerbach proposes a plan for conducting such a lesson in 3rd grade, the second year of studying the educational complex “Enjoy English I”, author M.Z. Biboletova. Lesson – reinforcement on the topic “In the world of fairy tales”

Its main goal is to teach children to compose a creative monologue on a given topic (reasoning in the form of a characterization on the topic “My favorite fairy-tale hero”). One of the most important tasks at the initial stage of education is to cultivate in students a sustainable interest in learning English, and interest arises if there is a motive for learning and a situation of success is created in the lesson. Therefore, at the first and second stages of the lesson, activation of vocabulary on the topic does not begin with traditional repetition

(frontal survey - Teacher → student), and through the creation of a legend in the lesson. The fabulous Misha (a teddy bear in the hands of the teacher) comes to “visit” the children and through dialogue - conversation with the children, lexical units are repeated, and at the same time, homework is checked. Continuing the conversation with the students, Misha reports that his friends - fairy-tale animals - came with them today. Who also want to hear interesting stories about themselves and award prizes to the best storytellers. Through a vivid dialogue between the main character and his friends, motivation is created in the lesson, which encourages the children to compose interesting and unusual stories, for the best of which they receive a prize. But the road to victory is not easy.

Teaching students to compose a monologue statement begins with a problem situation in the lesson and its independent solution. This is done in the form of the game “Journey through three houses” and getting to know their inhabitants (the first house is nouns, the second is verbs, the third is adjectives, all elements of models and their functions are well known to children).

Celebrating holidays in English lessons contributes to the development of communication skills and familiarization with the most important elements of the cultural traditions of English-speaking countries. For example, the holiday "All Mothers' Day". Which is celebrated on the second Sunday of May. The history of this holiday is as follows: American Anna Yarvis annually honored the memory of her mother on the day of her death (in early May). In 1944, the American Congress declared Mother's Day an official holiday. American children give their mothers red carnations as a sign of love.

Palugina O.V. in the article “Scenario for the holiday “Mother”, s Day” notes that this event took place in 2 classes of schools with in-depth study of the English language. It is recommended to celebrate the holiday in the middle of the year. The holiday is accompanied by musical numbers, skits, etc. (at the discretion of each teacher). Two weeks before the holiday, children receive the following assignment: come up with costumes for the participants in the skits, write an essay on the topic “My favorite toy” (the essay is done on a landscape sheet with a drawing of any toy, all essays are exhibited at the holiday for everyone to see). The holiday is held in English.

L.A. Balueva proposes the development of the Halloween holiday and draws attention to the fact that the preparation process is not as exciting as the holiday itself, which, as is known, is celebrated on October 31. Over the course of a month, in English lessons, students get acquainted with the legends, customs, traditions and superstitions associated with this holiday. Children learn poems, lyrics and plays. During drawing classes, students prepare small symbols of this day: pumpkin, witch, skeleton, spider, etc. these business cards are distributed to the participants of the evening. This makes it easier to sum up the results of various competitions.”

Another elementary school English teacher proposes the development of another important holiday in English-speaking countries, “New Year Comes.” This extracurricular event is held on New Year's Eve. Children prepare in advance. They learn poems, songs, the play “Cinderella”, come up with and prepare costumes, gifts for children from Santa Claus, decorate the class with a Christmas tree with New Year’s toys.

Implementation elementssubject-substantive projectquite suitable for children. Creation mono-projects , which include topics related to regional studies, social and historical life of people, arouses interest among students. For example, elementary school teacher E.N. Kobylat in 2nd grade invites children to find examples of using a foreign language when studying the city topic “English around us”. The student is asked a number of questions: “What foreign words are used, heard in speech, and often found in books?”, “What products from the countries of the language being studied can be bought in stores?”, “What foreign programs can be seen on TV?”, “Who Which adult do you know speaks a foreign language?”

In 3rd grade, when students begin to read short stories

(“Reading”), you can suggest finding information about the characters of popular English children’s books, writing down one of the stories that happened to them

(for example, Winnie the Pooh, Thumb Thumb, Peter Pan, Robin Hood).

In the 4th grade, the most curious will be interested in learning information about the life and reign of three English queens: the reigns of Queen Bess (1558 - 1603), Queen Anne (1685 - 1689), Queen Victoria (1837 - 1901).

To show importance and emphasize the individuality of each

The child is given the task of making a collage about himself, about his city, a tourist brochure, a country history album.

Work on projects can be done in groups or individually. It should be noted that the project method helps children master a number of competencies such as:

willingness to work in a team;
accept responsibility for choices;
share responsibility with team members;
analyze performance results.

With this approach, positive conditions are created for the active and free development of the individual in activities:

Students are given the opportunity to freely express their thoughts and feelings during the conversion process;
Each student in group communication remains the focus of attention of the others;
Students can express their personal attitude to the matter. Feeling safe from criticism;
The use of linguistic material is subject to the task of individual speech intention;
Linguistic material contributes to the speaker’s speech-thinking abilities;
Individual violations of language rules (errors) and random errors (mistakes) are considered the educational norm.

According to R.P. Milrud, “speech errors in communication conditions are not only possible, but also normal. Conversational grammar (spoken grammar) allows certain deviations from the grammar of written speech. It is important to take into account the features of spoken grammar in the conditions of communicative-oriented learning.”

The humanistic approach and design as a way of implementing it offers student-centered learning. This proves it once again. That in the project methodology the student, or rather the students interacting with each other, are the center of cognitive activity in the lesson.

When learning a foreign language, even the weakest student in terms of language and less active psychologically has the opportunity to show imagination, creative activity and independence by participating in project tasks.

Conclusions to Chapter II.

Having reviewed the material presented above on this issue, we can draw a conclusion. Projects exist of various types and require the updating of knowledge from various educational fields, promoting the integration of educational subjects; this is the inclusion of a foreign language in other types of activities: research, labor, aesthetics. Working on a project is a combination of a student’s independent work with work in a pair, group, or team to solve a problem. This requires the ability to pose a problem, outline ways to solve it, plan work, select the necessary material, systematize it, discuss with group members how best to present it and, finally, speak at the presentation itself, be it an exhibition, conference or final lesson.

Involving the student in various types of activities using a foreign language creates the opportunity for diversified personal development. The use of project methods makes it possible to form, in the process of independent and group work, an individual perception of the world, the widespread use of subjective experience in the interpretation and assessment of facts, phenomena, events of surrounding activity on the basis of personally significant values and internal attitudes, comparing them with the opinions and assessments of others and using foreign language as a means of cognition and communication.

Work on the project necessarily takes place with the flexible support of the teacher, thereby providing him with the opportunity to implement in practice not only personality-oriented learning, but also personality-oriented education.

The following types of projects are distinguished:

Research projects
Creative projects
Role-playing projects
Practice-oriented projects
Mono projects
Interdisciplinary projects

Carrying out a project requires a certain amount of organization. Basic principles of design work

Variability

The variability of activities in the lesson involves individual, pair and group forms of work.

Solution

The language learning process is more effective when we use foreign languages to solve problems. Problems make children think, and by thinking they learn.

Cognitive approach to grammar

It is not the students who internalize the rules and structures. We need to help students work on them themselves. Thus, students’ fear of grammar disappears, and they better master its logical system

Learning with passion.

Students learn a lot if they enjoy learning. Having fun is one of the main conditions for effective learning.

Personal factor

Through project work, children are given many opportunities to think and talk about themselves, their lives, interests, hobbies, etc.

Adaptation of tasks

You cannot offer a student a task that he cannot complete. Assignments must be appropriate to the level at which the student is.

The full-scale project includes four stages.

Stage I – classroom planning. Creating a creative atmosphere in the group.

Stage II – project implementation

Stage III – registration of work

Stage IV – presentation of the project.

Conclusion

In the course of this work, the final goal was achieved - the specifics and ways of implementing project activities in foreign language lessons in elementary school were considered

The main tasks were identified:

1. the essence of the project-based methodology for teaching a foreign language in its psychological and didactic aspects is considered on the basis of a retrospective analysis of scientific and theoretical literature on this issue.

2. The technology of the project methodology for teaching a foreign language at the first stages of junior secondary school is shown. The types of projects and their application in English lessons are considered.

3. The project methodology in the system of educational and extracurricular activities at the junior level of foreign language teaching was analyzed.

At the end of my work, I would like to note that the project method is one of the most popular in the early teaching of a foreign language to children. Its use contributes to the development and individualization of the child’s personality, the formation of motivation for students to acquire knowledge. Thanks to the destructive nature of project-based learning, primary schoolchildren not only acquire knowledge of the language they are studying, but they develop creative orientation and activity. The main task of the teacher is to interest the child, involve him in the atmosphere of activity, and then the result will be achieved. And its receipt depends on the clear organization of the teacher’s activities.

I would like to finish my work with the words of Chinese wisdom, which says: “I listen and forget, I see and remember.” In my opinion, these words can fully be attributed to many pedagogical technologies, including project methodology. A student, working in a lesson built using this technology, gains knowledge not only from the teacher, but through independent work. The teacher, like a conductor, only manages the process of acquiring knowledge. Life presents us, teachers, with new tasks and forces us to look for other forms and methods of work.

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36. Biboletova M.Z. "Enjoy English" for grades 2 - 4. Obninsk, 2008

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“If we talk about the project method as a pedagogical technology,
then this technology involves a combination of research,
search, problem methods, creative in their very essence"

Polat E.S.

Introduction

Having worked as an English teacher for thirteen years, I have always tried to be creative in my work. Our profession itself forces us to “keep up with the times”: to introduce progressive pedagogical technologies into the learning process. With the introduction of new pedagogical technologies, the forms of educational activity change significantly, activity-based approaches are implemented, the share of student independence increases, the volume of tools used for the learning process increases, and the scope of each educational topic expands.

After all, the main goal of teaching foreign languages is – the formation of communicative competence, which involves not only practical knowledge of a foreign language, but also the ability to work with information: printed, audio on different media, i.e. possession of critical and creative thinking skills. Consequently, we are talking about a certain organization of educational content and cognitive activity of students, which would facilitate and accelerate the acquisition of knowledge by students, intensify the process of their assimilation, teach students methods of independent work with educational material and information, and contribute to the formation of their information and communication competencies. To achieve the goals of the modern education system, world pedagogy has taken a landmark to a person-centered approach. Along with such methods as collaborative learning, discussions, problem-oriented role-playing games, the project method most fully reflects the basic principles of a personality-oriented approach, based on the principles of the humanistic direction in psychology and pedagogy.

It is the understanding and application of this method in a new socio-cultural situation in the light of the requirements for education at the modern stage of social development that allows us to talk about the school project as a new pedagogical technology that allows us to effectively solve the problems of a student-oriented approach in teaching the younger generation. Therefore, focusing on the goals and objectives that a foreign language teacher faces, and, knowing the needs of students in the modern world, I apply this methodology in my work, skillfully combining it with information and communication technology.

Relevance of the project method

most popular in the world, since it allows you to rationally combine theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of schoolchildren. In recent years, this technology has become increasingly widespread in teaching foreign languages.

The goal of teaching a foreign language is the communicative activity of students, i.e. practical knowledge of a foreign language. The teacher’s task is to intensify the activity of each student, to create situations for their creative activity in the learning process. The use of new information technologies not only enlivens and diversifies the educational process, but also opens up great opportunities for expanding the educational framework, undoubtedly carries enormous motivational potential and promotes the principles of individualization of learning. Project activities allow students to act as authors, creators, increase creativity, expand not only their general horizons, but also contribute to the expansion of language knowledge.

So, the popularity of the project method due to the fact that, due to its didactic essence, it allows you to solve the following problems:

– development of students’ creative abilities,
– development of skills:

independently construct your knowledge and apply it to solve cognitive and practical problems,
navigate the information space,
analyze the information received, since at different moments of cognitive, experimental or applied, creative activity, students use the totality of all the listed intellectual skills and abilities.

What does it represent project-based methodology for teaching English in middle school?

In relation to a foreign language lesson, project - This is a set of actions specially organized by the teacher and independently performed by students, culminating in the creation of a creative product.

The project is valuable because during its implementation, schoolchildren learn to independently acquire knowledge and gain experience in cognitive and educational activities.
The project methodology is characterized by high communicativeness and involves students expressing their own opinions, feelings, active involvement in real activities, and taking personal responsibility for progress in learning.

The main goals of introducing the project method into school practice:

1. Show the ability of an individual student or group of students to use the research experience acquired at school.
2. Realize your interest in the subject of research, increase knowledge about it.
3. Demonstrate the level of training in a foreign language.
4. Rise to a higher level of education, development, social maturity.

A distinctive feature of the project methodology is a special form of organization. When organizing work on a project, it is important to meet several conditions:

The topic can be related to both the country of the language being studied and the country of residence; students are focused on comparing and contrasting events, phenomena, facts from the history and lives of people in different countries.
The problem offered to students is formulated in such a way as to guide students to attract facts from related fields of knowledge and various sources of information.
It is necessary to involve all students in the class, offering each task taking into account the level of his language proficiency

Focusing on the goals and objectives that a foreign language teacher faces, and knowing the needs of students in the modern world, I apply this methodology in my work. Experience at school has shown that in developing interest in a subject one cannot rely only on the content of the material being studied. If students are not actively involved, then any content material will challenge them. contemplative interest in a subject that will not educational interest. In order to awaken active activity in schoolchildren, they need to be offered problem interesting and meaningful. The project method allows schoolchildren to move from mastering ready-made knowledge to their conscious acquisition .

The project methodology uses all the best ideas developed by traditional and modern methods of teaching English. These include, first of all:

Diversity, as a necessary feature of any good learning, it helps to maintain interest in learning - this is a variety of topics, types of texts (dialogues, monologues, letters, board games, descriptions, instructions, etc.), and a variety of forms of learning activities (individual, pair, group work, work in teams), and a variety of exercise types.

Problematic means that students use language both to complete tasks that are characterized by the novelty of the result and new ways of achieving it. Problems make you think, and a teenager learns by thinking, by thinking. There is a wide range of communication assignments and problem-solving oriented project work. The problem approach takes place when teaching grammar in cases where the student uses it in speech and when he comprehends it as a system.

Studying with pleasure . Of course, it is important that the student learns with pleasure. A teenager learns productively and learns a lot if he studies freely, without coercion, and experiencing joy. Entertainment is one of the features of the project. Often tasks can take the form of a joke, puzzle, riddle, etc., have musical accompaniment, sound effects, and illustrations.

Of particular importance is egofactor, those. the opportunity to talk about what students are thinking about, about their plans. When organizing communication, it is better to use, if possible, situations that affect the interests of the student and are related to his personal experience, i.e. fully implement the person-centered approach.

Novelty approach is that schoolchildren are given the opportunity to construct the content of communication themselves, starting from the first lesson on the project.

What is the essence of the project, does its application affect the teaching model, with what regularity and in what form are project tasks included in the textbook and what is the technique for their implementation?

I have been using this method in grades 6-11 for several years. (The first project was completed by high school students back in 2005.) It is most fully and widely applicable to classes where the general level of student development allows them to be given a higher level of knowledge.

In a foreign language course, the project method can be used as part of program material on almost any topic (Annex 1 )

Each project relates to a specific topic and is developed over several lessons. By carrying out this work, schoolchildren can, for example, talk and write about their own lives, create their own magazine, prepare layouts, etc.

The design methodology uses a very fruitful idea. Along with verbal means of expression, students widely use other means: not only multimedia presentations, but also drawings, collages, pictures, plans, maps, diagrams, questionnaires, graphs and diagrams. Thus, the development of communication skills is reliably supported by a variety of means that convey this or that information.

This teaching system widely uses involuntary memorization of lexical means and grammatical structures in the course of solving problem problems, and stimulates the development of creative thinking and imagination. Conditions are created for freedom of expression of thought and comprehension of what is perceived.

Preparing, designing and presenting a project takes much longer than traditional tasks.

Using the project methodology in the classroom, you can achieve several goals at once: expand children's vocabulary, consolidate the studied lexical and grammatical material, create a festive atmosphere in the lesson and decorate the foreign language classroom with colorful works of children.

The variety of means of expressing meaning brings children into free creativity. This is a successful methodological find in its simplicity - the key to constructing project tasks, where the language element is presented sparingly - up to the advanced level, where it plays a leading role. At the same time, project work has unique opportunities for truly communicative teaching of a foreign language, even when relying on minimal language material.
Mastering a foreign language in the process of project work gives schoolchildren the true joy of learning and familiarization with a new culture. When performing project work, which can be presented orally and in writing, it is necessary to adhere, in my opinion, to the following recommendations:

Firstly, Since project work allows students to express their own ideas, it is important not to overtly control and regulate students; it is advisable to encourage their independence.

Secondly, Design work is largely open-ended, so there may not be a clear plan for its implementation. In the process of completing project tasks, you can introduce some additional material.

Third, Most projects can be completed by individual students, but the project will be most creative if done in groups. This is especially important, for example, when selecting pictures for collages and other work of this kind. Some projects are done independently at home, some of the project assignments take part of the lesson, others take the whole lesson, so it is also advisable to keep old magazines, scissors, and glue in the classroom. The third recommendation once again emphasizes the importance and effectiveness of educational cooperation

The project is carried out according to a certain scheme:

1. Preparation for the project

– 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 their own task. When distributing responsibilities, students’ propensities for logical reasoning, drawing conclusions, and designing project work are taken into account. When forming a group, they include schoolchildren of different genders, different academic achievements, and different social groups.

3. Project execution

This step is associated with searching for new, additional information, discussing this information and documenting it, choosing ways to implement the project (this could be drawings, crafts, posters, drawings, quizzes, etc.). Some projects are designed independently at home, while others that require teacher assistance are created in the classroom. The main thing is not to suppress the initiative of the guys, treat any idea with respect, and create a situation of “success”.

4. Project presentation

The number of steps – stages from the acceptance of the project idea to its presentation depends on its complexity.

The beginning of schoolchildren’s project activities is usually very simple - something that is of immediate importance to each of them.

In my practice, I also plan mini-projects designed for one lesson or part of it:

A very modern and exciting way of working - making various collages: for example: “Me and my parents”, “We and music”, “Let's save our nature”. The guys are happy to carry out projects such as role-playing games : This is a dramatization of fairy tales and songs. Role-playing play is of great importance for the development of a student’s personality: taking on various roles, he empathizes, begins to navigate relationships between people, and demonstrates the creative potential inherent in him

Based on the nature of the final product of project activity, the following types of projects in the field of foreign language learning can be distinguished:

Constructive and practical projects, for example, a diary of observations, the creation of a game and its description.

Gaming- role-playing projects, for example, acting out fragments of a lesson at school (programs for the practice of oral speech, grammar, phonetics), dramatization of a play (programs for the practice of oral speech, children's literature of the country of the language being studied).

Information and research projects, for example, “Study of a region of a country”, “Guide to the country of the language being studied” are included in the regional studies program, for example, in grade 11 on the topic “Australia”

Scenario projects– scenario of an extracurricular activity for a school or a separate class

Creative works– free literary composition, literary translation of a work into the native language (programs for the practice of oral speech, children's literature of the country of the language being studied (see. Appendix 2 ).

Publishing projects– wall newspapers, materials for stands, “Valentines”.

Projects involve the activation of students: they must make presentations, videos, write, cut out, paste, rummage through reference books, on the Internet, talk with other people, look for photographs and drawings, and even make their own recordings on an audio cassette. Finally, students with different language levels can participate in project work according to their abilities. For example, a student who does not speak English well can draw well or skillfully use Internet resources.

The main task of education the study of the surrounding life becomes relevant. Teacher and students walk this path together, from project to project. The project that students complete should arouse their enthusiasm, captivate them, and come from the heart. Any action performed individually, in a group, with the support of a teacher or other people, children must independently plan, perform, analyze and evaluate.

By communicating to others about themselves and the world around them in English, students discover the value of English as a language of international communication. They may find themselves in situations where they need to describe their family or city to foreigners, and project work prepares them for this.

Basically, most projects are carried out during final lessons, when, based on the results of its implementation, I assessed the students’ mastery of certain educational material.

When evaluating a finished project, you should pay attention to more than just the correct use of language. An important stimulus for the development of a student's personality is the degree of their creativity and originality in completing a project. First you need to check your draft work. This way you can point out errors without correcting the finished work. If there are errors in the final version of the project, I correct them in pencil or write them down on a separate sheet of paper, then the students themselves decide whether they want to correct the final version of the work. There is no need to worry about mistakes; literacy can be assessed in other activities. It is easy to correct children's mistakes in multimedia projects, which is why recently students are increasingly completing their projects on the computer. It is encouraging that the number of students willing to complete projects on the computer is increasing every year.
Experience of working on the technology of the project methodology for several years allows us to analyze and answer the question: "How does this technology affect foreign language teaching."

Naturally, as a foreign language teacher, I am interested in the fact how technology affects the results and quality of knowledge of students, and the result is positive. (Appendix 2 )

Conclusion

Analyzing the practical experience of project development presented above, we can conclude that the use of the project method in the process of educating students using the English language integrated schoolchildren into various environments: social, linguistic, etc., students were included in real research activities and aimed at obtaining real result.

In addition, independent choice of content and methods of activity contributed to the development of the emotional sphere of the individual, his abilities, inclinations, and interests.

Today we understand by the phrase “project method” a certain set of ideas, a fairly clear pedagogical technology, and the specific practice of teachers.

The ideas that the project method was designed to implement are again becoming significant in wide circles of the pedagogical community.

I would like to give advice to teachers: in order for teaching to be effective, it must be exciting not only for students, but also for themselves. teachers who should enjoy learning his subject and teaching it.

No one claims that project work will solve all learning problems, but it is an effective remedy for boredom. It contributes to the development of students, awareness of themselves as a member of a group, and expansion of language knowledge. The project is also a real opportunity to use the knowledge acquired in other lessons using a foreign language.

The use of project methodology in English classes, even within the framework of the school curriculum, showed that students:

achieve good results in learning a foreign language,
have a practical opportunity to apply the skills acquired in computer science lessons,
understand the need for interdisciplinary connections.

The project method has a number of advantages over traditional methods training.

The main advantages are:

increasing students' motivation when learning English,
visual integration of knowledge in various subjects of the school curriculum,
space for creative and constructive activities.

Presentation:

Slide 1.

In modern conditions, the humanistic philosophy of education is implemented with the help of various technologies, the purpose of which is not only the transmission of knowledge, but the identification, development, growth of creative interests and abilities of each child, stimulation independent productive learning activities.
One of these technologies is the design methodology.

Slide 2.

The project method was widely used in Russia in the 30s and was undeservedly forgotten, because did not give positive results. There were several reasons: the theoretical problem had not been sufficiently studied. This resulted in an ambiguous understanding of the essence of school projects, their typology, and organizational forms of work. . In recent years, it has become widely introduced into educational practice in Russia thanks to the charitable program Education for the Future. Today, the project method is being used again, but in an updated form.

Slide 3.

What is the project method? It is interpreted differently by methodologists and teachers. I am closer to the interpretation of Evgenia Semyonovna Polat, Doctor of Pedagogical Sciences, Professor, where she defines the project method as involving a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results.

Slide 4.

"All I know, I know why I need it and where and how I can apply it" - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and practical skills.

Slide 5.

Today the project method is one of most popular in the world, since it allows you to rationally combine theoretical knowledge and their practical application to solve specific problems of the surrounding reality in the joint activities of schoolchildren.

And the relevance of this method is due to the fact that it meets the requirements put forward by the state in the Concept of Modernization of Russian Education.

Slides 6 and 7.

The goals and objectives of the project method, I think, are already familiar to all teachers present here. I just want to say that with the help of the project methodology in a foreign language lesson, you can achieve several goals at once - expand the vocabulary of children, consolidate the studied lexical and grammatical material, and replenish students’ knowledge with regional studies material.

Slide 8.

I, as a teacher of foreign languages and due to the specifics of my subject, have been familiar with the project methodology for a long time. But I began to systematically introduce this technology into my teaching activities five years ago.

Slide 9.

So, what is a project-based method of teaching English in secondary school?
In relation to a foreign language lesson, a project is a set of actions specially organized by the teacher and independently carried out by students, culminating in the creation of a creative product.

Slide 10.

The following stages of work on the project are considered.

The project is carried out according to a certain scheme:

1. Preparation for the project.

When starting to create an educational project, a number of conditions must be met:

preliminary study of the individual abilities, interests, life experiences 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 everyone has their own task. When distributing responsibilities, students’ propensities for logical reasoning, drawing conclusions, and designing project work are taken into account. When forming a group, they include schoolchildren of different genders, different academic achievements, and different social groups.

3. Project implementation.

This step is associated with searching for new, additional information, discussing this information and documenting it, choosing ways to implement the project (this could be drawings, crafts, posters, drawings, quizzes, etc.). Some projects houses are being decorated independently, others requiring help from the teacher, are created in the class. The main thing is not to suppress the initiative of the guys, treat any idea with respect, and create a situation of “success”.

4. Project presentation (project defense)

All completed and completed material must be presented to your classmates and your project defended. To analyze the proposed teaching methodology, the ways in which the project is carried out and presented are important. So, schoolchildren may have a special notebook only for projects. Projects can be carried out on separate sheets and fastened together to form an exhibition or installation. Groups can compete with each other. Project assignments are carefully graded so that students can complete them in English. The draft version is encouraged first, and then the clean version.

5. Summing up the project work.

(Analysis of project work, grading)

Slides 11-17.

There are different types of projects. Their choice and use depends only on the students themselves, and sometimes on the topic of the project. In our practice, we also used different types of projects. Next I want to give you examples of these projects.

Slides 18-19.

The implementation of projects in our school is improving every year. The number of students creating their projects using ICT technologies and Internet resources is growing: projects in the form of multimedia presentations, and even videos appeared in the last academic year.
We usually develop more successful projects further and create scientific research works, such as with the latest project “My Favorite Pizza”. A 6th grade student showed in detail in his project the process of making his favorite pizza. We conducted an additional survey at the school and found out which pizza is the most popular among the students of our school. Based on the data obtained and materials from the Internet and specialized literature, we created a research paper based on the project.

Slides 20 -21.

In a foreign language course, the project method can be used within the framework of program material on almost any topic, since the selection of topics is carried out taking into account the practical significance for the student. The main thing is to formulate a problem that students will work on while working on the topic.

Slide 22.

As we can see, the project method is clearly focused on real practical results that are significant for schoolchildren. While working on the project, new teacher-student relationships are built. Working on a project will help children express themselves in completely unexpected ways. They have the opportunity to show their organizational skills, hidden talents, and English language skills. There is a higher level of development of general educational skills.
All this contributes to changes in the indicators of quality performance of students in English.

Slides 23-26.

What did the introduction of project technology in teaching English give us?

Slide 27.

Students' project works were published in the All-Russian Festival of Research and Creative Works of Students "Portfolio", the All-Russian Festival of Pedagogical Ideas "Open Lesson", in the magazine "Foreign Languages at School" in the application "Methodological Mosaic" in the section "Vocabulary in the Lesson", exhibited at teacher's website on the Internet: http://petrova090.narod.ru

Slide 28.

No one claims that project work will help solve all problems in teaching a foreign language, but it is an effective remedy for monotony and boredom, it contributes to the development of the student, awareness of himself as a member of a group, and the expansion of language knowledge.
A project is also a real opportunity to use knowledge acquired in other subjects using a foreign language.

Slide 29.

Project as a teaching method can be used in the study of any subject. It can be used in lessons and in extracurricular activities. It is focused on achieving the goals of the students themselves, and therefore he is unique. It forms an incredibly large number of skills and abilities, and therefore it is effective. It shapes the experience of activity, and therefore he is irreplaceable.

Project activities can again become an alternative to classroom teaching. After all, the future of the school lies in the balance of alternatives.

Slide 30.

Thus, the introduction of new pedagogical technologies, which primarily involve new forms of educational activity, new methods, techniques and tools, have an unconditional impact on the content of the educational subject, since all components of the learning process are inextricably linked.

Thank you for your attention.

MBOU "Suda Secondary School"

Project-based methods of teaching English

English teacher Blinova T.I.

The project is an opportunity for students to express their own ideas in a creatively thought-out form that is convenient for them: making collages, posters and announcements, conducting interviews and research (with subsequent design), demonstrating models with the necessary comments, drawing up plans for visiting various places with illustrations, a map and etc.

As a result of many years of work, I identified the basic principles of design work:

1. Variability

The variability of activities in the lesson involves individual, pair and group forms of work. As for texts, these can be dialogues, letters, tables, descriptions.

2. Problem solving

Problems make children think, and by thinking, they learn.

3. Study with passion.

Students learn a lot if they enjoy learning. Having fun is one of the main conditions for effective learning, so I include games, riddles, and jokes in the learning process.

4. Personal factor.

Through project work, students are given many opportunities to think and talk about themselves, their lives, interests, and hobbies.

5. Adaptation of tasks.

1. PREPARATION OF THE PROJECT.

Project preparation begins from the very first lesson. I introduce project names to students in the first lesson of a new topic so that they can gradually build up material for their project. Each student (or each group) chooses the topic they like best, roles are assigned, and work on the project is planned. Students conduct interviews, make videos, and collect printed and illustrative material. The children use all four types of speech activity: reading, writing, speaking, listening. To help students collect information, I advise them to decide where best to find the information they need, how to record the data obtained, analyze and combine individually collected materials by group members into a single whole.

2. PROJECT EXECUTION

Next comes the most labor-intensive and time-consuming stage of work on the project - collecting information - accessing existing knowledge, working with various sources of information, searching for new knowledge, forming your own opinion and view on the subject of research. It should be noted that not all students immediately and easily get involved in working on the project. You cannot offer a task that one or another student cannot complete. Tasks must correspond to the individual level at which each project participant is located. It is necessary to help everyone decide on a specific topic, advise what to pay attention to and how to present their results. This is where the main work of English teachers with their students occurs, intermediate results are discussed, and errors in the use of language units are corrected. The children's fear of the English language disappears, they better assimilate its logical system. Work of this kind provides many opportunities to apply the studied grammatical phenomena and structures. Undoubtedly, the grammatical units of the English language practiced in such a situation are more reliably fixed in the student’s memory. When working on a project at the initial stages, children master lexical and grammatical material within the framework of the textbook

3. PROJECT PROTECTION.

Students themselves choose the form of presenting their projects. I strive to ensure that all students who worked in the group take part in the performance. I accept kindly everything that the students have done. This is an important condition for further creative work, an effective source of motivation, and a means of developing self-confidence.

An oral presentation always involves a certain amount of risk for students, so some of them require preliminary rehearsals to help them eliminate mistakes, achieve success, and avoid disappointment.

4. PROJECT EVALUATION.

The teacher's role is to facilitate discussion about the content and form of the work presented, as well as the role of each student in presenting the project. Evaluating project work is not an easy task. From my point of view, there are two principles for evaluating project work.

1. It is a mistake to evaluate a project solely on the basis of linguistic correctness. The project should be graded on the basis of its overall nature, the diversity of its nature, the level of creativity demonstrated, and the clarity of presentation.

2. The project is usually a piece of work that has a lot of effort put into it and students may want to keep it for themselves. I don't make corrections in red. This draws attention to what is wrong with the project and distracts from the positive aspects. To avoid mistakes, I advise students to do a rough draft of their project work. I'm checking it out. As a result, there will be no errors in the final version.

5. PRACTICAL USE OF PROJECT RESULTS

(as visual aids, reports in other lessons, etc.)

Working using the project method, you can see how the role of the teacher changes. The teacher’s activity in the project method is responsible and labor-intensive. It is necessary to bring the student to the ability to use information, work with it, including selecting the necessary information. Independent work of students is preceded by the painstaking work of the teacher. The most difficult thing for a teacher is the role of an independent consultant. During consultations, it is important not only to answer students’ questions, but also, if possible, to refrain from giving hints. The teacher turns from a carrier of ready-made knowledge into an organizer of the cognitive activity of his students.

The project method also changes the role of students: they act as active participants in the process. Students learn to work in a new way: to see, pose and formulate a problem, and select the information they need. Working in small groups helps them learn to work in a “team.” This inevitably leads to the formation of constructive critical thinking, which is difficult to teach in the usual “lesson” form of teaching.

The project method can be used most fully in extracurricular work, when a wide range of problem-solving, search, and research techniques are used, clearly focused on real practical results.

The particular value of the project method is that it provides high school students with the opportunity to demonstrate their personal qualities, views and beliefs in practice. It is practical activity that will be the criterion for the truth of students’ value orientations. Therefore, the project must be relevant and socially significant. The main task of the project in this case is not to leave anyone indifferent.

Project-based learning encourages and enhances student motivation because it:

Personality-oriented;

Uses a variety of didactic approaches - learning by doing, independent study, collaborative exercises, brainstorming, role-playing, heuristic and problem-based learning, discussion, team learning;

Self-motivating because it increases interest and involvement in the work as it progresses;

Supports pedagogical goals at all levels - knowledge, understanding, application, analysis, synthesis;

Allows you to learn from your own experience and the experience of others in a particular matter;

Brings satisfaction to students who see the product of their own labor.

During the first two or three years of studying English, my students complete mini-projects: they create thematic projects, collages, draw posters and postcards.

In high school, preference is given to creative projects, which are carried out in the form of publishing a joint newspaper, writing essays, creating a video, a draft law, a reference book

Creative projects require appropriate presentation of the results. However, the presentation of the results of the project requires a clearly thought-out structure in the form of a video script, dramatization, holiday program, essay plan, article, report, design and headings of a newspaper, almanac, album, and so on.

Such projects are especially effective within the framework of a dialogue of cultures. 11th grade students like to participate in projects related to cinema. For example , "Rating System in Russia", "A Theater Critic", "Making a Remake".

Project work is predominantly teamwork: students get the opportunity to communicate more, defend their point of view and respect the opinions of others.

Observations of students while working on a group project determined the need to take into account the rules and principles of teamwork:

All group members are actively involved in active research activities

All members of the group (team) are equal

During the work, the groups do not compete.

All members of the group(s) must be active and contribute to the common cause. There should be no so-called “sleeping partners”.

All members of the group(s) performing the project task are responsible for the final result.

The use of project technology in the educational process has increased its educational potential. The quality of student work has improved. This can be seen in the performance and quality of children, and in their participation in various competitions.

Based on the above, it is necessary to draw the following conclusion: project-based learning is always focused on independent active-cognitive practical activity of students when solving a personally significant problem, during which the discovery of the basic laws of scientific theory and their deep assimilation occurs.

School education should be aimed, in accordance with this, at solving the following problems.

2. Improving bilingual communicative competence in oral and written communication, taking into account the sociocultural differences of the modern world.

3. Developing the desire to learn throughout life, updating and improving acquired knowledge, skills and abilities in relation to changing conditions.

Design helps students understand the role of knowledge in life and learning - knowledge ceases to be an end, but becomes a means in true education.