Gurie L.I. Design of pedagogical systems: Textbook

Monitor and evaluate your achievements As the main goal of teaching, the standards define "the development of the personality of students based on the assimilation of universal methods of activity." Form universal training activities- means to develop in students the ability to independently set educational goals, to design ways of their implementation (i.e. to optimally organize their activities), to monitor and evaluate their achievements (to form the ability to learn). The activity-based approach to learning is based on the research of L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin, P. Ya. Galperin, A.G. Asmolova. From their research it follows that the development of students depends on the nature of the organization of their activities aimed at the formation of the student's consciousness, his personality as a whole.

TECHNOLOGIES FOR THE ASSESSMENT OF LEARNING SUCCESS The teacher and the student, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student's assessment is determined on a universal scale of three levels of success. "Pass / fail", that is, an assessment indicating the development of the basic knowledge system and the correct implementation of educational actions within the range (circle) of assigned tasks, built on the basic educational material; "Good", "excellent" marks, testifying to the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational actions, as well as the outlook, breadth (or selectivity) of interests.

Levels of assimilation of knowledge First level: reproduction and memorization Second level: application of knowledge in a familiar situation according to the model Third level: application of knowledge in an unfamiliar situation, i.e. creatively Levels of formation of methods of action The first level: following a pattern, a rule, an algorithm without the need to understand why it is necessary to act in this way. Second level: action with an understanding of the foundations of the method that is necessary to solve the problem Third level: transformation of the mastered method of action in relation to a new context Level approach

Basic technologies of the second generation standards Information and communication technologies (communication - communication) Technology based on the creation of an educational situation (solving problems that are practically important for studying the world around them) Technology based on the implementation of project activities Technology based on level differentiation of learning

A project is a detailed description of the prototype of a future object, type of activity. A project is a set of actions specially organized by a teacher and independently performed by students, which culminate in the creation of a creative product. Design is an activity associated with coming up with a new way of solving a problem, overcoming difficulties.

Temporary features Short-term (implemented for the sake of a specific case) Project features Content Problem statement Goals and objectives, management and personnel content and methods, effectiveness budget Semantic load Description of a specific situation that needs to be improved, and specific methods to improve it Figurative representation "An arrow hitting the target"

Typology of projects The typology of projects is based on the following characteristics: the dominant activity in the project, the substantive area of ​​the project, the nature of project coordination, the nature of contacts, the number of project participants, the duration of the project.

Practice-oriented Aimed at solving social problems that reflect the interests of project participants or an external customer. These projects are distinguished by the result of the activities of its participants, clearly marked from the very beginning, which can be used in the life of a class, school, microdistrict, city, state. At the same time, the shape of the final product is varied - from study guide for the physics room to a package of recommendations for the restoration of the Russian economy. The value of the project lies in the reality of using the product in practice and its ability to solve a given problem.

Information project... It is aimed at collecting information about any object or phenomenon in order to analyze, generalize and present information to a wide audience. Such projects require a well-thought-out structure and the ability to adjust it along the way. The output of the project is often a publication in the media, on the Internet, video, social advertising, booklet.

Research project... The structure resembles Scientific research... It includes substantiation of the relevance of the chosen topic, formulation of the research task, the obligatory advancement of a hypothesis with its subsequent verification, discussion and analysis of the results obtained.

Creative project. It assumes the most free and unconventional approach to its implementation and presentation of the results. These can be almanacs, theatrical performances, sports games, works of fine or decorative arts, videos, etc.

Role project The development and implementation of such a project is the most difficult. By participating in it, schoolchildren take on the roles of literary or historical characters, fictional heroes in order to recreate various social or business relationships through game situations.

Social design is understood as an activity: socially significant, having a social effect; the result of which is the creation of a real (but not necessarily material) "product" that has practical significance and fundamentally, qualitatively new in its personal experience; conceived, thought out and implemented by a teenager; during which the designer enters into constructive interaction with the world and with society; through which social skills are formed

Difference of project activity from research activities the goal of design is to go beyond purely research, teaching additional design, modeling, etc. work on a project involves obtaining, first of all, a practical result; the project, being the result of collective efforts at the final stage of activity, involves reflection working together, analysis of completeness, depth, information support, everyone's creative input. for educational and research activities, the main result is the achievement of truth, new knowledge, the activity of designing one's own research, involving the allocation of goals and objectives, the selection of principles for the selection of methods, planning the course of research, determining the expected results, assessing the feasibility of the research, determining the necessary resources - is the organizational framework of the research.

The difference between the project method and project activity The project method is a didactic tool that allows you to teach design, as a result of which students acquire knowledge and skills in the process of planning and independently performing certain practical assignments with the obligatory presentation of the results. The product can be a film, booklet, book. As students begin work on a project, they answer the following questions: What do I want to do? What do I want to learn? Who do I want to help? The name of my project. What steps should I take to achieve my project goal? Students make a plan based on their answers. training project according to the following scheme: project name, project problem (why is it important to me personally?), project goal (why are we doing the project?), project tasks (what do we do for this?), project deadlines, consultation schedule, information about the leader project, planned result, presentation form, list of students involved in the project

The similarity of all types of projects A project is five Ps: Problem - Design (planning) - Information search - Product - Presentation. The sixth P of the project is its Portfolio, i.e. folder that contains all the working materials of the project, including drafts, daily plans and reports, etc.

Basic concepts A problem (in project activities) is a complex issue, a task that requires resolution, research. Set by life. The situation of mismatch between what you want and what you have. This is a situation where there are not enough funds to achieve the goal. A situation characterized by insufficient funds to achieve a certain goal.

Problems in the project method of teaching The problems themselves are put forward by the students at the suggestion of the teacher (leading questions, situations that contribute to the definition of problems, videos for the same purpose, etc.). The teacher can suggest sources of information, or he can simply direct the students' thoughts in the right direction for an independent search. But as a result, students must independently and in a joint effort solve the problem by applying necessary knowledge, get real and tangible results. All work on a problem thus acquires the contours of a project activity.

Planning (design) identification of information sources; determination of methods for collecting and analyzing information; determination of the way the results are presented; establishment of procedures and criteria for evaluating results and process; distribution of tasks (responsibilities) between team members.

Limits and difficulties of using the project method The project method is used when in educational process any research, creative task arises, for the solution of which integrated knowledge from different areas, as well as the use of research methods that reveal a specific topic.

Teacher turns into organizer necessary conditions for independent activity of students. The style of communication with students, the ways and methods of interaction are changing. A pedagogical goal appears: the formation, development and building of skills in project activities, operations, project activities in general.

A problem is an objectively emerging question in the course of the development of cognition, or an integral complex of issues, the solution of which is of significant practical or theoretical interest. The problem is related to the formulation of the creative name (theme) of the project and the main problematic issue. This stage is the most difficult for the teacher in the technology of the organization, since it is he who largely determines the development strategy of the project and its effectiveness.

The situation can acquire a problematic character if: there are certain contradictions that need to be resolved, it is required to establish similarities and differences, it is important to establish cause-and-effect relationships, it is necessary to justify the choice, confirmation of patterns is required by examples from personal experience and examples from experience by theoretical patterns, it is worth the task of identifying the advantages and disadvantages of a solution

Features of the stages of project activity of younger students are motivational (teacher: declares a general idea, creates a positive motivational attitude; students: discuss, offer their own ideas); planning - preparatory (the theme and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established, ways of joint activities are agreed, first with the maximum help of the teacher, later with the growth of student independence); information-operational (students: collect material, work with literature and other sources, directly carry out the project; teacher: observes, coordinates, supports, he is himself an information source); reflective-evaluative (students: present projects, participate in collective discussion and a meaningful assessment of the results and process of work, carry out oral or written self-assessment, the teacher acts as a participant in collective assessment activities).

Explanatory note

One of the main goals school education becomes the formation of students' ability to learn, that is, the development of the ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements.

Such a student can be raised by a teacher who owns modern educational technologies, innovative forms and teaching methods.

One of the ways to increase motivation and efficiency learning activities in the basic school is the inclusion of the student in educational research and project activities.

The use of the project method in teaching geometry helps the formation and development of a sustainable interest in the subject, the development of student activity, contributing to the formation of self-education skills, creativity, initiative. The activities of students within the framework of the project are based on the previous life experience of students, the forms of activity available to them. The development of the ability to transfer knowledge and skills acquired in one area to any other area of ​​human activity is now relevant.

The project method is a powerful didactic tool for teaching design - the ability to find solutions to various problems that arise in the life of a person who takes an active life position.

The project method is universal, so I apply it both in mathematics lessons and in extracurricular activities in the subject.

Students note that work on a project contributes to the manifestation of independence, independence, creativity. They are attracted by an active, equal position in the educational process.

Geometric material is a component of the content of the mathematics course, starting from the 5th grade of basic school. The way of its presentation is based on the previous life and geometric experience of students, forms of activity available to children, and the principle of clarity plays a special role in this. I consider it expedient to involve students in research work, in particular, project activities.

This work is the result of my pedagogical experience, the practical implementation of the educational project method.

Educational project "Geometric laces"

Methodical presentation.

1. Introduction.
2. Methodical passport of the project.
3. Project work.

1. Introduction.

The idea for this project came to me while studying the topic “Dividing a circle into equal parts” with seventh graders. They noticed that in nature, the objects around us, buildings, there are many elements, which are based on the principle of dividing a circle into equal parts. My students gave examples of fragments of gates, park fence, windows in the cities of Likino-Dulyovo and Orekhovo-Zuevo, showed drawings and photographs in a history textbook, tried to reproduce these patterns. Since geometric constructions in themselves are interesting for students, I decided to implement this theme to create ornaments and patterns in the educational project "Geometric Laces".

In the course of the project, students gained new knowledge in geometry, the history of mathematics, and got acquainted with traditions in architecture. Practical skills will be useful to them in geometry and technical graphics lessons. The project provided an opportunity for each student to apply their knowledge and skills, to reveal their abilities and capabilities.

The overall result was the compositions created by students on the basis of approximate methods of constructing regular polygons; memo-drawing "Dividing a circle into equal parts", a selection of construction tasks (Annex 1).

2. Methodical passport of the project

Item: geometry (optional course "Building problems")

Theme: Circumference. Division of a circle into equal parts.

Class: 7

Project type: creative, practice-oriented;

Project lead time: 4 weeks

Working hours: work-out-of-class; geometry lessons (repetition teaching material and knowledge control), 4 lessons of the elective “Building tasks”; extracurricular activities (homework and counseling)

Result: visual (sketches of stained-glass windows, lattices and gates) and didactic material (construction tasks) on geometry.

Goals:

Educational:

• know the definitions of a circle and its elements, a regular polygon and the properties of its sides and angles;
• be able to carry out constructions with the help of a compass and a ruler of the middle of a segment, parallel and perpendicular straight lines, regular polygons.

Developing:

• develop imagination, observation, the ability to analyze and find practical application to the studied properties of geometric shapes;
• develop speech skills, mathematical thinking; broaden your horizons.

Educational:

• foster respect for the opinions of others and goodwill for the work and efforts of classmates; the ability to work in a group, to give an objective assessment of their own and others' results;
• bring up accuracy and aesthetic taste.

Security:

• home computers and a school computer class with Internet access; school library; library of recreation center "Tonar";
• a geometry textbook for students in grades 7-9 and a drawing textbook for students in grades 7-8 general education schools; multimedia projector, scanner, printer;

additionally involved specialists: teachers of technology, informatics, history.

To work on a project, students must

Definition of a circle, radius, chord, diameter, arc, regular polygon;

Theorems about two lines perpendicular to the third; the length of the perpendicular drawn from a given point to a given straight line;

Solve the main tasks for construction (construction of the midpoint of a segment; parallel and perpendicular straight lines; an angle equal to a given one; bisectors of an angle);

Construct with a compass and a ruler on unlined paper;

To Work with search engines Internet;

Create presentations using Power Point;

Process images using Picture Manager.

Motivation to work:

The opportunity to present the results of your work;

Independence in the organization of their activities;

Self-realization;

Personal participation in role-playing activities, teamwork;

Application of knowledge and skills to solve a specific practical problem and gain new knowledge.

Estimated increments: as a result of work on the project, students will

Symmetrical shape properties;

Rules for dividing a circle into equal parts;

Thales' theorem;

get acquainted with the history of architectural forms and traditions European countries and the Russian state in the Middle Ages; the history of the compass; facts from the life of mathematicians.

Perform geometric constructions using a compass, square, ruler; dividing the segment into equal parts and in a given ratio;

Create ornaments and patterns;

will develop skills of independent work, communication and thinking skills, introspection and reflection.

The project was presented at school day Science; awarded a III degree diploma at the scientific and practical conference "Step into the future, Orekhovo-Zuevsky district" and a I degree diploma at the All-Russian competition "First steps".

3. Work on the project.

Since participation in the project will require more time from students for independent work, including work at the computer, before starting the project, you need to enlist the support of parents.

You can start a project with a teacher's presentation to update knowledge in geometry, then with the help of a presentation an extramural tour of ancient Moscow takes place, during which students get acquainted with architectural structures and objects of art and everyday life of Muscovites, containing elements created on the basis of the methods of dividing a circle into equal parts.

Fundamental question:

• How to create ornaments and patterns from regular polygons?

Problematic issues:

1. What is the shape of the snowflake?
2. What item did the ancient Babylonians value along with treasure?
3. Why do restorers need geometry?
4. What tool do the sculptor, doctor, sailor and engineer use?
5. Why are stained-glass windows needed?
6. What discovery made 19-year-old Karl Gauss famous all over the world?

Study questions:

1. How do I find the center of a circle?
2. Is it possible to divide a 9 cm segment into 7 equal parts?
3. How to build a square along its side?
4. How to build a straight line parallel to a given one?

Teacher proposes to create a creative workshop for the creation of ornaments and patterns. In a joint discussion, the following are formulated

Objective of the project: create ornaments and patterns using methods of dividing a circle into equal parts;

Tasks:

• Acquaintance with the history of architectural forms and traditions in the creation of ornaments and patterns by dividing a circle into equal parts.
• Studying the rules of constructions with the help of a compass and a ruler and the formation of practical skills in solving the simplest construction problems.
• Knowledge of definitions geometric shapes considered in the work.
• Making sketches and drawings.
• Drawing up and solving construction problems.

Suggests to split into groups and choose topics. Organizes discussion and creation of a plan for further actions in groups, possible options for presenting the results of the project (article, presentation, drawing, multimedia product, etc.).

Together with the teacher, the project participants develop criteria for evaluating the work on the project and its results.

It is advisable to arrange an information stand with the terms of the project, the schedule of consultations, the mode of work in the computer class, etc.

Next comes independent work students with reference materials, Internet resources. Drawings and drawings are created. Articles are being drawn up. The results are corrected. Amendments and additions are being introduced. Students seek advice from subject teachers as needed.

The stage of registration of work results, preparation of messages, reports, presentations, layouts for protection comes.

The project participants evaluate the results of the group's work, draw conclusions.

The final stage is the presentation of the project results for discussion (conference, presentation, etc.). The project participants exchange opinions, answer the questions posed. The project manager (competent independent jury) evaluates the quality of the work performed and the submitted report.

Based on the results of the work on the project, the students formulated the following

Conclusions:

• Approximate methods of constructing regular polygons are simple and easy to use, beautiful and easily applied in practice. With their help, you can create drawings and ornaments. They are used in architecture and painting, folk art and decor, industry and everyday life.
• The project has an applied focus. The result of the project can be used as a visual aid and didactic material in lessons, electives and circle classes in geometry, technical graphics and technology.
• The knowledge and skills gained during the implementation of the project are necessary in the study of geometry and in drawing lessons.

Approximate topics and problematic issues of the project "Geometry around us"

In this chapter, I want to present the themes of the Geometry Around Us projects that my students have developed and put into practice.

Grade 5

Theme: "House of my dreams"

Fundamental question:

• What is the safest and most comfortable form of home?

Problematic issues:

• Why are bricks made in the shape of a parallelepiped?
• Why do the dishes have a lot of round parts, while the furniture is rectangular?
• Why in Nordic countries for example, in Ireland, city houses are painted in bright warm colors?
• Why are most of the houses not flat, but “triangular” roofs?
• Psychology and geometry: how character affects the shape of the house
• What is the safest form of home?

6th grade

Topic: "Old Russian Measures"

Fundamental question:

• How was it measured in Russia in the old days?

Problematic issues:

• Who is higher: Thumbelina or Thumbelina?
• Can a sixth grader be two inches tall?
• Is there a length for a point and a line?
• Why were strong men selected as gunners in the Russian army?
• Why did the cloth sellers choose short assistants?
• Describe the appearance of the humpback skate in modern language:

“... Yes, a toy-skate only three inches tall,
On the back with two humps and with arshin ears "

8th grade

Topic: "Measurements and construction on the ground with restrictions"

Fundamental question:

• How to measure the value of interest on the ground and make it more accurate using the means at hand?

Problematic issues:

• How did Thales put the Harpedonapts to shame?
• What "measuring" tools are always at hand for military topographers, geologists and builders?
• What geometric method did the infantry commanders use in the Battle of Moscow in 1941?
• What geometric problem scouts and paleontologists decide?
• How to measure the width of a river while standing on the bank?
• How to measure the height of a strawberry tree in a botanical garden if you can't touch it?

10-11 grades

Topic: "Geometry around us"

Fundamental question:

• Platonic solids: myths and reality

Problematic issues:

• Why regular polyhedra only five?
• Why don't they make cube teapots?
• How did viruses solve the geometric problem?
• Alchemists and chemists about polyhedra
• What do we know about the snub-nosed "relatives" of the Platonic solids?
• Octagonal Star: Sixth Platonic Solid or Provocation?
• Where do the stellate hedgehogs and thorns come from?
• Find Six Practical Ways to Use Regular Polyhedra in Human Life
• Dodecahedron-icosahedral hypothesis of the structure of the Earth: coincidences and curious facts

Bibliography

1. Sample programs of basic general education. Maths. - M .: Education, 2010. - (Standards of the second generation).
2. Formation of universal educational actions in basic school: from action to thought. System of tasks: a guide for the teacher / ed. A.G. Asmolova. - M .: Education, 2011.
3. Velichko M.V. Maths. 9-11 grades: Project activities of students. - Volgograd: Teacher, 2008.
4. Pakhomova N.Yu. Training project method in educational institution: A Handbook for Teachers and Students pedagogical universities... - M .: ARKTI, 2005.

Internet resources

1. sites.google.com/site/geometriavokrugnas/
2. mmogeo.ucoz.ru/publ/sistema_ocenivanija_proektnykh_rabot_uchashhikhsja

3.2.1. Design learning objectives

Methodological framework goal-setting are social and state orders, educational standards and the results of marketing research on the need for specialists with higher education.

In practice, teachers are the developers of specific learning objectives.

The most productive approach to goal-setting today is a research approach, in which the future life of graduates of a higher educational institution should be studied in a 3-5 year perspective and on this basis the diagnostic goals of education are indicated.

Why 3-5 years?

Firstly, because the vital activity of society during this period remains relatively stable and amenable to forecasting.

Secondly, the activity of a graduate of an educational institution during this period is still based on the knowledge gained in educational institution from a professional environment.

Thirdly, by the end of this period, the natural professional growth of a young specialist begins and his career advancement, accompanied by various forms of further education.

Requirements for learning objectives.

Learning objectives should be:

vital;

realistically achievable;

verifiable;

systematized;

complete without redundancy; those. must be diagnostic for all basic personality traits.

The vital necessity means that the goals are demanded, ordered. The real achievability of goals is associated with the conditions of education, with the material base of the university. If for any reason the conditions are not met, then the goals will have to be reduced to real ones. It should be borne in mind that modern pedagogical science makes it possible to achieve higher learning outcomes than when following spontaneously developed methods.

Learning to learn!
What are universal learning activities and why are they needed

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that are fundamentally transforming people's lives. The rate of knowledge renewal is so high that a person has to repeatedly retrain and master new professions throughout his life. Continuing education is becoming a reality and a necessity in human life.

The development of the media and the Internet leads to the fact that the school ceases to be the only source of knowledge and information for the student. What is the purpose of the school? Integration, generalization, comprehension of new knowledge, linking it with life experience a child based on the formation of the ability to learn (teach YOURSELF) - this is the task in the solution of which there is no substitute for school today!

In the public consciousness, there is a transition from understanding the social purpose of the school as the task of a simple transfer of knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students' ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The student himself must become the "architect and builder" of the educational process.

The achievement of this goal becomes possible due to the formation of a system of universal educational actions. Close in meaning to the concept of "universal educational actions" are the concepts of "general educational skills", "general cognitive actions", " general ways activities "," oversubject actions ". The formation of general educational activities in progressive pedagogy has always been considered as a reliable way to radically improve the quality of education. As the famous parable says, in order to feed a hungry person, you can catch a fish and feed him. Or you can act differently - teach how to fish, and then a person who has learned to fish will never go hungry.

So what are the benefits of universal instructional activities?
They:
- provide the student with the opportunity to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, be able to control and evaluate educational activities and their results;
- create conditions for the development of personality and its self-realization on the basis of "the ability to learn" and cooperate with adults and peers. Learning in adulthood ensures the individual is ready to continuing education, high social and professional mobility;
- ensure the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world, competencies in any subject area of ​​knowledge.

Universal learning activities can be grouped into four main blocks: 1) personal; 2) regulatory, including self-regulation; 3) cognitive, including logical, cognitive and sign-symbolic; 4) communicative actions.

Personal actions allow you to make the teaching meaningful, provide the student with the significance of the decision learning objectives linking them to real life goals and situations. Personal actions focus on awareness, exploration and acceptance life values and meanings, allow you to orient yourself in moral norms, rules, assessments, to develop your life position in relation to the world, people around? yourself and your future.
Regulatory actions provide the ability to manage cognitive and learning activities by setting goals, planning, monitoring, correcting their actions and assessing the success of assimilation. A consistent transition to self-government and self-regulation in educational activities provides the basis for the future vocational education and self-improvement.

Cognitive activities include activities of exploration, search and selection necessary information, its structuring; modeling of the studied content, logical actions and operations, methods of solving problems.

Communicative actions- provide opportunities for cooperation - the ability to hear, listen and understand a partner, plan and consistently carry out joint activities, distribute roles, mutually control each other's actions, be able to negotiate, conduct a discussion, correctly express their thoughts in speech, respect in communication and cooperation of the partner and himself myself. Learning means the ability to effectively cooperate both with the teacher and with peers, the ability and willingness to engage in dialogue, seek solutions, and support each other.

Learning mastery of universal learning activities creates possibility independent successful assimilation new knowledge, skills and competencies based on the formation learning skills... This opportunity is provided by the fact that universal educational actions are generalized actions that generate a broad orientation of students in various subject areas knowledge and motivation to learn.

Karabanova O.A.,
Doctor of Psychology.