References for the project methodology

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2. Guzeyev V. Project method as a special case of integral learning technology // School Director №6

3. Jones J. K.Design methods. M., 1986.

4. Dietrich Ya. Designing to design: System approach / lane. with Polish. - M., 1981.

5. Dewey J. School of the Future - M.: Gosizdat, 1926.

6. Zaire- Basics of pedagogical design. - SPb., 1995.

7. Projective education and science reformation. - M., 1993.

8. Project method in labor school. - L. 1926.

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10. Project method. The use of the target installation in the pedagogical process. - L. Brockhauses-Efron, 1925.

11. , Porchakov- Pedagogical design: Tutorial for higher educational institutions. - M.: Publishing Center "Academy", 2005.

12. Collingse E. Experience of the American school on the method of projects. - M.: New Moscow, 1976.

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14. Project Learning Technology // Zapaden |

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16. Theory and methods of social design. - M., 1992.

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38. Genesis of project culture // Questions philosophy № 10

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Bibliography according to student research

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3. How discoveries are made // Methodical collection "Development of student research activities" M., 2001 p.5-29

4. Research approach to nature and life. M., 1926.

5. Research work of students in the lyceum // Research activities of students in modern educational space: Collection of articles / under the general editors to. PS. N.. M.: Research Institute of School Technologies, 2006.

6. Dolgushina N. Organization of research activities of younger students. // Primary School №10 / 2006, p.8-12

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12. Development of students' creative abilities in the process of project and educational and research activities // Research activity of students in modern educational space: Collection of articles / under the general editors. PS. N.. M.: Research Institute of School Technologies, 2006.

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16. To the problem of research in science and education. // Development of student research activities: Methodical compilation. M.: Public Education, 2001. p.33-37

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22. From research activity to the research work of high school students // From the work experience, issue 2, scientific editor to. Ps. N., M., 2002 - 112 p.

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26. Technologies of the organization and maintenance of search activities - the path of creative development of the student and teachers // Research activities of students in modern educational space: a collection of articles / under the general editors to. Ps N.. M.: Research Institute of School Technologies, 2006. p.184

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33. Content and organization of research learning schoolchildren. - M., 2004.

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Ministry of Education and Science Russian Federation

Federal State Budgetary Educational Institution

higher vocational education

"Yaroslavsky State pedagogical University

them. K.D. Ushinsky "

Department of Teaching Philological Disciplines

Course work

Project activities in literary reading lessons

Performed:

3rd year student 633 groups

Fomina E.S.

scientific adviser:

dP, Professor Makeeva S.G.

Yaroslavl, 2014

project schoolboy reading creativity

Introduction

Conclusions on chapter

Conclusion

Bibliographic list

application

Introduction

Currently, the learning process is increasingly associated with an activity approach to the development of children's new knowledge. The education system should prepare people adapted to life in the context of the development of new technologies and informatization. One of the important skills for a person is currently the ability to find information, recycle and use it for the necessary purposes. In this regard, in elementary school, the project method is increasingly used, it is of great interest in pedagogical circles, develops and improved by a rapid pace.

Thanks to the design methods, children learn to apply the knowledge gained not only in theory, but also in practice, which significantly distinguishes these technologies from the traditional learning method. The traditional approach, according to many teachers, does not fully justify itself, because It provides only reproduction of knowledge of students received from the teacher, and their implementation in practical life Not provided. Pupils only assimilate the knowledge gained, memorize the basic rules, but faced with real life situations, cannot apply their knowledge, because In school, they do not participate in activities that could show the use of knowledge gained in practice.

However, design methods do not replace traditional learning, but complement and expand it. To fulfill projects, students need to solve several interesting and useful tasks associated with real life, apply the resulting theoretical knowledge in practice. The project is valuable in that during its implementation, schoolchildren learn to independently acquire knowledge, receive experience in cognitive and educational activities.

The topic of this work is relevant, because Today it is necessary to reorient learning. Instead of learning ready-made knowledge, skills and skills, the development of the identity of the child, his creative abilities, independence of thinking and sense of personal responsibility is required.

The purpose of this work was as follows:

To identify the methodological conditions, methods and techniques for organizing the project activities of younger students in the literary reading lessons.

Tasks of work:

Consider theoretical information about project activities

To analyze the standard for consideration of the project method

Examine the specifics of organizing the project activities of younger students in literary reading lessons

Develop a project for use in literary reading lessons in grade 2.

Object of research: educational process in elementary school.

Research Subject: Using project activities in elementary school.

Research methods:

Analysis of psychological and pedagogical literature on the problem;

Development and implementation of a project for literary reading in primary school.

Chapter I. Theoretical Information on Project Activities

1 Essence and concept of projective activities

To consider the essence of the design process, it is initially necessary to get acquainted with the concept of "project".

The concept of "project".

Due to the fact that the design is used in many spheres of human activity, the concept of "project" is interpreted ambiguously.

· So in the most common plan in the dictionary of the Russian language S.I. Ozhegova "Project" is considered as: 1) a developed plan for the construction of any mechanism, device or reconstruction of something; 2) preliminary text of some document; 3) Confusion, plan, intention.

· In the world encyclopedia edited by A.A. The project is considered as a prototype, a prototype of an intended object.

As we see, the project may exist in any field of activity, but work on the creation of a project (i.e. design) requires, firstly, knowledge of the appointment and operation of the scope of activity (reality), in which transformed objects are introduced; Secondly, the knowledge of the methods and the essential characteristics of the design as a specific activity. The grounds that determine the choice of referrals of transformations (or ideals) should be correlated with a wide context of the system, which includes changeable objects. Thus, for pedagogical activities it is necessary to formulate their understanding of the entity of the project.

The term "pedagogical design" was introduced into the categorical apparatus of domestic pedagogy A.S. Makarenko, who allocated the methodological function of pedagogy as a science, which consists in creating " scientific projects Personality, "and the function of teachers-practitioners consisting of drawing up and implementing education programs for each member of the team on the basis of a common project and taking into account the individual characteristics of the individual.

· According to V.E. Radionov, a pedagogical project - there is a motivated, purposeful way to change pedagogical actions and streamlining professional activities. The draft pedagogical activity is a program of real actions, which is based on a current pedagogical problem that requires permission. Its implementation will help improve the pedagogical situation in a particular institution, its structural division surrounding society.

· Bespalko VP: "Pedagogical project - self-polyfunctional pedagogical activity, predetermining creation

new or transforming the existing conditions for the process of upbringing and learning. "

In education, the project is aimed at achieving a social and / or personally significant goal and is focused on using specific place, time and available resources. Thus, the essence of pedagogical design consists in identifying and analyzing pedagogical problems And the reasons for their occurrence, the construction of the value basics and design strategies, the definition of goals and objectives, the search for methods and means of implementing the pedagogical project.

The essence of the project activity is that children, based on their interests, together with the teacher, (and often together with their parents) fulfill its own project, solving any practical, research task. In this way in this way in active activitiesStudents seize new knowledge, skills and skills. Children, starting at first class, working on various projects, learn to interact in pairs and groups, communicate with each other, negotiate, distribute roles, tasks, since all this is necessary to achieve an optimal result. And all this happens not just like this: developing your projects, children get letters skills, accounts, know the nature surrounding their own search.

2 History of Development of Project Methods in Education

Project method is not fundamentally new in pedagogical practicebut at the same time they are believed to pedagogical technologies The XXI century as providing for the ability to adapt to the rapidly changing world of post-industrial society.

The project method arose at the beginning of the twentieth century, when the activities of teachers and philosophers were aimed at finding ways and ways to develop an independent thinking of a child. They sought to teach children not only to reproduce knowledge, but also be able to apply them in practical life. That is why US teachers J. Dewey, kilpatrick and others turned to the active cognitive and creative joint activities of children in solving one common problem. They argued that a child with great passion could perform only the activity that he likes and he freely chose himself.

The famous Austrian teacher Rudolf Steiner also considered it necessary to teach children to apply theoretical knowledge in solving practical problems. He believed that the child should know where and how he could take advantage of his knowledge if not now, then in the future.

The project method caused interest in Russian teachers. The ideas of project learning arose in Russia a little later than the first development of American teachers were created. Under the leadership of the Russian teacher S.T. Shatsky In 1905, a small group of employees was organized, who was trying to actively use design methods in the practice of teaching. But the mass introduction in domestic schools of this method already soviet power did not justify itself because Despite the high motivation of students in such training, the school did not provide students with the necessary volume of systematic knowledge, grouping educational material of various items around projects that are mainly practical.

Decree of the Central Committee of the CPSU (b) in 1931, the project method was convicted, since "did not give the opportunity to discrete students in the field of specific training courses", and for more than half a century in Russia, this method is not used as an independent. However, in a foreign school, it actively and very successfully developed. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries. Ideas Humanistic approach to the formation of J. Dewey and the project method in the XX century. acquired great popularity.

3 Project Classification

Currently, in the literature you can meet many classifications of training projects on various reasons. Consider some of the most common of them .. The first classification of projects was carried out at the beginning of the 20th century by Collings. The scientist considered three groups of educational projects.

· "Game Projects" is children's classes whose goal is to participate in group activities ( various games, folk dances, dramatic performances, different entertainment and so on).

· "Excursion projects", for the appropriate study of problems related to the surrounding nature and social life.

· "Narrative projects", developing which children received pleasure from the story in a variety of shape - oral, written, vocal, artistic, musical .. The following classification of V.A. Callary, TM Matveeva, E.A. Mishchenko, S.E. Shishov offer in the form of a table:

Autorabnation of classifications of projects. Kilpatrvilding target installation1. Creative - Objective: Practical implementation and use. 2. Consumer - Objective: Development of consumer qualities of personality. 3. Intelligent - Objective: The development of thinking 4. The project is an exercise aimed at developing certain skills and skill. Stevenson teaching integration1. Plain. 2. Complex. M. Walespio the volume of educational material and time of its study1. Big - performed during the school year. 2. Small - development of individual stages of the big project. Clamping content1. Chronological. 2. Seasonal. Z. Date. Organization form1. Structural, planning and final. 2. Individual and group 3. Group. Rubinsteinpo methods of execution and completion1. Manual. 4. Unfinished. 2. Intellectual. 5. Finished. 3. Complex. Paramono degree of implementation1. Training - the project is not expected to be implemented or the idea of \u200b\u200bthe project is unrealized. 2. Durable - There is a real implementation plan or attempts have been made. And. Voropevatype of the project (according to the main areas of activity) 1. Technical. 4. Social. 2. Organizational. 5. Mixed 3. The economic class of the project (according to the composition of the project, according to its structure and under its subject area) 1. Monoproject is a separate project of various types, species, scales. 2. Multiproject - a comprehensive project consisting of a number of monoprojects requiring multi-project management. 3. Megaproject - targeted programs for the development of industries, regions and other formations, including a number of monoprojects and multiprojects in their composition. Type of project (according to the nature of the subject area of \u200b\u200bthe project) 1. Investment. 2. Innovative. 3. Research 4. Educational scale of the project (in terms of the project itself, the number of participants and the degree of influence on the world) 1. Interstate. 6. Intersectoral. 2. International. 7. Industry. 3. National. 8. Corporate. 4. Interregional. 9. Departmental. 5. Regional. The duration of the project (on the duration of the implementation period) 1. Long-term (more than 5 years). 2. Medium-term (from 3 to 5 years). 3. Short-term (up to 3 years). N.V. Matyashpo level of complexity of design tasks1. Reproductive reference points for sample. 2. Search assignments. 3. Creative tasks aimed at creating new objects. By content1. Projects for solving constructive and technical tasks. 2. Projects for the development of new types of technologies. 3. Projects as a solution of production and commercial problems. 4. Projects as a solution design tasks.

E.S. The poliat offers a classification that was carried out in accordance with typological features.

Common-acting principles ProjectsFracted method characterizing in the project or type of activity. Inherited registration of a well-thought-out structure, designated objectives, the relevance of the research subject Creative fulfillment of the creative design of the results, does not have a detailed structure of the joint activities of the participants, which develops, obeying the final result of role-playing roles. Literary characters, fictional characters imitating social or business relations. The structure is planned and remains open until the end of the work (introductory-indicative) involves collecting information about a kind of object, phenomenon; Her analysis and generalization of the facts intended for a wide audience. Requires a well-thought-out structure: the goal of the project (the subject of information retrieval), information processing methods (analysis, synthesis of ideas, argued conclusions) The result of the information search (article, report abstract), the presentation subject-orientation is clearly denoted from the very beginning the result of social interest-oriented participants themselves. Requires a well-thought-out structure, the scenario of all the activities of its participants with the definition of the function of each of the numefully-substantive domain monitoroctroves in the framework of one training subject. At the same time, the most complex sections of the program are selected, requires careful structuring of lessons with a clear designation of goals, project tasks, those knowledge, skills that students as a result should acquire interprecmunicate vehicles, as a rule, non-current time. Requires very qualified coordination by specialists, coordinated work of many creative groups, well-developed forms of intermediate and final presentationCharacter coordination of the projects open coordination (immediate) involves the consulting and coordinating function of the project manager with hidden coordination (telecommunications project) The coordinator acts as a full member of the project. It implies the joint training and educational activities of students -parter, organized on the basis of computer telecommunications and aimed at achieving the overall result of joint activities. Intergovernmental projects require the involvement of integrated knowledge, in more than contribute to the dialogue of the Cultural Garakter Contact Conduct (Regional) Organize inside the school, between schools, classes inside the region of one country International Provides the participants of schoolchildren from different wandering among the participants of the project projects individually, between the two partners paired between pairs of the participants of the group exploits between the Groups and part of the Middle Group Durations of the dominance, contains a sufficiently significant problem with a long-term (up to year) interdisciplinary. Contains a sufficiently significant problem

G.P. Shchedrovitsky distinguishes two different types of pedagogical design in the strategic plan:

· adaptation to the social environment and its conditions (a peculiar way of response teachers for social challenges)

· improvement or conversion of the medium in accordance with its values, goals, beliefs .. V.I. Slobodchikov divided the design into two types:

· psychological and pedagogical design of educational processes: (training as mastering ways of activity; formation as a development perfect form actions; upbringing as mature and socialization);

· socio-pedagogical design of educational institutions and educational environmentwhich implements appropriate processes. . V.P. Berrzelanova, noting the variety of practical design options, also distinguishes two main directions:

· design and creation of projects in intensive forms. This includes organizational and activity, innovative, productive games and projection fees.

· joint step-by-step design of the educational process by all its participants, where the design process itself is considered as one of the factors of the formation of an educational institution of humanistic orientation.

4 specifics of the organization of the project activities of younger students in the literary reading lessons

Literary reading lessons give rich material to use project methods. With the help of the project method, you can creatively approach the study of any product and the genre of literature, the biography of the writer. You can learn to create books, magazines, diamers, stage work and much more. It all depends on the fantasy and creative abilities of the teacher and disciples.

Project work Inappropriate research activities aimed at the development of attention, imagination. One of the most serious and difficult tasks in literary reading lessons is to teach children to think, the ability to think creatively.

Creative projects in literary reading lessons help schoolchildren to develop analytical abilities. The most important thing is that when using this method, each student has the opportunity to express itself at the creative level.

For the formation of creative thinking schoolchildren, a system of special exercises of a creative nature is needed. These exercises include the following:

creating illustrations for the content of the work;

creating a draw of the work (work in the group);

Most often, the disciples in elementary school choose a drawing, because This type of activity seems to them the most familiar. Work on the creation of illustrations is carried out in several stages:

Analysis of the work

Working with works visual arts(view and analysis)

Fulfillment of the product

Exhibition of work

In this case, during the execution of a creative project, you can use musical accompaniment, viewing paintings of paintings.

Work on the creation of illustration is continuously related to the analysis of the work, viewing and analyzing the works of fine art. This is necessary for self-selection of children of the displayed episode. Here, students learn to transmit the mood of the work. After the project is completed, they make an exhibition of works and the protection of finished projects. In addition to the drawings in the literary reading lessons, you can prepare staging to works. Staging and performances, presentations, homemade books, crafts, drawings, own poems and fairy tales are also products of project activities.

It is also important to note that when implementing projects in primary grades According to literary reading, as well as on other subjects, it is necessary to take into account the age-related features of students in the development of tasks.

5 Project activities in elementary school as part of the implementation of GEF NOO

Design research activities of students are spelled out in the standard of education. Consequently, each student must be trained in this activity. Programs of all school subjects are focused on this type of activity. Thus, the project activity of students is becoming increasingly relevant in modern pedagogy. And it is not by chance, because it is precisely in the process of proper independent work on the creation of a project that the culture of the mental labor of students is best formed. And the ubiquitous computerization allows each teacher to more creatively approach the development of its lessons, as well as make an educational process more interesting, diverse and modern. According to the second-generation GEF, the main approach in modern education Is an activity approach. And comprehensively implement this approach allows project activities. At the same time, absolutely all universal are formed through project activities. educational actionsprescribed in the standard.

Place of project activities in the implementation of the GEF of the new generation.

1.The main difference of the new standard is to change the results that we must receive at the output (planned personal, subject and metaPered results);

2.The tool for achieving data results are universal learning activities (Wood formation programs);

.The main approach of the formation of URU, according to new standards, is a systematic activity approach;

.One of the implementation methods this approach Is project activities.

Thus, the project activities of students very logically fits into the structure of the second generation GEF and fully corresponds to the main approach laid in it.

Project - temporary targeted activities for obtaining a unique result

Project activities are part of the independent work of students. A qualitatively executed project is a phased planning of its actions, tracking the results of its work.

The purpose of the project activity is to understand and apply knowledge learning, skills and skills acquired when studying various items.

Problems of project activities:

· Training planning (the student should be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the work);

· The formation of information collection and processing skills, materials (the student should be able to select the appropriate information and use it correctly);

· Ability to analyze (creativity and critical thinking);

· The ability to compile a written report (the student should be able to draw up a work plan, present clear information, make a footnote, to have a concept of bibliography);

· The formation of a positive attitude to work (the student should be initiated, enthusiasm, try to fulfill work in accordance with the established plan and work schedule).

An important positive factors of project activities include:

· increase the motivation of students in solving problems;

· development of creative abilities;

· shift of accent from the instrumental approach in solving tasks to the technological;

· formation of a sense of responsibility;

· creating conditions for cooperation between teacher and students.

Improving motivation and the development of creative abilities occurs due to the presence of a key sign in the design activity - an independent choice. The development of creative abilities and the shift of the accent from the instrumental approach to the technological occurs due to the need for a meaningful choice of tools and planning activities to achieve a better result. The formation of a sense of responsibility occurs subconsciously: the student seeks to prove, first of all, to himself, what he did right choice. It should be noted that the desire to assert himself is the main factor in the effectiveness of project activities. When solving practical problems, cooperation with the teacher naturally arise naturally, since both the task is of meaningful interest and stimulates the desire for an effective solution. This is especially brightly manifested on those tasks that the student itself managed to formulate.

Through project research activities in children are formed the following skills.

1. Reflexive skills:

· the ability to comprehend the task to solve which not enough knowledge;

· ability to answer the question: What should I learn to solve the task?

2. Search (research) skills:

· ability to independently generate ideas, i.e. To invent a method of action, attracting knowledge from various areas;

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

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

· the ability to find several options for solving the problem;

· ability to put forward hypothesis;

· the ability to establish causal relationships.

3. Evaluation skills.

Skills and skills of work in collaboration:

· the ability of collective planning;

· the ability to interact with any partner;

· mutual assistance skills in a group in solving common tasks;

· business partnership skills;

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

5. Communicative skills:

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

· the ability to lead a discussion;

· ability to defend their point of view;

· the ability to find a compromise;

· interviewing skills, oral poll, etc.

6. Presentation skills and skills:

· monologic speech skills;

· the ability to confidently keep yourself during the performance;

· artistic skills;

· the ability to use various means of visibility when speaking;

· ability to respond to unplanned questions.

Thus, the project activity helps in an interesting non-object form to form a huge amount of URU, which makes it possible to fully realize the goals and objectives of the new generation GEF.

Chapter II. Development of a project on literary reading for primary classes

In the second quarter of 2014 of the school year, on the basis of Ivanovo Sosh, we developed and implemented a project on literary reading in the 2nd class on the topic: "Creating a collection of a collection at the oral folk creativity."

Topic: "Creation of a collection of a collection of oral folk creativity"

Academic subject: Literary reading.

Project goals:

expand the horizon of students on folk creativity;

visit love K. folk culture;

replenish vocabulary;

learn to correctly remove the necessary information, use reference literature and survey;

develop creative abilities, logical thinking;

teach children to work in the team, be responsible for the entrusted business;

The estimated product of the project: the book - a collection of oral folk creativity.

The relevance of this project is to necessitate the admission of students to folk creativity, culture, history. Oral folk art Fully reflects the life, traditions, customs and morals of our ancestors. Overweighted oral folk creativity was one of the means of education, the younger generation screamed from him knowledge of morality, relationship between people, spirituality. With the development of new information technologiesOral folk creativity has moved into the background and has lost its role in the life of society for a while. Currently, in connection with the problems of education, the Company realized the need to return to cultural folk traditions that contribute to the harmonious development of the individual.

In the program "Literary reading" on the study of small genres of folklore, very little clock is given. Developing and raising the possibilities of these genres are very high, therefore there is a need for their deeper studies, especially since the younger students read with pleasure, memorize, analyze the works of oral folk art. The method of projects helps to fill the lack of isolated clock.

Annotation of the project:

The project is designed for 3 months. Second-class students are invited to create their own book - a collection of oral folk creativity. The first stage of the project is created in the second half of the year, it represents the first chapter of the book, which is called - proverbs and sayings. The second stage is implemented by these student in the transition to 3 class. Students create 2 chapters of books perheards, booms, riddles. The third stage is fairy tales and epics. For each stage one month is given. In general, for three months, students should create and arrange a book. To fulfill each stage, students are reported in the form of a presentation of the results obtained.

Students are divided into 3 groups. Each group receives its theme to which they must pick up proverbs and sayings at the first stage. To find the necessary materials, they must visit the library, conduct a poll of the parents, then systematize the material obtained and colorfully arrange in the form of pages for the future book. Summing up the work, each group must submit to the class of the report in the form of decorated pages by its topic, and then, together with the teacher, combine all the established pages in one general book.

Project Description:

Preparatory stage. Introductory occupation. The project begins with discussion with students of the project themes, its importance and relevance. Then the students together with the teacher discuss the final results of the work and how to achieve them, develop a work plan, choose research methods. Also, before the start of working with students, it is discussed how to find sources of information on the topic. The teacher recommends a list of resources (school library, educational literature, a survey of the older generation and others).

Organization of activities. Second lesson. At this stage, students with the help of a teacher are divided into 3 groups. Then each group gets theme: 1. Laine and hard work, 2 - friendship, 3 - greed and generosity. After that, the teacher discusses specific goals With each group, outlines the plan (sequence of performance). If necessary, within each group, each student is given certain responsibilities: two are responsible for finding literature in the library, two collect a survey (teachers, parents), one is responsible for decorated. But at the same time, each member of the group can take part in any form of work.

The main stage. Completing of the work. (3 weeks) This stage is characterized by the implementation of the project, the independent work of students on finding information, its systematization and design. For the fulfillment of work, the teacher controls and adjusts the activities of students, but at the same time the main responsibility for work and the initiative lies with students. They can only seek tips to the teacher.

This stage is performed sequentially in 2 points:

.Search for materials (2 weeks)

.Registration of pages (1 week)

Reflective-valued stage. Presentation group work. (1 day)

At this stage, the results of the results obtained. Each group illustrates its pages for the book, telling the class about its theme, reading the proverbs and sayings, shows ways of working out work. Also, each group sharing impressions, talks about how they were looking for materials for work, which were difficulties. Together with the teacher, the results of the first part of the project are summed up. Estimates. After presentation, all 3 groups together with the teacher combine the created pages in one book. It turns out the finished product is the first head of the book - the collection of a collection of oral folk creativity, where proverbs and sayings are collected by topical topics.

The work is assessed by the following criteria:

) quality of work on the topic;

) Independence of the project;

) ability to answer questions;

) the number of collected and learned proverbs and sayings;

) originality of the design of pages for the book;

Analysis of the results obtained.

During the project, the first stage of work was performed. Students visited the school library, where they were engaged in finding literature on the interpretation of folk creativity, polled parents and teachers, issued the books of the book. Thus, for one month, students were created by the first head of the collection of a collection of oral folk creativity, called "Proverbs and sayings", which includes 3 topics: laziness and hard work, friendship, greed and generosity. (Appendix number 1).

During the protection of the draft students received the following ratings:

Criterionactive1 Group2 Group3 Group1. Quality of performance on the topic; 5552.The performance of work on the project; 5443. Ability to answer questions; 4544. Number of collected and learned proverbs and sayings; (15) 5 (11) 4 (14) 55. The originality of the design of the pages for the book; 5556.Teog555

Groups were assigned the following ranks:

gr. - the most hardworking;

gr. - the most creative;

gr. - the most friendly;

This work caused an emotional response from students: at the stage of reflection, 100% of children gave a positive assessment of their work (Appendix No. 2). The further implementation of the project is planned in the next academic year.

Conclusions on chapter

Based on the study, it can be concluded that the project activity really has a positive effect on the work of students. During the project, all children actively and with interest took part in the work. Even those students who are usually passive in the lessons have sought to carefully fulfill the tasks entrusted to them. It was noticeable that to achieve a common goal, the class was rallied and collectively performed work. When implementing a project, children sometimes arose quarrels and disagreements that had to be resolved in conjunction with the teacher.

The technology of project activities decorates and makes a variety of learning process, except that this work allows children to more successfully master the material, due to its rich and interesting content, it also facilitates the work of a teacher who is easier and more interesting to work with children who are interested and passionate about the activities. . In addition, thanks to the use of this method, the teacher acquires experience, enshrines and replenishes his knowledge due to the fact that he does not act as the Rapporteur in educational process, and in the role of a listener or an equal activist in the team of students.

During the project, the goals were achieved. This work was rallied by students, interested them in search of new information, expanded the horizons of students, laid the foundation for the formation of research skills and cognitive interest, contributed to the development of work skills in the team, the ability to find and jointly correct errors, the ability to defend their point of view and find compromises.

The complexity of the work was that children in the 2nd grade still do not know how to remember the task for a long time. With them periodically had to repeat the meaning of proverbs and sayings, their distinctive features. Despite the positive response and the interest in the proposed work, children systematically have to control, direct and adjust their activities, because independent work It is still difficult for them.

Conclusion

In the course of the work, the theoretical foundations of project activities, various points of view on the definitions of the project, project method were considered, studied positive aspects of the use of the method of projects, possible difficulties arising during the organization of project activities. And also identified the level of the development of the study in the methodological and pedagogical literature. The principles and requirements of the organization of project activities, its goals are determined, the classifications of projects on various reasons are considered.

During the analysis of the literature, it was established that the possibility of organizing project activities in the learning process of literary reading is quite fully covered.

A project on literary reading on the topic: "Oral folk creativity" has been developed. Thus, the objectives and objectives of the study were achieved.

After studying the literature on this issue, conducting its own research, it can be concluded that the project method is a platform for creativity, gives the teacher to make the learning process with cheerful, interesting and fascinating. As a result of project activities, students become active participants in the educational process, the product of their creative activity can have scientific significance.

Bibliographic list

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Pedagogy should not navigate
on yesterday, and for tomorrow
Child development.

L.S. Vygotsky.

The leading place among the methods that are required today by the update school belongs to the project method. Design is a developed cultural form innovative activity in education. Thus, the teacher is raised the difficult task of choosing problems for projects that can be taken from life. Everything that can be seen, to comprehend, apply in practice, thus acquired experience, becomes a personal heritage of the student, his property.

We stand on the way of building a system of educational education. This means that the search for a fundamentally new content and professionalism of the teacher, which will be able to ensure the development of the basic abilities of the individual, are continuous. It is these two points that ask a new subject area of \u200b\u200binnovative activities in the field of education.

Literary education - fertile soil for the realization of various types and forms of projects. The practice of organizing the design is diverse. I especially want to highlight the directions of creating projects in intensive form and step-by-step joint design. In this case, the process itself is considered in a number of humanistic orientation factors.

What projects most often can be used in learning literature? First of all, research, creative and role projects. Their themes are usually offered by the teacher, and the student chooses what is close to him, or the child himself offers the teacher an interesting topicBut often it is a serious joint work, as a result of which creative ideas are born.

The role of the teacher in this process is very high. This is an independent consultant that helps its pupils to independently achieve the intended goal, he teaches independently finding information, work with it, conduct research, transfer and submitted knowledge and experience. In addition, students are formed skills collaboration and business communication.

We give examples of used examples in your own practice. So, research projects resembling the structure are truly scientific research. They can be mono and interdisciplinary, intralass and intraschool (if we talk about projects within the framework of an educational institution) or other scale. By duration - mini-projects (one lesson), short-term (4-6 lessons), weekly, annual.

Many teachers introduce this type of project mainly in high school. My experience shows that the earlier the child knows the basics of research, the faster it is aware of his place in training activities, the earlier it will be able to achieve high results and plan its further life. But the main thing is to develop interest, a differentiated approach as a result of work, which allows to show abilities in the research area, which are brighter expressed by the student.

In the fifth grade, students got a task to find out what the creativity of what countrywood writers is connected with the themes of childhood, war, love for the native land. As a result of the search, they found out that it turns out that some poets and writers prevail one of themes (I. Tobolsky, N. Palkin, Mr. Shiryaeva, etc.), but there is a person, in whose work all these topics organically intertwined . This is a favorite children's writer L.A. Cassil. And during the academic year, the guys made a catalog of his works, studied them, got acquainted with the biography. The result is a visit to the Museum of L. Kassille in the city of Engels.

In the sixth grade, students during the year exchanged impressions of the extracurricular reading lessons were made up crosswords on the works of L. Kassil, released newspapers, wrote feedback on books and essays on their own topics. The result is the literary living room "Country of Svambra". It should be noted that in this project, as in many others, several are implemented target directions (in particular, a creative project).

In the seventh grade, as a result of a great meaningful preliminary work, a group of students, which manifested the initiative in a further serious study was released. The mini-groups (2-3 people) were formed, who chose the following topics for detailed study: "The theme of childhood in the works of L. Kassil", "Childhood and War", "Image native region In the work of the Writer-countryman, "the problems of honor and dignity in the lies of L. Kassil", etc. Thus, the guys came to the conclusion that adults are about real children's literature, unfortunately, they speak with them enough. The works of L. Kassily in the school curriculum are not included, and in their opinion, this is one of the interesting things for their age (11-13 years old) writer. And the art side of his work is extremely high that they continue to explore at the moment, wanting to perform this project at the end of work, which they called the Cassilia Country, at one of the city conferences.

Students of the eighth humanitarian class research project "Word about Igor's regiment" in Russian culture and art was recognized very interesting. In the course of working on it, the guys were divided into three groups (group project) for interests: literary critics, artists, musicians. In preparing the implementation of this short-term project, students visited the student together with the teacher rare book In the Museum, K. Fedin, the "Old Russian Art" exhibition in the Radishchev Art Museum, they listened to Opera Borodin "Prince Igor", after which a meeting with the Honored Artist of the Russian Federation A.N. Samoilov who performed by the party of Vladimir Igorevich. The teacher also found a place not only as a coordinator and consultant. Pupils asked verses to prevent the performance of each group, they had to correspond the subject of their work. Each group chose a leader from the number of strong students.

So, the group of artists studied the book D.S. Likhacheva "Word about the regiment of Igor and Culture Ancient Russia"I was looking for a material about artists who illustrated the poem (Favorsky, Perov, socks), performed the selection of illustrations and comparison, the analysis of the image of Yaroslavna on different canvases. In addition, members of the group themselves illustrated the episodes of the "Words about the regiment of Igor", made a tour of these illustrations, engaged in verbal drawing.

No less labor-intensive work was held by "musicians". Their task is not only to collect material about the work of A. Borodin and his opera, but also to explore the story "Words about the regiment of Igor", the annals and operas, compare, answer the question: why they do not coincide. Students analyzed the reviews on the performance written by them, conducted a music-friendly comparative analysis of Aria Konchak and Igor, recorded the Radio fores with A. Samoilov.

Literary critic on the basis of the studied articles L. Dmitriev, Fogelson and others tried to explore "dark places" in the "Word about the regiment of Igor", compare the translations of this monument to V. Zhukovsky, K. Balmont, N. Zabolotsky, show the value of the role of artistic translations for the reader.

The result is the writing of the writings "Favorite Pages" Words about the regiment of Igor ", drawing up a collection of reviews, exhibition of drawings, etc ..

Once again it should be noted that all the target areas of the project activities are implemented in each study. On the first place put not the only one and the dominant The focus of the activities of the participants of a particular project.

As a result of such activities, many students successfully act on scientific and practical conferences of different levels. For example, the project "Christian motives in Romanov F.M. Dostoevsky ("Brothers Karamazov") and N.G. Chernyshevsky ("What to do?") "He became a winner at the city conference" Spirituality and Modernity ", and the project" The image of the Great Inquisitor in Romanov F.M. Dostoevsky and E.I. Zamyatina "participated at the International Conference" From the School Project to professional career».

Creative projects are implemented both in the urgent and, in most cases, in extracurricular activities, opening space for students of different levels of training both in group and individual versions.

Name only some. Project "Childhood and War" (literary and musical composition, compiled and implemented by students of fifth grades "); Mini-performance "My peer of Pushkin", prepared with students of seventh grades with support school Library. The patriotic projects are greatly successful among students: "Songs and verses of the Civil War", "From Afghan to Chechnya", "But I remember the world saved ...". This topic was interesting for students in grades 5-6 (projects "The world defended and saved" and "Living Earth").

The result is the preparation of compilations of poems and stories to participate in All-Russian and regional competitions. So, on the regional literary contest "Living Earth" work of students were among the best.

As for role-playing projects, their development and implementation is quite complex. Their participants (and this most often happens in the lessons) in the implementation of such mini or short-term projects take on the role of literary characters or fictional heroes.

The teacher almost never knows what it will end. Bright examples of such projects can serve as "Court of Pechor" (according to Roman M.Yu. Lermontov), \u200b\u200bliterary duel on Comedy A.S. Griboedov "Woe from Wit", "Dialogue of Onegin with Pechorin", "Volzhskaya" Mrs. Bovarov "(Katerina's dispute Kabanova and Emma Bovari), etc ..

One example of the project activities of students can be the lessons of extracurricular reading. These lessons use a variety of types of projects. For example, in grade 9, when studying the topic "Romanticism in world literature", you can spend the lesson of extracurricular reading "Heroes of works by F. Schiller", which precedes the topic. The goal of the project is to show the unfortunate of the transition from predocutantism (creativity F. Schiller) to romanticism, while proving the connection of works of world literature in the light of tradition. In practice, working on this project, students analyze the Wilhelm Tools Drama, choosing one of the episodes (stories about the rules of the TVL, the scene with an apple, the escape of the TV, the final of the uprising against Austrians, etc.). Then the plot of drama is compared with the plotters ballads V.A. Zhukovsky, from which it can be seen that Schiller's creativity had a great influence on Russian literature. It is not by chance that Zhukovsky became a translator of Schiller's ballad into Russian.

Schiller's drama with previously studied works of Russian literature, students will definitely hold a parallel between the heroic folk charactercies of Taras Bulba, the hero of the same name N.V. Gogol, and Wilhelm Tell.

The individual reader's student experience in working on this project is very important, as its use allows you to stretch the threads to the works of English, French and American romanticism (the noble heroes of V. Scott, V. Hugo, F. Coper).

The output of this project is a cool conference "The meaning of romanticism in world literature."

Also within the framework of the lessons of extracurricular reading, the projects of "Basni in verses and prose" (grade 6), "Yamb in Russian poetry" (grade 9), "Folk and literary fairy tales" (grade 5) and others are deepening.

As part of the project activity, the alternation of various types of lessons of extracurricular reading (review, composition, concert, seminar, quiz, excursion, etc.) and receptions intensifying the readership of students (various types of group and individual tasks, the use of other types of art, interprete relations, TSO).

The main work on the preparation of such projects is carried out by an initiative group from the topic of students who act as organizers leading, key speakers and their opponents, bibliographs, designers, etc. They also help in the distribution of tasks between classmates, together with the teacher, think over the project protection system and its design. Summing up, I would like to note that the project activities of students in the study of literature makes it possible to pay attention to each student, as a result of which they have productive thinking. The guys learn to think through the algorithm of actions, form an information field, choose the most important, artistically present material, draw up presentations, develop communicative skills.

The level of productive thinking among students engaged in project activities is gradually increasing. And humanitarian gifted children subsequently take part in scientific and practical conferences of different levels.

In the work on projects you need to follow the path of love and respect, creative self-development, gaining truth, non-conflict communication, tolerance, care for health, desire to achieve the highest degree of its development. And then projects will become effective, promising, multifaceted and inexhaustible. After all, this is the method of learning, and the content of learning, and the form of the organization of the educational process, and most importantly is the special philosophy of education, including the humanitarian.

Perhaps it is for project training that our schools.

Bibliography:

1. Productive education. Theses of the reports presented at the scientific and practical conference "from the school project to professional career", March 29-30, 2006, Part 3. - Saratov, 2006.
2. Selko G.K. Modern educational technologies. - M., 1998.
3. Sergeev I.S. How to organize project activities. - M., 2004.

Conclusion

Completing work, make the following conclusions. In this paper, we studied project method as promising technology, high degree Adaptability of this technology to the specificity of the DOU. I got acquainted with the basics of the organization of project activities in the Dow, types of projects.

Project method as one of the methods of teaching preschoolers is based on the interests of children, implies an independent activity of pupils. Only acting independently, children learn from different ways to find information about the subject of interest or phenomenon you are interested in and using these knowledge to create new objects. Such an understanding of the entity of the method of projects contributes to the formation of independence, deeply motivated, appropriate cognitive activity in children preschool age. Using the project method in educational process DOU It helps learn how to work in a team, its own algorithm of actions is produced to achieve the goal, teachers are free in the choice of ways and activities. Got acquainted with experience preschool institution on the organization of design. Educators taught children to collect information, preschoolers found out where it can be found and how to arrange. The project ended in the event. After the completion of the project, the style of adult communication with the child has changed qualitatively, parents became active participants in the educational process. The cooperation with the family made it possible to achieve the greatest results in working with preschoolers.

In addition, the organization of activities on the development of project activities in the educational and educational process in the DWA contributes to the cohesion of the pedagogical team, improving professional-personal competence, a change in the relationship of teachers to innovations in education, creating conditions for self-realization and achieving professional success, the formation of confidence, development of creativity.

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View the contents of the document
"References for project activities intended for teachers"

References for project activities

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