A child comes home from school and reports that in a week the teacher expects a project from him that is ready for submission. What it is? It seems that at the beginning of the year something was said about these projects at a parent-teacher meeting, but then everyone forgot about it amid the current affairs with spelling and division with remainders. And at work there are enough of your own - real - projects, what else is there at school? The author of federal textbooks, elementary school methodologist Olga Uzorova told PRO Parent about what kind of beast this most unknown “school project” is and how to deal with it.

Don't panic!

The current school projects, provided for by the federal standard for elementary schools, are essentially a reincarnation of the “schoolchildren’s reports” that were prepared by parents themselves in elementary and middle grades. Since this was in the pre-computer era, they wrote with a pen on paper. Now, electronic boards, projectors and other equipment have appeared in classrooms, which allows you to replace reading on a piece of paper with a story, accompanied by a beautiful illustrative series.

A school project is very similar to research, but it does not require originality or any practical conclusions, explains Olga Uzorova. - It is enough to examine the object from different angles, although if you manage to find out something new, it will be even better.

Ask the teacher

Although student projects have been introduced everywhere and have become mandatory for everyone, no one knows exactly what a student should present. Requirements depend on teachers, school administration, and regional teaching centers. Therefore, in order not to put the child in an awkward position, it is worth agreeing with the teacher on the topic, content and requirements for the design of the project.

Somewhere, a second-grader is expected to have four or five pages of text, and somewhere else, no less than fifteen,” shares Olga Uzorova. - In addition, the teacher must then submit the best projects of his students to the competition. Because of this, he may ask, for example, to use more video. Or focus on infographics - teachers are usually given hints about which works will be highly rated by the jury at the next stage.

Select a topic

The teacher can suggest it, or you can formulate it yourself. In order not to rack your brains, it’s worth searching on the Internet - they are often posted by active teachers. For example, or. But you can show your imagination yourself. The most important thing is not to get carried away; the project is still a child’s project and, in theory, should be completed by the child himself. Therefore, the problems of quantum mechanics are probably not worth taking on. But, let’s say, “The best paper boat model” is quite suitable.

Reason for communication

The project is a new genre, few people understand it, much less know how to do it,” Olga Uzorova honestly admits. “That’s why it’s often done like this: mom sits down at the computer, retypes or copies a few pages from a high school textbook or Wikipedia, adds an introduction and conclusion, finds a couple of illustrations and copies them to a flash drive. And the student only has to memorize his short speech. This strategy will usually get you a good grade, but it should really only be used as a last resort. By doing this, parents deprive their child of the opportunity to learn to think at least a little independently, and from the early grades they teach them to deceive and pretend to study.

In fact, the whole family's work on a school project is a wonderful opportunity to communicate with the child and do a common cause together. Naturally, the student cannot be left alone with this task. Without methodological and organizational guidance and technical assistance from his parents, he himself is unlikely to be able to do anything. But when preparing a project, the student must be entrusted with a separate area of ​​work, clearly set the task and allow him to take on part of the intellectual work.

Help, but don't scold

If the project involves practical work, it should be entrusted to the student: it is the most interesting. Help prepare an experiment, observation, experiment. But here you need to be prepared for the fact that Murphy’s law will be confirmed: “Any, even the most accurate indication, will be understood exactly the opposite.”

It is very important that parents do not scold the child for failures or mistakes when preparing a project, Olga Uzorova insists. - Otherwise, he may lose motivation for any creative or analytical work forever. Restrain yourself, don’t create problems for yourself in the future.

Don't grumble!

It is clear that in their current form, projects are not the most successful option for assignments for schoolchildren, and besides, tired parents usually have to take the rap for their children, regrets Olga Uzorova. - But, nevertheless, please never say out loud anything that could form in a child or reveal your own negative attitude towards this work. If you want to express your dissatisfaction, do it in the kitchen in the evening. Or switch to a foreign language. Even if the teacher’s formulation of the problem is not very successful, this work can and should be interesting. But she will become like this only under one condition - if the whole family perceives her not as a burden, but as an opportunity to demonstrate their abilities.

Children's Championship

Initially, it was assumed that the projects would be primarily carried out by the students themselves. But in reality, it turned out that while some non-lazy and inquisitive schoolchildren are poring over their work, the parents are doing all the work for the rest. It is clear that a person who has become skilled in writing essays, term papers, diplomas and service reports over a long life will produce a much smoother and more “presentable” project than an honest but inexperienced second grader. As a result, those few who do everything honestly find themselves in a losing situation.

This is a vicious practice - this is how children get their first experience of hack work, explains Olga Uzorova. - Therefore, try to make sure that this is a student project. It is clear that doing it yourself can be much easier than helping a child, organizing it and explaining all the details. But let’s at least strive to ensure that the project competition is specifically for children.

Each person regularly solves various issues that he considers just small matters and has no idea that this is a real project. And, on the contrary, someone can proudly call some of their ideas and ideas a “project,” although in fact they are not such. Let's understand what a project is so that we can have a clearer understanding of managing every area of ​​our life.

Projects by my student Dmitry Ivanov about his family and the Museum of the Great Patriotic War.

Download:

Preview:

How to do a school project: practical tips

In the modern world, people are surrounded by huge amounts of information. And in order to cope with this endless stream, a person must be able to receive information, analyze it, compare facts and draw conclusions. These skills are not innate; they must be learned. And the sooner this training begins, the better. Even in elementary school, you can try to instill research skills in children. After all, most of the learning takes place according to the scheme “heard from the teacher / read - remembered - reproduced in response in class.” And after such a chain, only part of the material remains in the child’s head. But if he himself obtains information, independently studies the issue or problem, puts together all the “building blocks” of the material and draws conclusions, such information will be remembered for a lifetime. In addition, school projects develop children's cognitive interest. The child does not just ask questions, but will try to find the answer on his own.

A school project is a form of research work during which the student independently finds information on the topic of the work, studies it, draws conclusions and presents the material for public viewing in the form of a presentation. The child just needs to be explained how to do a school project.

School projects are of the following types:

Research. Students should not just learn about the main topic of the work, but conduct research. This could be repeating experiments by scientists working on a given problem, or setting up new ones to confirm the theory.

Informational. In them, students are limited to searching and analyzing information and drawing their own conclusions.

Creative. Such projects are suitable for elementary school students. In them, research work is “diluted” with creativity. The project may involve modeling (for example, models of cars and roads on the theme “The Appearance of the First Car”), costume making (for example, on the topic “Balls in 18th Century France”), or whatever the little hands of talented students can do.

Practical. If the topic is closely related to everyday life (for example, “How computers help humanity”), students should focus most of their attention on the practical part of the work. It is necessary to tie the topic to the life of each listener, give examples, photographs, and act out a scene.

According to the number of participants in the project, they are divided into personal, pair and group. Here the teacher must think for himself and decide how the project would be best done. If there are a lot of topics, they are not voluminous and more informational, it is better to choose a personal type of project. But if the work is large, there is a lot of information on it, you will need to make costumes or conduct an experiment, then it is better to divide the class into groups.

Based on the same criteria, project deadlines are selected. After all, even an adult cannot figure out how to complete a school project in one day. On the other hand, the project should not be extended over months....

To complete the project, you will need his passport; this is something like the title page of the work.

It should be written on it:

Project name;

project Manager;

sciences or academic disciplines close to the topic of the project;

composition of the project team;

project type;

objective of the project;

necessary equipment;

brief description of the project;

school project plan.

It is better to prepare the project passport on a large sheet of paper, in several copies, and distribute it before the presentation.

The stages of a school project are: problem analysis.

After receiving from the teacher (or after independently choosing) the topic of the work, the student must describe what the question posed is, how important it is, whether other students have problems understanding the topic of the work and whether he can help them. goal setting.

The purpose of project work is usually to study information about the main topic. But there may be additional goals, such as confirming a theory with an experiment, searching for different points of view on a problem, refuting a theory, and others. choice of means of achievement. Usually depends on the goal. If this is just studying information, then sources are selected; it would be good not to limit yourself to the Internet alone, adding newspapers and magazines, books not published on the Internet. If an additional goal is an experiment (visual confirmation), you need to develop a plan for its implementation, select equipment and materials for the work. search and processing of information. The most interesting stage. Scattered pieces of materials on the main topic need to be put together, confirming the facts with quotes and photographs. If a controversial issue arises, all possible opinions and thoughts of experts and researchers should be provided. assessment of the obtained results and conclusions. After all the work done, it is worth taking a critical look at yourself and evaluating your work. How useful will it be? How much can an ignorant person learn from it? What new and interesting things did you learn during your work? Before starting work, students must decide whether they are interested in the topic of the project. If not, you need to approach the teacher and ask to change the topic. Because the project is supposed to be fun for students, they will never learn how to work with the material properly or develop research skills if the project turns into something uninteresting and obligatory.

After receiving the topic, you should discuss sources of information among yourself and with the teacher. The work should not turn into simple copying of articles from Wikipedia and the Great Soviet Encyclopedia. Here again the question of the interestingness of the work arises. Carried away by research, students will even go into the library, into the files of newspapers and magazines. Whereas the “obligation” will be investigated only within the computer network. All information found must be collected together. You need to try to break it down into points. For example, the history of the appearance of the subject of discussion, its qualities and usefulness, positive and negative sides/qualities, controversial issues, etc. For convenience, information can be enclosed in diagrams, tables, diagrams (if the information is in numbers) - all this will not only help the analysis, but will also become drafts for a future presentation. After all the information has been systematized, processed and conclusions drawn, it’s time to write a short report and make visual materials.

If the visual material is an experiment, you should definitely discuss it with the teacher, there is nothing wrong with that. If these are chemical reactions, you need to ask the laboratory assistant to help with the reagents, and let the teacher select the most colorful and spectacular reactions and show how to carry them out correctly. If the experiment is physics, you need to contact your physics teacher for advice and equipment. It is always necessary to conduct an experiment several times; it must be carried out by the same person (or pair), whose position is responsible for the material part. The presenter should not pour reagents, and the computer genius who drew the diagrams should not read the report. By the way, this is a very important part of teamwork (if the project is a group one): everyone should have their own role, each participant should make their contribution, both during the work process and during the presentation.

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Me and my family Pupil of 4th "B" class Dmitry Ivanov Teacher: Ponomareva Oksana Valerievna

I love my family, all members of my family communicate well with each other, peace and harmony reign in my home. They are always healthy, happy, protected, comfortable and happy. I want to talk about her now. I, Dmitry Ivanov, was born on November 24, 2004 in Moscow. I live on Raduzhnaya Street in the Babushkinsky district. I study at school No. 281 in grade 4 “B”.

My love is enough for all members of my family. With my love, I create a calm, happy, harmonious environment in the house where everyone feels good. I show care, participation and understanding towards each member of my family, and they pay me the same. My mother is affectionate, kind and very beautiful! Her name is Anna Alexandrovna. She works in the Business Center and deals with commercial real estate. I try to help my mother in everything and not upset her, because she has an important and responsible job.

My dad Evgeniy Vladimirovich is a courageous and fair man. He works as an engineer. We always have fun with him: we walk, go to the cinema, play computer games.

Another main member of my family is my beloved grandmother. Her name is Lyudmila Alexandrovna. She previously worked in a restaurant as a chef. Now she is retired and we spend a lot of time with her. I go to visit her, there we go for walks in the park, and in winter to the skating rink. During the summer holidays, my grandmother and I are at the dacha. There I help her in the garden. I have many friends at the dacha. My friends and I play and ride bicycles.

I have a pet - my cat Sam. Breed: Scottish Fold. He is 10 months old. I take care of my pet. I love taking care of my family, it brings me great pleasure. We support each other and help each other. My family is strong, reliable, we are all friends and will always remain so. My family is my reliable rear, my protection, my fortress, where I always feel safe, peace and harmony.

Preview:

To use the preview, create a Google account and sign in:

EXPERIENCE Project

activities

in 1st grade

Prepared

Myshkina O. A.

Primary teacher

Classes

MBOU secondary school No. 30

Them. S. A. Zheleznova

G . Smolensk

2013 - 2014 academic year Gg.

" For a person to be well-fed for one day, give him one fish, two days - two fish, for the rest of his life - teach him to fish ".

Japanese wisdom

Any educational project has two aspects:

• for a student, this is an opportunity for creative activity aimed at solving a problem that is interesting to oneself or a group of children, the results of which can be presented in any independently chosen form;

• For a teacher, this is an important didactic tool that allows you to influence the child’s development in the course of cognition.

Projects in elementary grades,

and especially in the 1st - is it difficult?

It's problematic

since children are still too young to design.

But it is still possible!

We won't talk about full-fledged projects,

completed by students independently.

These will be only elements of project activities

in its classical sense.

But for kids - first graders

it will be their project.

The main task of any first grader is to find something

unusual in the ordinary, see the complexities and contradictions there,

where everything seems familiar and simple to others.

TOPIC: HOW CHILDREN STUDYED IN THE REMOTE PAST

Introduction to the website of school No. 30, presentations

“Our school for 40 years”, “Our school today”

Problem: “Mom said that school 30 is the best,

so I will go to study here.

I would like to understand why she is the best!”

Project “My School – My Class”

The goal of the project is to obtain initial

knowledge about home school

Planning of project activities

Historical

group

Sociological

group

Research

group

Survey of children,

what do children know

about school

Questioning children about

extracurricular

activities

Parent survey,

who studied

at school 30

FUNNY ABC

Completed by students of 1st grade B

and 1st class G

MBOU secondary school No. 30

them. S. A. Zheleznova

Objective of the project:

• to involve every student in our classes in an active cognitive creative process when creating the “Fun ABC”;
• learn to present your work, choose tools and materials to implement your creative ideas;

RELEVANCE

While studying the alphabet of the Russian language, we became interested in learning in more detail about the history of the emergence of the Russian alphabet, the alphabet. We ourselves wanted to pick up riddles, poems, proverbs and sayings, etc. for each letter of the alphabet.

Stage 1 of the work

• We studied the history of the emergence of the Russian alphabet.

• How did the word "alphabet" come about?

ABC ( from az before beeches ) – Cyrillic set of letters.

Primer (alphabet) - the first educational book.

Stage 2 of the work

Comparison of ABCs Goretsky V.G. And Nechaeva N.V.

Stage 3 of the work

We came up with and made a “face” for each letter from various materials. We have selected interesting material for each letter of the alphabet

Stage 4 of the work

Creating our classroom textbook

"Fun ABC".

Textbook "Fun ABC"

Textbook "Fun ABC"

Presentation of the project - celebration

"Farewell to ABC"

Project

“Why are we responsible for those

who was tamed?

Prepared

1st grade B students

MBOU secondary school No. 30

named after S. A. Zheleznov

Smolensk

Supervisor

2014

A mongrel sits on the asphalt:

There are shreds of fur and sadness in the eyes.

The sun is burning, the poor fellow is thirsty...

But passers-by don’t feel sorry for him...

With this project we want to foster a kind attitude towards homeless animals, awaken humane feelings in children and adults, and make them think about who we call friends and how they live next to us.

Problematic question: Where do homeless animals come from?

Our project goals:

• find out sources
• where do stray animals come from?

• create a reminder for those
• who wants to adopt a cat or dog;

• find solutions
• problems of homeless animals.

• Animals born on the street.
• Lost animals.
• Discarded animals.
• Improper keeping of animals.

Many people get pets without thinking about the fact that they become part of the family. They require some care. Often, a pet does something wrong and ends up on the street, where it’s cold and hungry.

And we, children, very often do not want to take care of a pet, we are lazy. That's why parents say “No!” to our requests to have a furry friend at home.

Kamilla Alinazarova

There are a lot of homeless animals in our city. They appear because people kick their pets out into the street when they are tired of them or when they cannot cope with them.

If possible, we should try to feed homeless animals and not harm them.

Vladislav Stepanov

Homeless animals appear because people throw their pets onto the street. They have babies and they too become homeless.

Each of us can help the unfortunate animals: feed them, and most importantly, not offend them.

Konstantin Bazylev

I think that stray animals appear on the street because owners throw out or drive their pets out of the house when they become unnecessary, get bored and get in the way.

I believe that parents most often refuse our children’s request to get a dog or cat because we are not ready to constantly care for them. Having a pet is a big responsibility. An animal does not appear in the house for one day or a week. This is a family member!

Alexander Sheporevich

Stray animals appear on the streets of the city because they are thrown out of their homes by unkind people who got the animal and did not think that someone in the family is allergic to animals, someone has small children.

Pets can also get lost.

I don't have a pet yet, but I would like to get a dog. I would play with her, walk her, feed her and do everything a REAL OWNER should do!

Ekaterina Fomchenkova

When people buy small dogs, they think that they will always be so cute. But when the animals grow up, they are thrown out into the street.

We can help homeless animals with food left from our table.

Sometimes our needs do not match the capabilities of parents. And often promising to care for our pet, we shift this work onto the shoulders of the parents.

Anastasia Tumanova

I think the reasons why pets end up on the street are:

• Family moving to another city;
• Inability to cope with a dog of an aggressive breed;
• Allergy in people to animal hair or saliva;
• Death of the owners;
• Changes in the financial situation of the owners;
• “I’m just TIRED!”

Matvey Makarov

Parents buy small animals for their children. When the animals become big, adults throw them outside for various reasons. After all, animals need to be looked after. Most often, adults have to do this because we children forget our responsibilities. We forget about those we have tamed and for whom we are responsible!

Victoria Borisenkova

The animal world is so diverse... There are so many varieties. Some are predatory, some are domestic, and some are HOMELESS. They walk the streets of cities, villages, towns in search of a small piece of bread. Maybe some of them are looking on the street for an owner or a simple kind person who will just come up and pet them, give them a piece of sausage, and caress them. .. Alas, there are very few such people, so some animals even die from hunger and cold, from the abuse of evil and soulless people.

A homeless animal is such a defenseless creature that needs communication, an owner, and food. And there is no one to help. Poor animals!..

Valid Makhmudov

I believe that homeless animals appear on city streets due to the betrayal of people. Having played enough with a small and funny baby, the owners understand that this is also responsibility and work. Some are not ready for this and throw the animal out into the street. I believe that the biggest help is to find a real and responsible owner!

Anastasia Kulakova

Where do homeless animals come from? Everything is very simple and sad - it is we, the people, who throw them out into the street.

Few people think that the pet we beg from mom and dad needs to be looked after. Remember, we are responsible for those we have tamed. These are not simple words, these are life, these are the rules of kindness and responsibility to those who love you so much, who are waiting for you to return home, who are ready to be with you all your life!

Pavel Petukhovsky

Every day we rush about our business and constantly encounter them. They lie hungry on the asphalt, sit wet at bus stops... It seems to us that there are too many of them - dirty, hungry, ugly. With their appearance they spoil the appearance of the city, but they are NOT TO GUILTY! Remember, they need our help!

Anna Kochneva

Our opinion:

To avoid homeless animals on the streets, we need to become a friend of pets, surround those who live next to us with care, monitor them, guide their upbringing, know their habits and love our pets.

Memo for the future owner (what should you be like, my future owner)

1. I will live only ten years. Any separation from you will cause me suffering. Think about this before you take me.

2. Try to give me time to think about what you demand from me.

3. Don’t be angry with me for a long time and don’t lock me up as punishment! After all, you still have work, entertainment, friends - I only have you.

4. Talk to me. Although I will not be able to fully understand all your words, I understand your voice addressed to me.

5. Remember - I will never forget how I am treated.

6. Take care of me when I get old - after all, you will be old someday.

The eyes of an abandoned dog I dream at night... what should I do? Anyone can hurt her And even just kill .

Let the person be kinder! This is not a whim, this is not a trifle.. Take a close look, people, into the eyes of abandoned dogs!

Eduard Asadov

Remember

We are responsible for those

who was tamed!..

ORGANIZATION OF PROJECT ACTIVITIES FOR FIRST-GRADE STUDENTS

Education in primary school is the base, the foundation of all subsequent education. It is the initial stage of schooling that should ensure the cognitive motivation and interests of students, their readiness and ability to cooperate and joint learning activities with the teacher and classmates, and form the foundations of moral behavior that determines the individual’s relationship with society and the people around him. New times dictate new tasks and force us, no longer in words, but in deeds, to move on to real actions to develop the intellectual creative potential of the child’s personality. Therefore, no one has to be convinced of the importance and necessity of using the project method in educational and extracurricular activities.

The main idea of ​​the project method is the focus of schoolchildren’s educational and cognitive activity on the result that is obtained by solving a practical or theoretical, but necessarily personally significant and socially determined problem.

Children of primary school age, as many scientists note, are by nature researchers. They participate with great interest in a wide variety of research work. They are attracted by a thirst for new experiences, curiosity, a constantly manifested desire to experiment, to independently seek the truth.

The educational complex “Primary School of the 21st Century” has the capabilities to create projects.

The goal of project activity is success. It is known that low academic performance of a student leads to the loss of an internal sense of success and contributes to the development of complexes. Project activity allows you to gain a sense of importance, independent of academic performance.

The project includes the following components: problem - planning - information search - product - presentation. Naturally, a child who has just stepped through the doors of school cannot create it on his own. How to be?

From the very first days of children’s stay at school, it is necessary to prepare them for project activities, developing their thinking, teaching them to evaluate their own activities and the activities of others, to develop communication skills that underlie effective social and intellectual interactions in the learning process: the ability to ask, control their voice, express their point of view, negotiate. (“What do you think?”, “Express your guess, opinion”, “Prove that I’m wrong”, “Ask a question to a friend”, “Discuss in a pair, group”, “Find the answer to the question”, etc. )

During the period of literacy training, children learn to create their own creative mini-projects with the help of a teacher and parents. It is proposed to create your own riddle based on the illustrations in the textbook. As a result, the collective mono-project “Book of Riddles” is born. In a literary listening lesson, after getting acquainted with part of the work, groups of 4 are given the task to come up with their own versions of the ending, illustrating them. As a result, new fairy tales, stories, cover models, and book forms appear.

Lessons from the surrounding world are the best way to shape research activities. Lessons - research allows you to pose serious problematic questions and research tasks. Success in completing such tasks creates positive emotions. “Why do we need traffic rules?”, “Who are birds?”, “Where do snow and ice come from?”, “Why does each state need its own symbols?” The search for answers to these and many other questions leads students to put forward their own hypotheses, teaches them to look for sources of information, conduct simple experiments, analyze the results obtained, and draw conclusions.

When working in a group, children are not afraid to give the wrong answer or draw the wrong conclusion.

How to introduce students into a problem situation that would be understandable to them, how to interest them in the topic of the project, maintain curiosity, and sustained interest in the project? We start with creativity lessons.

Children are tasked with bringing something from the forest, park, or garden to class. It could be a branch, a flower, a pebble - it doesn’t matter what, as long as it means something to the child and he can explain his choice. Instructions given during the lesson:

1. “Take turns to go to the table, put down what you brought with you, explain what it is and why you wanted to bring exactly this”;

2. “Look at what's on our table. Try to create a composition (painting) that would unite all these objects.”

Children come to the table, rearrange objects, and as a result group compositions appear. Each solution is unique and expressive. Learning to see beauty in the ordinary, to understand that the same objects can give rise to different images and associations for different people, that objects collected together can create a new picture is the main goal of this lesson.

After some time, on an autumn excursion we try to see these objects in nature. Please note that in the park where these items can be found there is a lot of garbage: bottles, old things, candy wrappers, bags that spoil all the beauty of nature and its harmony. Let's put things in order. We make observations: what else is bad around us, what we don’t like, what can be fixed, how can we help? We draw pictures, dream: “How nice it would be if...”, we compose and act out scenes: “Once we talked about old things thrown away by a person...”, we make crafts from natural materials.

So gradually we come to the conclusion that it is better to create than to destroy. We set a goal and outline a rough plan of action. All children's suggestions are taken into account. Each of the children performs important, interesting, meaningful work for him (making sketches of flower beds, plans for landscaping a school park, looking for the necessary information about the use of waste material in life, composing how to change the world around us, picking up riddles about people’s work or inventing his own, searching for proverbs, sayings, etc.).

Parents act as like-minded people and helpers, helping first-graders find information, design, and prepare for the presentation of the project.

The role of the teacher is in managing the activity, and not in presenting it in a ready-made form, in organizing collective discussions during planning, choosing a solution, finding errors and ways to eliminate them, and not in imposing their own. Students need to be an equal partner in educational communication.

The presentation (defense) of the project, as a rule, in the 1st grade, is carried out by us in the form of an exhibition of drawings, albums, crafts, baby books, a display of those products that the children have created, a theatrical performance, a performance, a business game with mandatory encouragement - the presentation of certificates, diplomas, thanks, gifts.

It is very important that first-graders at the final stage receive satisfaction from the results of their work, feel a festive atmosphere because they brought joy to classmates, peers, parents, teachers, and felt the need for the products and works that they created. Students understand how much they do not yet know and have to learn, they develop a sense of responsibility towards their classmates, as they realize that if someone does not complete part of their work, then everyone will suffer and the desired result will not be achieved. Children see that there are many solutions to the same problem, and this is where their creativity comes into play.

Thus, already from the 1st grade, the foundations of research activity are laid as an integral component of the educational process in primary school.

References

1. Basic educational plan of the first stage of general education.

12.09.07

2. . Educational projects for junior schoolchildren. //

magazine "Primary School", No. 9, 2005.

3. . Organization of project activities in the work system

primary school teachers. // Collection. How to organize a project

activities of junior schoolchildren. // Novosibirsk, NIPC and PRO, 2006

4. Conversations with the teacher. Teaching methodology. 1st grade, edited by

// "Ventana-Graf", 2004

5. . We work using the project method // Educational practice.

2006. №4

Parent meeting on the topic:

“Project activity of a junior school student.”

Progress of the meeting:

Hello, dear parents. We are glad to welcome you within the walls of our school. Today our meeting is dedicated to a pressing problem that, I am sure, has arisen for everyone when doing homework with a child - a project! Do you agree that this is a problem for you? I ask you to answer the questionnaires that are in front of you:

Now tell yourself, are you ready to find answers to these questions at today's meeting? If you answered yes, then we will get to work.

What is project activity or PROJECT? (sl. 2)

Pay attention to the screen and identify keywords.

Project (fromprojectus - thrown forward ) - a plan, idea, image, embodied in the form of description, justification, calculations, drawings, revealing the essence of the plan and the possibility of its practical implementation.

Project - Thisspecially organized teacher andself-executing trainees a set of actions culminating in the creationcreative product .

Project method - a set of educational and cognitive techniques that allow you to solve one or anotherproblem Vas a result of independent actions studentswith mandatory presentation of these results .

Let's summarize: in the project there is a problem that the student solves independently and as a result of its solution a PRODUCT appears. Taking into account the age of the students, this is a specially organized educational and cognitive activity led by an ADULT.

Why did the “Project” form of work arise? (Sl.3)

The reason for introducing new forms of work at school isFederal State Educational Standards of the second generation, which set new tasks for the school: creating a learning environment in whichstudents independently willextract Andprocess information , as well as exchange it. Is it possible to generate these qualities by implementing the project method?

What does it give the student? Let's think together? To do this, I propose to take on the role of a student and cook in this mess. Divide into groups. Get to know the project structure. (Sl. 4)

The first stage of the project is stagingProblems.

There is nowhere to go with children on the weekend, nothing to do. In order to spend interesting leisure time together, it is necessary to develop a weekend plan in the group.

Decide on a topic.

ProposedTopics: Joint leisure time for adults and children

Defineproject type:

Practice-oriented project

Aimed at solving social problems that reflect the interests of project participants or an external customer. These projects are distinguished by the results of the activities of their participants that are clearly defined from the very beginning, which can be used in the life of a class, school, microdistrict, city, state. The form of the final product is varied - from a teaching aid for the office to a package of recommendations for restoring the Russian economy. The value of the project lies inreality use of the product in practice and its ability to solve a given problem.

Research project

The structure resembles a scientific study. It includes justification of the relevance of the chosen topic, formulation of the research problem, mandatory formulation of a hypothesis with its subsequent verification, discussion and analysis of the results obtained. When carrying out the project, methods of modern science should be used: laboratory experiment, modeling, sociology. survey.

Research projects have a clear, well-thought-out structure, which practically coincides with the structure of real scientific research: Relevance of the topic

Problem

Subject and object of research.

These projects are the most common.

Information project

Aimed at collecting information about any object or phenomenon for the purpose of analyzing, summarizing and presenting information to a wide audience. Such projects require a well-thought-out structure and the ability to adjust it as work progresses. The output of the project is often publication in the media, including on the Internet.

Creative project

It assumes the most free and unconventional approach to its implementation and presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, and videos. These projects do not have a detailed structure for the joint activities of students. This could be a wall newspaper, a holiday script, etc.

Target: development of games for adults and children to spend time together.

Tasks to achieve the goal:

Determine the type of game (active or passive,IQ)

Study literature on this topic

Select the required material

Present the result in the form of a book

Develop a schedule and those responsible for carrying out

Work out the material base

Work out small details

Prepare a presentation of your work

Search for information in different sources.

PRODUCT registration joint activities

Presentation your work

Reflection the work done.

What knowledge and skills did you need to complete this project?

What general educational skills are formed in project activities?

General educational skills and abilities developed in the process of project activities

1. Reflective skills:

 the ability to comprehend a problem for which there is insufficient knowledge;

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

2. Search (research) skills:

 the ability to independently generate ideas, i.e. invent a method of action,

drawing on knowledge from various fields;

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

 the ability to request missing information from an expert (teacher, consultant,

specialist);

 the ability to find several solutions to a problem;

 ability to put forward hypotheses;

 the ability to establish cause-and-effect relationships.

3. Skills of evaluative independence.

4. Skills and abilities to work in collaboration:

 collective planning skills;

 ability to interact with any partner;

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

 business partnership communication skills;

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

5. Managerial skills and abilities:

 ability to design a process (product);

 ability to plan activities, time, resources;

 the ability to make decisions and predict their consequences;

 skills of analyzing one’s own activities (its progress and intermediate results).

6. Communication skills:

 the ability to initiate educational interaction with adults - enter into dialogue,

ask questions, etc.;

 ability to lead a discussion;

 the ability to defend one’s point of view;

 ability to find a compromise;

 interviewing skills, oral questioning, etc.

7. Presentation skills:

 monologue speech skills;

 the ability to hold oneself confidently during a performance;

 artistic skills;

 ability to use various visual aids when speaking;

 ability to answer unplanned questions.

What kind of help did your teachers give you?

What help can you offer? to your child when writing a project?

The main word for parents is “HELP”, but not “DO INSTEAD”.

Thus, while working on the project, parents can act in several roles simultaneously. They:

advise;

monitor the implementation of the plan;

resolve operational issues;

assist in preliminary assessment of the project;

participate in the preparation of the presentation;

provide the most suitable mode of work, rest and nutrition.

Do you know about project activities?

Why did the “Project” form of work arise?

Is it necessary to do project work in school? What skills does it give?

From what grade should work in this direction be organized?

Do you need information on this topic? Which?

Do you want your child to do projects?

Will you help him? Which one?

Do you know about project activities?

Why did the “Project” form of work arise?

Is it necessary to do project work in school? What skills does it give?

From what grade should work in this direction be organized?

Do you need information on this topic? Which?

Do you want your child to do projects?

Will you help him? Which one?

Do you know about project activities?

Why did the “Project” form of work arise?

Is it necessary to do project work in school? What skills does it give?

From what grade should work in this direction be organized?

Do you need information on this topic? Which?

Do you want your child to do projects?

Will you help him? Which one?

Do you know about project activities?

Why did the “Project” form of work arise?

Is it necessary to do project work in school? What skills does it give?

From what grade should work in this direction be organized?

Do you need information on this topic? Which?

Do you want your child to do projects?

Will you help him? Which one?

Do you know about project activities?

Why did the “Project” form of work arise?

Is it necessary to do project work in school? What skills does it give?

From what grade should work in this direction be organized?

Do you need information on this topic? Which?

Do you want your child to do projects?

Will you help him? Which one?

Do you know about project activities?

Why did the “Project” form of work arise?

Is it necessary to do project work in school? What skills does it give?

From what grade should work in this direction be organized?

Do you need information on this topic? Which?

Do you want your child to do projects?

Will you help him? Which one?