How does research activity differ from project activity? The difference between project activities and research.pptx - Presentation "The difference between project activities and research" The main differences between a project and research.

A project is a joint step-by-step activity of a student (students), having a common goal, agreed upon methods and methods of activity, aimed at achieving a common result. A prerequisite for project activity is the presence of pre-developed ideas about the final result of the activity.

Research is an activity associated with solving a creative or research problem with a previously unknown solution and presupposing the presence of the main stages characteristic of research in the scientific field: problem formulation, study of theory, selection of research methods, collection of one’s own material, its analysis, generalization, conclusions.

When conceiving a project, we must clearly understand the design intent, i.e. the idea and the result that we initially plan and for the sake of which we carry out the project. The main result of the research is an intellectual product unknown in advance, which establishes one or another truth as a result of the research.

What is the difference between educational research and scientific research? Educational research aims to acquire students functional research skills as a way of mastering reality. The main thing is the experience gained by individuals. Scientific research is obtaining an objectively new result, new knowledge.

Design and research activities Activities for designing your own research, which involves identifying goals and objectives, highlighting the principles for selecting methods, planning the progress of the research, determining the expected results, assessing the feasibility of the research, identifying the necessary resources.

Development of design and research activities at the educational institution. What a manager needs to know What project and research activities of students provide along with the traditional way of teaching How the role of the teacher and student in the educational process is changing How to teach how to supervise the work of students How to attract scientists and specialists from the scientific field to the school How the organization of the educational process of an educational institution is changing How success is assessed student's work

Development of design and research activities at the educational institution. What a teacher needs to know How to coordinate thematic plans for courses in subjects within which research or a project is carried out How to select educational projects or research that correspond to the specifics of the school How to prepare students to work on an educational project or research How to develop an educational project or research What forms of educational activities to use when carrying out a project or research

Stages of work on a project or research Preparatory (aimed at relieving the state of anxiety characteristic of schoolchildren in the process of their direct participation in a non-standard situation of extracurricular activities) Organizational (significant stimulation of independent activity of schoolchildren in searching for the necessary information, developing adequate self-esteem) Generalizing (involving high school students in a variety of personal activities) professional activities that are significant for them, activation of cognitive processes)

Stages of work on a project or research Search phase (development of the project activity situation, search for information, expansion of the number of resources) Strategic phase (difficulties associated with the development of an individual personal professional plan that allows for the implementation of professional intentions) Presentation phase (search for effective ways of self-presentation, self-realization, minimization neuropsychic stress in a situation of public speaking)

Criteria for the success of a project or research Degree of independence in carrying out various stages of work Practical use of knowledge Amount of new information used for implementation Degree of comprehension of the information used Level of complexity and degree of mastery of techniques Originality of ideas Level of organization and presentation Possession of reflection Creative approach in preparing visual objects Social and applied meaning of the results

Work on a research project takes place in several stages:

1. Selecting a topic.

2. Definition of the goal, objectives, hypothesis, object and subject of research.

3. Selection and study of materials on the topic: literature, other sources.

4. Selection of research methods.

5. Development of a project plan and its implementation.

6. Writing a research project.

7. Design of the research project.

8. Defense of the research project (presentation, report).

The first stage is choosing a topic

The choice of topic for a research project must meet the following requirements:

1. The topic should correspond to the inclinations of the author.

2. The main texts must be accessible (that is, physically accessible to the author).

3. The main texts must be comprehensible (that is, intellectually feasible for the author).

The second stage is determining the goal, objectives, hypothesis, object and subject of research

At defining the goal research questions need to be answered:

1. What result is expected to be obtained?

2. How do you see this result even before you get it?

Under tasks research understands what needs to be done for the goal to be achieved.

Hypothesis - a scientific assumption put forward to explain any phenomena.

The object and subject of the project are also determined.

Object of study is the process or phenomenon that generates the problem situation and is selected for study. The main question when defining an object is What is being considered?

Subject of study determined by answering the following questions:

1. How to view an object?

2. What relationships does it have?

3. What aspects and functions does the researcher highlight to study the object?

The third stage is the selection and study of materials on the topic

When studying materials on a chosen topic, it is customary to divide all sources into primary sources and secondary sources.

When working with books, primary sources are considered to be the first edition or academic edition of the text

The fourth stage is the choice of research methods

It is mandatory in a research project to indicate research methods that serve as a tool for obtaining factual material, being a necessary condition for achieving the goal. The following research methods are available (you need to choose the ones that are suitable for your work):

Observation. (It is an active cognitive process, based primarily on the work of the human senses: vision, hearing, touch, smell).

Comparison. (Allows us to establish the similarities and differences between objects and phenomena of reality. As a result of comparison, we establish what is common to two or more objects.)

Measurement. (The procedure for determining the numerical value of a certain quantity using a unit of measurement. Provides accurate, quantitative information about the surrounding reality.)

Experiment or experience. (Involves interference in the natural conditions of existence of objects and phenomena or the reproduction of certain aspects of objects and phenomena in specially created conditions).

Modeling. (Construction and study of models of real-life objects and phenomena and constructed objects. By the nature of the models, subject and symbolic modeling are distinguished. Subject modeling is called modeling, during which research is carried out on a model that reproduces the geometric, physical, dynamic, or functional characteristics of the original object. When In symbolic modeling, models are diagrams, drawings, formulas, etc.).

Conversation, questionnaire, or survey. (Organized with the aim of identifying the individual characteristics of a person, his desires, positions).

Fifth stage - development of a project plan and its implementation

When working on a research project, it is necessary to outline a work plan.

A work plan will help clarify what needs to be done. Next comes its implementation: observations, experiments, experiments, conversations, surveys, questionnaires, etc. are carried out. according to the chosen methods.

Stage six - writing a research project

When writing a research project, it should be taken into account that its language and style are scientific.

The scientific style has its own characteristics:

Emphasized, strict logic, manifested in the fact that all sentences are arranged in a sequence corresponding to the cause-and-effect relationships of phenomena, and conclusions follow from the facts presented in the text;

Precision, which is achieved by careful selection of words, their use in their literal meaning, and the wide use of terms;

Objectivity in the presentation of facts, inadmissibility of subjectivity and emotionality. In linguistic terms, these properties are manifested in the fact that in scientific texts it is not customary to use emotional-evaluative vocabulary, and instead of the pronoun “I” and verbs in the 1st person singular, indefinitely personal sentences are more often used (they believe that ......), impersonal (it is known that......), definitely personal (let's consider the problem...);

Clarity - the ability to write clearly and intelligibly;

Brevity is the ability to avoid unnecessary repetition, excessive detail and verbal garbage.

Today we will talk about what design and research activities are. It is worth saying that this is a progressive teaching technique that has been used relatively recently, but has already managed to bring great results. Today you will find out what advantages it has and why it is being implemented even at the state level. Moreover, the article will be useful to everyone who is planning or has children, because it will allow you to look at the learning process from a completely different angle. This will be especially useful for those parents who are afraid of the moment when they will need to encourage or force their child to study for the sake of his future by unknown forces. You will be surprised, but this can be done without effort, but only with the right approach.

activity?

Currently, one can often find incorrect conceptual design of various educational processes. Some textbooks and methods give educators and teachers some idea of ​​what correctional and developmental education and level differentiation are. Only a few specialists can apply all these methods in practice and achieve results. As for the methods and techniques that are associated with work outside the main field, there is a huge variety of opinions of various scientists and researchers, which are often contradictory. We will consider the design and research activities of students, which many people write through the conjunction “and”, not realizing that these are not identical, but different directions. They differ in the way they are organized, the skills they develop, and other important indicators.

Design and research activities are activities aimed at developing the creative and research qualities of students. It represents a search for a solution to a problem where the answer is unknown in advance. This is the main difference between this activity and a simple workshop, in which everything is known and you just need to follow the rules. students implies the presence of stages that are characteristic of a typical scientific research: problem statement, study of theoretical material, choice of method or tactics, practice, the process of collecting the results obtained, analysis and synthesis of data, derivation of specific results and one’s own conclusions. Each study, no matter what area it is carried out, consists of stages similar to the above, which are necessary for expedient research activities.

Differences between design and research activities

The organization of project research activities involves a set of methods that are separately attributed to each of the two types of activities. It should be understood that they complement each other and have a number of differences. As a result of research activities, we obtain an intellectual product that is created by establishing the truth using traditional research methods. Project activity involves the search for truth by choosing the most effective way of cognition. The value of design and research activities is that it brings complex results and trains a group of important skills at once. Separately, project activities are very important, but they do not teach practice and how to search for information, process and present it. Research activities in themselves are not of such great importance. That's why she needs a project.

Design and research activities in kindergarten

This activity can be carried out at different levels of a person’s maturation: in kindergarten, at school, in higher education and even at work. Design and research activities in kindergarten are various cognitive, playful and creative activities that are aimed at nurturing in the child the initial inclinations for correct problem solving. From birth, a child strives for contact and interaction with the world around him; he is very inquisitive and wants to find, learn and solve. Every child is a pioneer, and the most important task of educators is to support and develop the qualities of curiosity in the child. As the Chinese proverb says, a person understands something only when he tries it himself. Design and research activities with young children are almost entirely built on the fact that they decide what to do in a certain situation. Of course, an endless abundance of options will deprive the child of stability, and he will get confused, so at first the baby can choose from several options, but he must come to them on his own.

Junior schoolchildren

The design and research activities of junior schoolchildren are very similar to the work that is carried out in kindergarten. In elementary school, children experience stress when they have to obey strict routines, solve incomprehensible problems, do homework every day and constantly learn something. This period is difficult, but if you conduct it correctly, you can achieve significant results. The design and research activities of junior schoolchildren are full of independent tasks in which the child must not only come to a solution, but also find the most correct and rational way out of the situation. The tasks of a person engaged in research activities are as follows:

• ensuring a favorable psychological climate in the team;
• development of creative qualities;
• development of independence and the ability to make decisions different from the majority opinion;
• development of communication skills, friendship, conflict management;
• development of imagination and fantasy.

Ways of implementation

We already know about the key concept of our article. It's time to find out how design and research activities are carried out. It is worth saying that there are several of them, but in no case should you choose a specific one and get hung up on it, considering it a priority. Each method should be alternated with others in order to develop the various skills of children as harmoniously as possible.

Design and research activities in preschool educational institutions can manifest themselves in the following:

1. Projects in which children conduct experiments. The results may be different, the main thing is the ability to obtain and record. After completing the work, the child must arrange the information received in an album in the form of a collage, drawing or booklet.
2. Role-playing games that resemble theatrical performances. This exercise is very effective, and it is often used in various psychological trainings even by adults. Children should learn to be artistic, to try on different roles in order to better feel their own uniqueness and individuality. Role-playing games are not carried out for fun, because during the performance the child must not only try on a new image, but also solve a certain problem within its boundaries. A very important point here is that the problem must be solved in the style of the chosen character.
3. Information practices that focus on collecting and presenting information. Children must collect certain information and arrange it in any way. Here it is important to teach kids not just to draw or tell stories, but to demonstrate something through exhibitions, shows, performances, fairy tales, etc. In other words, it is necessary to teach a person to express his ideas in a variety of ways.
4. Creative competitions that are aimed at developing organizational skills. Children, individually or in a group, should organize some small event. Then a presentation of your event is held. In this way, children learn to independently see their advantages and differences from others, as well as notice their weaknesses and subsequently focus on them.

Subjective relations

Project and research activities are most often implemented within the framework of the subject relationship “teacher - student”. The teacher transmits some knowledge, and the students must perceive it. This scheme has been established for a long time and is always used by those who are critical of progressive teaching methods. The ineffectiveness of this technique lies in the fact that many situations cannot be fit into its framework. There are many cases where the unbiased opinion of a student turns out to be more appropriate, logical and correct than the bookish opinion of the teacher. Children look at the world without a film of prejudice and a mass of information that limits the perception of reality, so they can see it from a different angle. Many teachers simply do not want to develop on their own, because it is much easier to act according to a well-established scheme, which seems to give good results, so even their conscience will be clear. And yet this is a big mistake, which creates in the child a fear of contradicting the teacher and a refusal to think critically.

Design and research activities in modern education

Today in Russia there are old traditions of implementing this approach, which are already becoming obsolete because they are ineffective and do not meet modern requirements. Small academies of sciences and scientific and technical societies are being created and operate throughout the country, which are the “executive body” of project activities. They bring great benefits, but they can bring even more. The main goal of such institutions is to create a model for the functioning of academic research associations. Children who take part in such events are future scientists and professionals who will move the wheel of history. Training in such societies is carried out more individualized and of high quality, there is time to listen to everyone, and everyone can implement any of their projects. Modern educational standards are aimed at minimizing the burden on children. The quantity should be reduced, but the quality should be increased.

What could this be? For example, the design and research activities of students in physics lessons are manifested in practice. Children should not memorize formulas and laws, but conduct experiments on their own and see visual confirmation of book knowledge. Only in this case the educational process will cease to be perceived by the child as imposed and will become interesting. And only in this way will the student understand, and not learn, the necessary information, and will also be able to draw parallels and use it in various areas of life.

Federal State Educational Standard

The design and research activities of students within the framework of the Federal State Educational Standard are prescribed by the state. Modern pedagogy is impossible without design and research activities, since only during it the necessary skills of independent thinking and decision-making are formed. These qualities cannot be taught from a book: practice is necessary. The activity approach is basic for modern pedagogical science, and it is best implemented precisely through thoughtful design and research activities. In many ways, it is independent, especially for high school students. Independent organization of one's own learning process allows a person to plan and monitor his actions.

Design and research activities in preschool educational institutions according to the Federal State Educational Standard differ from other areas of its application. Young children require a special approach, because they are still developing abilities such as comparison, analysis and planning. Nevertheless, state standards for project activities are being implemented at all stages of education.

Positive factors

Design and research activities in kindergarten as a means of teaching independence, responsibility and determination have a number of advantages. Children who study with such teachers will be able to learn from an early age what some take half their life to learn. The described activity has a number of positive qualities:

• a multiple increase in children’s motivation when solving various problems;
• fostering genuine interest rather than mechanical performance of required tasks;
• education of responsibility;
• formation of a technological approach to solving problems;
• communication skills training;
• the ability to independently compare and analyze in order to draw only the best for yourself;
• fostering perseverance and concentration;
• training in public speaking skills;
• developing collective communication skills;
• the ability to organize your workspace and plan;
• the ability to find a common language with people who have a different point of view;
• developing a positive outlook on life;
• development of cooperation skills.

Additional education

Project and research activities in additional education are becoming increasingly popular. Initially, the introduction of this activity occurred only in the main learning process, but later it became clear that it could be useful and applicable in various clubs, electives and courses. This area of ​​education is just beginning to develop, so there are practically no published works devoted to this topic. Anyone can apply to the Federal State Educational Standard. Project and research activities described in the state standard will allow you to understand the main points of this approach. It is most actively used in the field of information technology. This allows us to raise a computer literate person who will be able to express his ideas and projects using modern technology and equipment. The first experiments in using this approach have already yielded positive results. Training is carried out with students aged 7-16 years. Since the work must be creative, everyone is free to choose the desired topic and ways of presenting it.

Warning. Reading this section will likely cause surprise, disagreement, objection, and even irritation among many readers. To reduce the negative impact, we ask readers to consider the text thoughtfully, especially the concluding statements.

The requirement of the Federal State Educational Standard to master project and research activities (both in class and extracurricular work) as mandatory for all schoolchildren in the country, which is also enshrined in a special line in the certificate of complete secondary education, is a real and profound innovation. It is probably the most difficult to implement of all FGOS innovations, since there was nothing similar in the mass pedagogical practice of Russian school workers. And if it was, it was at the level of profanation.

Unfortunately, the texts of the Federal State Educational Standard do not explain to teachers: “Why do children need this?(except for general development, they say) ?» . The reader will find the answer to this fundamental, vital question for everyone on the last pages of the section. And this answer will be unexpected, interesting and very significant.

The requirements of the Federal State Educational Standard to teach design and research permeate all three levels of school education. At the same time, the main difficulty is that the requirements themselves are presented in such a way that it is absolutely clear to everyone what educational and true design is, what educational and real research is, what their similarities and differences are, what are the age limits and limitations in understanding and the use of design and research practices, and what to do if the teacher himself has never seriously designed or researched anything in his life (not at the level of ordinary, everyday common sense, but methodically and technologically!).

It is clear that in a vertically structured education system, many began to feverishly implement things that they have a very vague idea about, which further confused the plot of their work and school life.

A profound and useful for practitioners article by V.S. is devoted to the grave consequences of unsecured attempts by a “cavalry attack” to introduce project and research activities into the daily practice of primary, primary and secondary schools. Lazarev “Project and pseudo-project activities at school” in zh. “Public Education”, 2014, No. 8, which we recommend that all readers read.

The essence and pathos of the article is in a well-founded statement: almost everything that is presented (done, described in reports and portfolios, reported to certification commissions, etc.) by teachers and school administrations as results of learning project activities in and outside of class is actually a pseudo-project pseudo-activity. That is, instead of the intended benefit, it brings obvious harm, since it is either an intentional deception or the result of ignorant self-deception.

Let's try to correct the situation.

First, we will do explanatory and methodological work for the developers of the Federal State Educational Standard: we will show what design training is, what research training is, how they are similar and how they differ.

Secondly, we will present it in a language accessible to practitioners and comment on the positions of the Federal State Educational Standard regarding the project and research activities of schoolchildren.

Thirdly, we will present examples of scientifically reliable and practice-tested, so far rare, pedagogical experience in implementing the requirements of the standard for the project and research activities of schoolchildren.

Let's start with definitions.

What is design?

Design (from Latin projectus, which means “thrown forward”) is the process of preparing a description necessary to create, under given conditions, a still non-existent (that is, new!) object that needs to be seen, invented, invented. The description of an object can be specified in different ways: in the form of text, algorithm, program, drawing, table, or a combination. The main feature of design is working with a non-existent object, and no one has the opportunity to describe a new object immediately, without subsequent corrections and clarifications, since the object is non-existent (iconic, ideal, virtual). At each round of corrections, the description becomes more complete and accurate.

What is research?

Research is the process of scientific study of any object (subject, phenomenon) in order to identify the patterns of its occurrence, development and transformation. To research means to subject to scientific examination, to carefully study in order to clarify or establish something.

Scientific research is the process of developing new (we emphasize new!) scientific knowledge, one of the types of cognitive activity. The study is characterized by objectivity, reproducibility, evidence, and accuracy.

This is how the director of gymnasium No. 1514 A.V. transformed these complex definitions at the beginning of work on mastering the Federal State Educational Standard. Belova in an editorial in the school newspaper “Ploshchadka”: “It is obvious, and does not require proof, that our students are learning to live in the future, which is not here and now in any form and which in the future contains an unlimited number of options. And how this uncertain future will turn into a concrete present in the life of each of our students depends to a very large extent on himself. This means that the main practical thing that is necessary for everyone and everything that we must teach our students is the ability to create new knowledge and, on this basis, foresee, predict and design. In this regard, all participants in our common cause - teachers, students, and parents - face two tasks:

first(for researchers)– learn during the learning process to INDEPENDENTLY use your mind, especially that ability of the mind, which is called the research instinct, to develop, based on the material of school subjects, an understanding of complex and little-studied issues, the desire to INDEPENDENTLY find these questions-tasks-problems and INDEPENDENTLY solve them. That is, to become, if not a master, then at least a decent apprentice in the production of necessarily NEW knowledge;

second(for designers)- to be able to see in every school subject its possibilities for foresight, forecasting and designing a NEW product.”

Let’s note that the school director, as they say, “took the bull by the horns” and in simple words outlined the essence of the concepts of “research” and “design”, their vision from the point of view of the requirements of the Federal State Educational Standard, emphasized the fundamental difficulty that the developers of the Federal State Educational Standard themselves were afraid of, – namely, the connection and difference between research and design (in the text of the Federal State Educational Standard the expression “research AND project activity" is most often used as a stable phrase and therefore cannot be separated).

It is very important: on the one hand, to see a certain similarity between the production of new knowledge (research process) and preparation for the production of a new product (design process), but on the other hand, to understand and accept their fundamental difference.

What is the similarity between these two most important “productions” in human life – new knowledge and new products?

Firstly, their nature is purely active, that is, it contains all the components of the student’s activity: motive, goal, algorithm for moving towards the goal, choice of means, the actual actions to achieve the goal with the necessary adjustments along the way towards the goal, obtaining a result , a reflexive assessment of the result obtained for compliance/inconsistency with its goal and a general reflection of all activities as another completed page in one’s own biography.

Secondly, they are similar because at their beginning lies the same state of the author of both the research and the project. Let's call this state dissatisfaction with the present and a strong desire to change it for the better.

Thirdly, this strong desire is rational, that is, it is recognized as a problem that requires a solution.

Fifthly, guided by his hypothesis of possible new knowledge or an imaginary image of a new product, the author thinks through a plan for solving the problem, which is a description of the stages to obtain new knowledge or a new product.

This is where the similarities end.

It is clear why the developers of the Federal State Educational Standard so persistently emphasize the inclusion of design and research competencies of students in conjunction with each other in the requirements of the Federal State Educational Standard at all levels of school education. This was done because the system-activity approach, which underlies the Federal State Educational Standard, is most clearly manifested precisely in design and its scientific analogue-antagonist - research activity.

Let us now consider the fundamental differences between research and design.

Firstly, any serious research necessarily takes place within the scientific tradition. The subject and result of the study is scientific knowledge, which has fixed characteristics, the main ones of which are evidence, compliance of methods with the subject, and acceptance by the expert community. In contrast to design, the objects of which are diverse (things, relationships, processes, even one’s own biography, etc.), and are directly built into everyday life.

Secondly, research activities differ from design activities in the content of goals and results. A student-researcher seeks and finds a solution to a problem that is significant for him and science in constructed new knowledge, familiarization with an unknown facet of truth. A student designer is involved in the production of a product that is in demand by someone and has known (not lower than a given level) consumer qualities. Even if this product is not a thing, but a new management culture, a film or play, or maybe one’s own biography.

Third, design and research differ greatly in another important way. For research, the efficiency indicator (the ratio of costs to benefits of the result) is not as important or even decisive as for design. A project, no matter how new and consumer useful it may be, will not be considered successful at all if its implementation is impossible or ineffective. Research is valued solely by the result achieved - the novelty and beauty of a scientific solution to an urgent problem. No one presented Newton or Einstein with a bill or asked them for ineffective use of resources (effort, time, resources, money, etc.).

So let's summarize: the result of research is new knowledge; the result of the design is a product that has consumer qualities (object, thing, film, technique, plot-text, etc.). Both must be obtained by the student independently, and not borrowed from somewhere in ready-made form.

Full-fledged research, like design, is possible only after schoolchildren reach the “age of reflection.” Teachers know that reflection in schoolchildren varies widely: it can fully manifest itself at the age of 10-11, or it may not be formed even by the age of 16-17! But normally the age of reflection is 12-13 years for girls and 13-14 years for boys. This means that from the first to the seventh grade, as a rule, a student is completely unable to carry out either project or research activities on his own. But he is capable of participating in both, both as part of a group of different ages, and personally, individually, and with the help of a tutor.

At the same pre- and pre-reflective stage of personality development in grades 1-7, the student is able to learn various techniques and methods of research and project activities both in class and outside of class.

Let us present the requirements of the Federal State Educational Standard for the learning outcomes of individual elements of research and project activities at the specified stage of personal development of schoolchildren (directly according to the text of the documents):

“The program for the development of universal educational activities ... should be aimed at: ...

· formation in students of the foundations of a culture of research and project activities; skills in the development, implementation and public presentation by students of the results of (educational) research, subject or interdisciplinary educational project;

· formation of competencies and competencies in educational, research and project activities;

· developing skills to participate in various forms of organizing educational, research and project activities (creative competitions, olympiads, scientific societies, scientific and practical conferences, national educational programs, etc.);

· mastering the techniques of educational cooperation and social interaction with peers, older schoolchildren and adults in joint educational, research and project activities;

· organization of the main directions of educational, research and project activities of students (research, engineering, applied, information, social, gaming, creative projects), as well as forms of organization of educational, research and project activities within the framework of class and extracurricular activities in each of the areas; ... the planned results of the formation and development of students’ competence in the field of using information and communication technologies, preparing an individual project carried out during the learning process within one subject or on an interdisciplinary basis...” (Federal State Educational Standards LLC III. 18.2.1.).”

Research algorithm includes:

1) statement of the problem;

2) preliminary analysis of available information, conditions and methods for solving problems;

3) formulation of the initial hypothesis or hypotheses;

4) theoretical analysis of hypotheses;

5) planning and organization of the experiment;

6) conducting an experiment;

7) analysis and synthesis of the results obtained;

8) testing initial hypotheses based on the obtained facts;

9) the final formulation of new facts, patterns or even laws;

10) receiving explanations or scientific predictions (forecasts, statements, new postulates, etc.).

Design algorithm includes:

1) awareness of the imperfection of any phenomenon, process, product; the desire to make this phenomenon, process, product anew or create new processes, products that will change living conditions for the better (in the logic of the systems-activity approach, this is both the problem and the motive of the project);

2) formulating the goals and objectives of the project. In the logic of the system-activity approach, this component is responsible for the primary image of the result and preliminary thinking through the stages of achieving it. When setting goals and objectives, it is necessary to name the quality criteria for their implementation;

3) formulating the theme of the project;

4) formulation of a design hypothesis, most often in the format: “if..., then...”. The project hypothesis prescribes those methods and means (“if we use...”) that are necessary to achieve the result - the goal of the project (“then we will get...”);

5) drawing up a project implementation plan by stages and deadlines, indicating the forces and means involved at each stage, as well as criteria for the optimal implementation of tasks at each stage (pay attention to the phrase “optimal execution”, figure out what it means, because for the project to obtain product is fundamental);

6) description (presentation, presentation) of the resulting project result (new product, process, etc.) based on the quality criteria that were introduced when setting the project goal;

7) reflection on the project activities carried out as a whole, assessment of the degree of satisfaction with the result obtained, attraction and consideration of the assessments of external experts. The reflexive procedure necessarily includes an assessment of the relationship between the result obtained and the effort and resources expended (this is the meaning of optimality), and satisfaction with its consumer qualities.

Now the time has come to consider a number of negative phenomena that have manifested themselves in the practice of implementing the Federal State Educational Standards requirements for student research and design, or in other words, what happens when they implement something that they do not understand because they do not know.

We will talk about profanities in the mass practice of organizing project and research activities of schoolchildren. Indeed, many do not know and do not understand what activity in general is, research and project, research and design activity. What in mass modern school practice, when reporting on the implementation of the Federal State Educational Standard, is called a “research” or “project” is, at best, an abstract on a topic given by the teacher, and most often just some kind of work of an unspecified genre, compiled from Internet materials related to to, in student language, a “googled” topic, again given by the teacher. When we say “the topic is given by the teacher,” we mean two options: the first hard one - the teacher dictated the wording of the topic to the student, the second, softer one - the teacher gave the student a choice of several topics for “independent” project or research work. Let us name the main signs of profanation of design and/or research in current mass pedagogical practice.

1. The topic is formulated broadly and generally, non-specifically and does not contain either a research or design problem (“Patriotic motives in the lyrics of A. S. Pushkin”, “The military leadership talent of Marshal Zhukov”, “Tourist routes of Karelia”, “Making a set of regular polyhedra for mathematics classroom”, “Creating a slide film “Modern Robotics”, “Growing crystals at home”, etc.).

2. The problem of the research, the project is banal, long ago solved, well known, copied from the Internet, dependent, has no relation to the personality of the “author”-student (“Is V. G. Belinsky right when he called the novel in verse by A. S. Pushkin a Russian encyclopedia life?”, “What is the danger of falsifying the history of the Second World War”, “How to help a kindergarten in equipping a toboggan hill for the Christmas holidays”, “Why teenagers from disadvantaged families often become victims of bad habits: smoking, alcoholism, drug addiction”, “How to organize a concert for veterans on the Victory Day holiday).

3. The goal of the project and/or research repeats the topic (sometimes an illiterately formulated problem), is written as a non-binding wish, does not contain an image of the intended result, its achievement cannot be recorded, since the signs by which the degree of achievement of the goal can be assessed (“ Prove that the novel “Eugene Onegin” is an encyclopedia of Russian life”, “Substantiate the superiority of the commander Marshal Zhukov over the military leaders of the Nazis and Allies”, “Show the danger of falsifying the history of the Second World War for the existence of the Russian Federation”, “Compile a list of tourist routes of the Republic of Karelia”, “Make a set of regular polyhedrons for a mathematics classroom”, “Help a kindergarten in equipping a toboggan hill for the Christmas holidays”, “Organize a concert for veterans on the Victory Day holiday, etc.).

4. The hypothesis of the research or project is self-evident, axiomatic, that is, it is not a hypothesis at all, since it has long been proven and does not require proof (“A.S. Pushkin’s worldview was patriotic, in his lyrics the motives of love for the Motherland occupy an important place,” “G .K. Zhukov was an outstanding commander of the twentieth century, the heir and continuer of the best military traditions of Russia", "The rivers and lakes of the Republic of Karelia provide great opportunities for water tourism", "If students work with three-dimensional models of regular polyhedra, then their success in studying stereometry will increase”, “If you make a slide film about robots to demonstrate it in labor lessons in elementary school, then the interest of schoolchildren in blue-collar professions will increase”, “To please the veterans on May 9, we need to prepare and hold a concert for them in the assembly hall of our school” , “If you design a rocket engine based on electromagnetic radiation, you can travel to distant stars”).

And now comes the most unpleasant thing for both the authors of the book and its readers. We have received documents that contain positive conclusions of high expert commissions based on the results of a regional(!) competition for student research and design work. These are the works of only the winners of the regional competition (and therefore both school and municipal), that is, supposedly the best examples of the results of research and project activities of schoolchildren in a very developed region, where there are many scientific workers and university teachers. We responsibly affirm: all the topics and the projects themselves (we have studied them and presented them on the previous pages) are a profanation of the very essence of the projects. Their main defects are the abstract (often compilative) nature of the work (copied from somewhere) and the lack of a significant result: the product itself (in the case of design) and at least minimal new knowledge (in the case of research).

However, we believe that all the arguments presented will not convince readers of the book that their work to implement the requirements of the Federal State Educational Standard in terms of students mastering research and project activities is nothing more than profanation, since these supposed studies and projects were assessed by supposedly authoritative juries, commissions, which included the best teachers, methodologists and administrators in the field of education. It’s offensive, difficult, uncomfortable, unpleasant, and I don’t want to admit it. Why?

Because the entire professional life of these teachers, associated with participation and victories in competitions, successfully passing certifications, receiving incentives for the best involvement of students in project and research activities, etc., allows them to say: “We are doing everything right, and these Scientists themselves don’t know what they want. We are practitioners, our students go to universities and win competitions.”

Given this widespread point of view, which is firmly based on the positions of ordinary common sense, the authors consider it necessary to carry out additional explanatory work, in turn descending directly to the level of pedagogical common sense.

So what should be the outcome of a learning project?

For the student - the ability to design, for the teacher as an organizer of work and an expert - an external observer - the appearance new(!) a product that has certain consumer properties.

Let's look at two examples: a negative one, which will show us where exactly the profanity of design is manifested, and a positive one, where there is a real project.

A negative example (the project is declared as a social-pedagogical, group project): “Staging on the school stage of the immortal comedy by A.S. Griboyedov "Woe from Wit". The topic does not contain a problem (which means there will be no novelty of the product).

At first glance, the topic involves the manufacture of a product, and therefore is acceptable for design. But:

1. It is formulated so broadly that it allows us to consider the result in a non-specific manner. On the school stage, you can organize a performance by an invited professional troupe, parents, theater group, class group, etc.

2. The formulation of the topic does not contain anything that would indicate the uniqueness (or at least peculiarity) or novelty of the designed product. There is no indication of the problem that prompted the designer to act. We emphasize that it is not the performer reproducing the sample, but the designer who conceived new(!) product.

And this amateur performance was staged. And even by students. And even played well. And even the students themselves came up with the idea of ​​making such a gift to their home school (bosses, parents, favorite literature teacher). And they even rehearsed it in secret from everyone. And they even received first place for it as a product of a completed project at the regional “Project Fair” competition. But this is not a project, although it is a completely independent (and high-quality, we emphasize!) activity of students, since this activity is not project-based, but reproducing. Yes, independent, yes, creative, yes, high-quality, yes, teaching, developing, educating, yes, noble, etc., but not project-based!

After all, a project differs from a regularly repeated process in that its product is at least somewhat unique. It may have prototypes, analogues, but at the same time it has some peculiarities unique to it... and it has higher uncertainty regarding its outcome, since past experience cannot serve as a reliable basis for predicting its consequences (see: Lazarev V.S. Project and pseudo-project activities at school. “National Education”, 2014, No. 8, P. 135). In the case just described, there was no uniqueness and uncertainty-variability that was conceived and pre-built into the result. That's why this is not a project.

Now let's give a positive example. Moreover, at first glance, to many, it will seem indistinguishable from the previous one, although this is a mistake.

Let’s consider an individual project by an 11th grade graduate, individual in authorship, social and pedagogical in content, and group in execution: “Staging by a mixed-age group of comedy students by A.S. Griboyedov "Woe from Wit" like dramas of insulted love».

What are the differences between this case and the one described earlier?

1. The topic is formulated specifically, the peculiarity of the conceived product is shown as a student product, and also as based on the pedagogical idea of ​​a community of different ages.

2. The topic contains a direct indication of the novelty (maybe specialness, unusualness) of the planned production. This means that the topic contains an indication of the problem of the project. And indirectly - on the personal motive of the author (the desire to change and improve existing practice).

Back in the 9th grade, where “Woe from Wit” is held, a student drew attention to the “oddities” in Sophia’s behavior in the comedy by A.S. Griboedova. The schoolgirl did not agree with the generally known point of view as the only correct one, that the main character is the accuser Chatsky, and the main meaning of the play is a satire on the existing order. She saw other, new meanings in the classic play: the pain of a girl in love abandoned by her beloved man, her wounded pride, the struggle in her heart between the desire for revenge and the desire to show Chatsky, who returned from his trip, her adulthood, perhaps to encourage him to seriously fight for her.

The literature teacher said to this: “If you can prove your assumptions, go ahead, if you can’t, present the classic version.” And the student decided that she would prove her views - she would stage “Woe from Wit” herself according to her plan, and the applause of the audience would serve as proof of the correctness of her hypothesis of such a reading of the classic text.

She wrote the text of the project, defended it in front of experts, was able to inspire her classmates and students of the next two classes with her idea, staged the play and her “troupe” performed this new “Woe from Wit” 4 times (she called the shortened version as selected scenes) on her native school stage . The literature teacher, handing a bouquet to her graduate, standing on stage in the image of Sophia, said: “You were right, girl, I’m proud of you, because you saw something that many did not see, including me. Thank you".

So that the reader does not get the wrong (and dangerously erroneous) idea that winning project products can be created by students only in the humanitarian or near-humanitarian fields, we will give an example of a project that, although it serves humanitarian values, is purely mathematical in content.

It is known that in good schools, where good teachers work, students strive to congratulate their favorite teachers on their birthday in some unusual way. And it’s good if it’s not related to fundraising and is creative in nature.

This is how a project arose on the topic “Unusual congratulations on the anniversary of your beloved teacher by constructing fragments of function graphs.” This is an individual project by a 10th grade student, social and pedagogical in content, and group in execution.

1. The topic is formulated very specifically.

2. A new socially (idea and mechanism can be used by many) and personally significant (congratulations on the anniversary of a beloved teacher) result (product) is envisaged.

3. This obvious novelty in the formulation contains an indication of the problem of how to get away from standard and alienated ways of congratulating the honored hero of the day. Here is the obvious motive of the student designer - the desire to change and improve the existing practice of boring honors.

4. The topic (also in collapsed form) indicates a hypothesis and contains intrigue.

Then everything happened in accordance with the design logic. The initiator of the project came up with an idea, discussed it with his classmates, wrote, as he was taught, an application for the project in a given structure (relevance, problem, goal, set of leading ideas, hypothesis according to the “if-then” scheme, tasks-stages-means- performers, required resources), came to the tutor at the mathematics department together with his comrades, in complete secrecy from the hero of the day, proposed his project to his colleagues and received admiring approval.

Now let's outline the essence of this student project. For the anniversary birthday of his favorite mathematics teacher, a tenth-grader proposed to give him a poster in a frame with a coordinate grid, where, by constructing fragments of curves using specially prepared rather complex formulas, the number of years of the hero of the day was obtained - 65.

All the formulas were deliberately mixed up so that the idea would become clear from the fragments of function graphs being constructed as soon as possible, and the intrigue would keep the hall where the celebration took place in suspense.

Now we invite the readers themselves to evaluate both the fragments, the drawing as a whole, and the complex equations of the fragments of the curves, which were selected as a result of long and painstaking work by the student-author of the project so that the graph reflected the number of years of the hero of the day. Readers who know mathematics will confirm that in almost every equation the student-author of the project had to show creativity, invention and demonstrate brilliant mastery of mathematical disciplines (here are algebra, trigonometry, elements of mathematical analysis, and analytical geometry).

Number 6.

Number 5.

On the day of the 65th anniversary of the hero of the day, when the whole school gathered in the assembly hall, after the words of the director and the presentation of the first celebratory bouquet, the authors of the project brought onto the stage a large board with a coordinate grid printed on it, and the author of the project, together with his comrades, began to create their dream.

The hero of the day also took part in the action and, when he wiped his hands from the chalk, publicly shook hands with his students. Until that hour, he, a very strict teacher, had never given a handshake to schoolchildren, and did this only after the children became students.

The author of the idea and compiler of the text of the project is a 10th grade student of the 1567th Moscow gymnasium Mikhail Markov(currently a student at the Faculty of Fundamental Medicine of Moscow State University); teacher-tutor and consultant - teacher of one of the mathematical disciplines in this class Anastasia Markovna Khanykova– currently a mathematics teacher at RSM (Russian School of Mathematics) – a Russian school of mathematics in the USA; hero of the day - head of the department of mathematics, people's teacher of the Russian Federation Leonid Isaakovich Zvavich.

The products of this project (the idea and the mechanism for its implementation) are socially significant and valuable because the original and beautiful idea can now be used by many. After all, even seventh-graders have enough knowledge to depict any number using straight line segments (the simplest equations of a linear function), just as is done when writing postal codes on envelopes.

Now let’s analyze two examples in the same way: negative and positive, but not about design, but about research. And our analysis will now be sharper and shorter because the method of criticism and the arguments of the explanations are already clear to the reader.

So, a negative example: “The Council Code of 1649 is the basis of Russian statehood in the mid-17th century.”

First. The topic is formulated so broadly that it allows any result to be considered positive. Even if a diligent student simply copies the contents of the corresponding paragraph from the “History of Russian Law” and accurately reproduces the formulation of the topic in the first or last sentence, even in this case the topic will be considered solved. If there are as many as 15 such cheatings, and the student finds 15 different points of view of different scientists (from Karamzin and Solovyov to Kobrin and Yurganov), then in this option there will not be a single grain of research activity. Because new knowledge or at least a new aspect of considering already known knowledge has not been obtained.

Second. Within this formulation of the topic there is not even an intention to gain new knowledge, just like in the statements that “horses eat oats” and “The Volga flows into the Caspian Sea.” In the formulation of the topic there is neither a problem (a question that seeks the unclear, the unknown), nor a hypothesis that can give a supposed answer to a problematic question). Simply because the Council Code of 1649 really is the basis of Russian statehood in the 17th century. And this was known to its compilers themselves three and a half centuries ago.

And what did the student do, who collected 15 different points of view on the essence of this basis under the heading of such a topic? He made a good report or abstract on what is already known about the Council Code. Good, conscientious, independent, detailed, very interesting for history buffs and, perhaps, even original (if no one has put all these points of view together before), but NOT RESEARCH. Because - we repeat for the third time - with such a statement of the topic, NO NEW KNOWLEDGE ARISES.

Now let's give a positive example. This study was similarly stated as applied, historical, qualitative, individual. The topic of the study does not seem to be too different from the above: “The second chapter of the Council Code of 1649 and its possible source - “The Law of Insulting the Majesty of the Roman People.”

However, we can name the fundamental differences between this case and the one described above.

1. The topic is formulated specifically, the subject of research is narrowed to one chapter of an extensive document (the Council Code of 1649 has 25 chapters).

2. The topic contains a direct indication of the possible novelty of the knowledge obtained as a result of the research. The fact is that the classical ideas about the Russian judicial system of the pre-Petrine era, although they allow borrowings from Roman law, are very fragmentary and indirect. The author of this work, a 9th grade student, already in the title states the possible direct borrowing of the “Lese of Majesty Law” - one of the most important laws of imperial Rome, dating back to the laws of the XII tables. This indication of novelty in the very formulation of the topic, where, it would seem, novelty is impossible, contains collapsed research problem , and indirectly – the personal motive of the author (the desire to establish the truth, in this case – to significantly clarify existing knowledge).

3. The presence of the word “possible” in the topic formulation involves putting forward a hypothesis , which requires evidence during the research work itself.

What did the student do? He saw the problem - drew attention to a fragment of a phrase from the introductory chapter of the cathedral code: “In the Hradec laws of the Greek kings,” independently translating it into modern Russian as “in the state laws of the Byzantine emperors.”

Next he put forward a hypothesis - suggested that since the most famous Byzantine emperor-legalist was the famous Justinian with his code of laws of Roman law - the Digests, then we must look for fragments of these Digests in the text of the Council Code. And he found this direct, often literal translation of the Digest from Latin into Russian in the 17th century and ultimately proved : “The second chapter of the Council Code “On the sovereign’s honor, and how to protect his sovereign’s health” is largely a direct translation, with minimal editing, of the “Law on insulting the majesty of the Roman people” given in Justinian’s Digests.

This proof, made by a 9th grade student through just a meticulous clause-by-clause comparison of texts, turned out to be really new knowledge . Let us note from ourselves - new knowledge about a document that, it would seem, has already been studied up and down and - with what minds!

And that's all: the subject of research is narrow to the limit, hence a tenacious look at detail, which made it possible to see a problem where no one expected it, a non-trivial hypothesis - and as a result - new knowledge introduced into scientific circulation. Before us are all the signs of a full-fledged study.

Here is a possible question that we have heard from experienced practical teachers: “Is it really that important how the topic is formulated? Is it possible to determine by the nature of the title of a topic whether it is a topic of research, a project or not? What if a real creative search, a valuable project or an interesting study is hidden behind a trivial name.”

The authors of the book are convinced that the key (and dangerous!) word in this question-statement is "all of a sudden" . Of course, anything can be a manifestation accidents. But our book contains science-based recommendations. And the authors would like to help teachers naturally, not by chance , help your students do both research and projects. And here everything is important - the formulation of the topic, the structure of the text, and the presence of all the necessary signs of research and project activities.

Therefore, if in the formulation of the project topic there is no claim for the novelty of the product or at least for the element of novelty of consumer properties, then this, as a rule, is not a project, but a reproduction of an already existing product. If the formulation of the research topic does not claim the novelty of knowledge or at least an element of novelty of knowledge, this is, as a rule, not research, but a statement of already known knowledge.

To conclude this section, we will formulate a number of postulates necessary for thinking through and implementing research and project teaching methods in the process of mastering the Federal State Educational Standard and for assessing and self-assessing teaching practice.

1. We recommend studying the history of the emergence and essence of the project method and the Dalton Plan as methods of teaching and developing students according to the works of the founding fathers (D. Dewey, H. Parkhurst) and thereby abandon the anti-scientific, superficial, everyday idea of ​​the above-mentioned methods, from amateurism and unprofessionalism in their application in teaching activities.

2. Any independent or teacher-led activity of schoolchildren in preparing reports, abstracts, presentations, etc., laboratory and practical work, etc. is also very valuable, but this is another - not research or project - activity in the form in which how it was interpreted by the authors of these methods. In extreme cases, its results can only be considered an educational (educational) research or an educational (educational) project, since these results are known in advance and are the content of school education.

3. Let us recall that the novelty of the results of children’s research and project activities is relative. What is new for a child, comprehended even within the framework of his independent educational activity, is not necessarily new at all (since it is presented in textbooks or by a teacher), it is subjectively new (new only for him) and therefore relates, at best, to educational quasi-research or educational quasi - design, which occurs primarily in practical, laboratory work, written tests and oral tests, when it is proposed to apply known knowledge according to a model, and not in a changed or completely new situation.

4. The fact that the student is independent in preparing something is necessary, but not sufficient to evaluate the activity as truly research or project-based. Necessary and sufficient is independent receipt by the student new result: either this is new knowledge (or an aspect of it), or it is a new product (or an aspect of it) that has social value.

5. Organizers of school, city (district), regional competitions must clearly distinguish, honestly announce, evaluate and select works according to their essential content, namely: either these are competitions for actual research and projects within the framework of the Federal State Educational Standard, or these are competitions for essays, reports and others independent work of students. And teachers and schoolchildren must understand which competitions and which works to submit.

Any attempts to name abstracts, reports, etc. studies and projects distort the essence of the latter, are erroneous, no matter how high the expert commissions, juries, etc. they have not been evaluated, and only talk about

QUASI from lat. quasi – as if, as if, not quite, closest to the everyday “as if”.

incompetence of assessments and ignorance of assessors.

6. It is necessary to understand the real educational capabilities of children to conduct actual research and prepare projects, which depend on the age of emergence of the ability to reflect. Therefore, statements that all children from 1st to 11th grade participate in research and projects are irresponsible and indicate the illiteracy of those who make and implement such statements.

7. Teaching elements of research and design occurs in lessons in all subjects, primarily in the formation of meta-subject results; the place of holistic, but educational and training research and design is extracurricular activities and additional education;

Full-fledged research and project activities of students and graduates have the nature of independent work with tutor support; it must be provided with organizational, material, financial and time resources, and this is a separate concern of the school director and his deputies.

After a conscientious reader carefully reads this section, he will most likely object to the authors as follows: “Obtaining truly new knowledge and a new product as a result of research and design is a rare phenomenon, since it requires children to have nature-given (genetic) creativity (the ability to create, invention, invention)". He will remind us: “All people by nature are either creators or performers to varying degrees. Moreover, both are valuable for life.”

The examples given above will not convince him, because an example is not proof, and because the objection will always be ready: “This is in Moscow, this is in elite schools, these are children who are naturally gifted for research and design, creativity ..." etc.

What to answer to this?... Gorkaya, she is homespun, there is truth in these objections. But why is no one surprised by the possibility of technical training for any person with intact intellect and psychosomatics: drawing and even oil painting; playing musical instruments; finally, any manual craft; even solving standard problems in arithmetic, physics, chemistry, etc.

How is all this fundamentally different from the technical training of any person with intact intellect and psychosomatics in elementary design and research?

Only because we haven’t done this in mass practice before? And we ourselves – teachers – have never designed or researched anything?

But let us recall that in the Soviet mass school in the period from 1919 to 1934, they specially taught elementary design and research in TYPICAL AND MODEL LIFE SITUATIONS. However, since 1934, the then authorities recognized this practice as “pedological perversions” and wrongly banned it, even removing all traces of research and project activities from school education.

With the introduction of the Federal State Educational Standard, the situation has changed dramatically, and this entire section is devoted to exactly WHAT a teacher should do with his head, and HOW to technically teach elementary design and research.