Methodology of the project

Good afternoon to all participants!

I hope that today we will learn a lot for ourselves and be able to exchange experience of teaching English Language.

Today, in the educational and psychological sphere the common concept of «technology» has come to us with the development of computer technology; because of it Pedagogy has been looking for ways to achieve good results working with a group or class, and constantly improving their tools, methods and forms. In teaching, there are always new approaches and attitudes to the organization of training and education. Today, the tendency of teachers to improve the quality of education sounds more and more insistently, the call for the transition to teach using educational technology allows the implementation of different methods in practice.

Therefore, one of modern design techniques I use is called the methodology of the project. This technique is associated with projects actions of teachers and students. The design methodology is highly communicative and based on the cyclical organization of educational process, that is, the learning process is planned in cycles, which are divided into beginning, middle and final parts. This gives me the opportunity to design the result of my personal training activities and my students at the end of each stage of education. In my classes this can occur in a variety of forms summarizing all the work. Experience on the technology project methodology for several years makes it possible to analyze and answer the question: «How does the technology affect learning a foreign language». Naturally, as a teacher of foreign language I am interested in the fact of how technology affects the results and the quality of students' knowledge.

1. What is the project?

Experts identify the following skills that contribute to a successful mastery of project activities: 

— intelligence (the ability to work with information from text (highlight the main idea, to search for information in the foreign language texts), to analyze information, make generalizations, conclusions, etc., the ability to work with a variety of reference materials); 

— Creativity (ability to generate ideas, which require knowledge in different areas, the ability to find not one, but several ways to solve problems, the ability to predict the consequences of a decision); 

— Communication (the ability to debate, to listen and hear your interlocutor, to defend his point of view, supported by arguments, the ability to find a compromise with the interlocutor, the ability to concisely express their thoughts).

So, the project — an opportunity for the students to express their own ideas in a convenient form they creatively crafted: making collages, posters, notices, research with the subsequent registration, etc. In the process of project work the responsibility for training rests with the student himself. The most important thing is that the student, not the teacher determines that the project will include, in what form and how it will take place, the presentation.

Why do we need a method of projects? To teach students independent, critical thinking. Meditate on the basis of knowledge of the facts, the laws of science, to make informed conclusions. Make their own reasoned decisions. To learn to work in teams performing various social roles.

When the project work, which can be presented in oral and written form, should be followed, in my opinion, by the following recommendations:

  First, because the project work allows students to express their ideas, it is important not too obviously to control and regulate the school, it is desirable to encourage their independence.

  Second, the design works are mostly open, so there can be a clear plan for their implementation. Some additional materials can be entered in carrying out project tasks

  Third, most of the projects can be carried out by individual students, but the project will be the most creative, if it is done in groups. This is especially important, for example, the selection of images for the collages and other works of this kind. The project is implemented in a specific pattern:
1. Preparation of the project.

2. Organization of the project participants.

3. Implementation of the project.

4. Presentation of the project.

5. Summary of project work.

The number of steps — steps from accepting the idea of ​​the project prior to its presentation depends on its complexity.

By the nature of the finished product of project activities, the following types of projects in the field of foreign language learning:

Structural and practical projects, such as a diary of observations, the creation of the game and its description. Play — role projects, such as acting out fragments of the lesson (program practice in speaking, grammar, phonetics), a dramatization of the play (the program practice speech, the student's literature of the country the language is spoken).   Informative-research projects, such as «The study of the region of a country», «Guide to the target language country» are included in the program of international studies, such as on «New Zealand» Scenario projects — a scenario extracurricular activities for students. Publishing projects — wall newspapers, materials for stands. The project involves the activation of the students, they have to write, cut, to talk with other people, look for photos and pictures and even make their own record on a cassette tape.

Finally, students with different levels of language training may be involved in project work according to their capabilities. For example, a student who is not fluent enough in English, may well draw. The teacher and students are together in this way, from project to project. The project, which the students perform should call the enthusiasm which carries them and comes from the heart. Any action performed individually, in a group, with the support of the teacher or other people, children must plan, execute, analyze and evaluate independently. Tell a friend about yourself and the world around us in English, students discover the value of English as a language of international communication. They may be in a situation where they need to describe their family or city to foreigners, and project work prepares them for it. The most difficult thing for the teacher in the design — it is the role of the independent consultant. It's a hard thing to evaluate the project work. In carrying out the research project it is important to avoid its transformation into an abstract. Of course, part of the abstracts is usually present in any study, and learn to write essays needed.    One of the most difficult questions is the implementation of upbringing tasks in the project activities.

Referances:  

1. Andreeva L. N. Social Psychology. — M: Publishing House of the Enlightenment, 2004. –P.43.

2. Polat E. S. Typology of telecommunication projects — Science and School — number 4, 1997.

3. Winter V. N. Pedagogical Psychology. –M.: Publishing House of Education, 2004. — P.:217, 249, 316.

4. Zotov Y. B. Organization of a modern lesson. — M:Publishing House of the Enlightenment, 2006. — P.37.

5. Kitaygorodueva G. A. Method of intensive training — M.: Education,2003. — P.152

6. Kolker Y. M., Enalieva T. M. Methods of teaching a foreign language. –M.: Publishing House of the Enlightenment, 2003. — P.62