Pedagogical project work or pedagogical project. Fundamentals of Pedagogical Design. Pedagogical design is the activity of a teacher aimed at solving a pedagogical problem in a way. Stages and forms of pedagogical design

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Project work of a teacher or pedagogical project (hereinafter PP) Author-compiler T.I. Ermolaeva

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Pedagogical design is the highest level of professional activity in pedagogy, manifested in the work of a teacher (teacher)

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A project is a preliminary (tentative) text of a document, plan, concept (Explanatory Dictionary of Social Science Terms)

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A project is an activity to create (develop, plan, design) any system, object or model

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What areas of activity (educational technologies) at the level of development of education in the region, the state could you single out? (5 most important components, designate for yourself, imagine)

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Design stages: 1. Analysis of the object and its resources, highlighting the problem (what we are unhappy with, what prevents us, what we would like to improve); 2. Concept of the project (area, subject of transformation, theme, goal, objectives, meaning of the project);

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5. Implementation process: choice of methods (theoretical analysis of sources, study and generalization of pedagogical experience, observation, conversation, questionnaire survey, testing, comparative historical method, theoretical modeling method, "brainstorming", "synectics", pedagogical experiment, etc.) , funds, contents, project implementation plan); 6. Expected results: ways of presenting the results (specific product, acquired qualities, exhibition, video, etc.), reflection, project evaluation criteria; Design stages:

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7. Timing of interim analysis and project adjustments at all stages of project creation; 8. Prospective development and distribution prospects. Design stages:

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1. Research work provides a hypothesis and its proof in the work. The design work can only put forward a hypothesis, but the proof will already be in another reporting work. 2. An experimental or pilot work provides a description of the experiment and a scientific report on its implementation: 3. An abstract is an expression of one's own assessment, position in relation to any investigated source (work). The difference between a project and a research, pilot, experimental, abstract, etc. forms of pedagogical work:

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The priority area is the pedagogy of facilitation (cooperation, human effectiveness in interaction): 1. · The main emphasis is placed on the organization of active types of activity; 2. The teacher does not just convey educational information, but acts as a teacher-manager and training director, ready to offer the minimum required set of teaching aids; 3. Priority attention is paid to the organization of students' independence; 4. The learner acts as a subject of activity 5. Assertive behavior - taking responsibility for his own behavior, demonstrates self-respect and respect for others

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Project structure 1. Introductory part or explanatory note (relevance, brief description of the problem, the need for the introduced innovation, analysis of the available funds and resources for the implementation of the project, history of the issue, regulatory framework, etc.); 2. The main part: basic concepts, goals, objectives, areas of activity, description of the innovation model (through functions, content and other components), mechanisms for project implementation, resource provision for the creation and implementation of the project, implementation plan, timing and stages; 3. The final part: expected results, forms and methods of tracking results, literature used, attached documents and provisions to illustrate any project materials, (reviews)

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Approximate project topics: 1. Protecting and strengthening the health of students and teachers in…. 2. Psychological and pedagogical diagnostics of the personal qualities of students (class, group, etc.) .. 3. Individual educational route of the student ... 4. Computerization of pedagogical monitoring ... 5. Development of students' independence through ... 6. Development universal abilities of students within ...

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Approximate project topics: 12. Implementation of technology (developmental education, competence-based education, design and research skills, health-preserving educational environment, “cluster”, case study method, specialized training, multicultural education, etc.) in the educational process ... of the subject .... the age of students for ... 13. Creation of a system: - preschool (preschool) education; - civil and patriotic education; - environmental education, etc. 14. Using the cumulative assessment system (achievements) of students (portfolio)

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Work design 1. Title page: (upper part of the page: name of the institution, (organization) where the student works and the name of the institution on the basis of which the project is being developed) 2. Middle of the page: Final design work

S. V. Aranova,

Senior Researcher, Research Institute of General Education, SERIOUSLY ABOUT DESIGNING A PEDAGOGICAL PRESENTATION

Among the most interesting communication technologies used in education, computer presentation is taking an increasingly strong position: it is considered more mobile, modern than static visual material. There is no longer any need to prove the usefulness of such a visual presentation of information, the availability and relative ease of its execution both for the teacher and for the student is obvious to everyone. A “bank” of examples of presentations made on certain educational topics, representing educational institutions or generalizing pedagogical experience, is gradually accumulating. What is the interest of the presentation for the learning process? If we proceed from the initial meaning (from Lat. Рraesentatio - presentation, presentation), then it promises an expectation, an anticipation of something bright, festive, emotional. However, from the category of curious innovations, which are forgiven a lot due to their unusualness, as well as some inexperience of the authors and imperfection of technology, the presentation goes into a number of familiar elements of the educational process. It claims to be a pedagogical technology, and therefore requires appropriate methodological support, especially in terms of training. The teacher developing the presentation should think about both the developmental and educational effect.

The presentation is designed to present information in an artistically laconic and logically concentrated form to help in solving the well-known pedagogical optimization problem - “minimum time - maximum information”. The key to significant intellectual growth and high educational results of pedagogical

presentation is its design according to certain laws, in accordance with pedagogical tasks, ensuring the integrity of the idea. In any case, the presentation promises an emotional effect, relieves the teacher from some routine moments and procedures. But in full measure the presentation brings effective pedagogical "dividends" in the case when it is aesthetically pleasing, expedient, competently designed. This article provides some guidelines for designing pedagogical presentations.

In the educational field, there are still no clear requirements for presentation that pursue precisely pedagogical goals. It should be noted that a business presentation and a pedagogical presentation, which are similar in form, are, in fact, completely different. If business proclaims mainly mercantile interest, and external effects are at the forefront, then the design of a pedagogical presentation should be conditioned by internal comprehension, understanding of the essence of the message. The presentation of the educational material should give, first of all, an intellectual augmentation, and various effects are used for emotional and logical reinforcement. How to visualize systemic relationships, how to create images from terms and concepts, how to convey information, taking into account the logical criteria of clarity, accuracy, consistency and evidence? For the successful creation of a communicative environment by means of presentation, it becomes relevant to form an intellectual-graphic culture (hereinafter referred to as IGC) among students and teachers, the essence of which is to develop universal methods of graphic visualization of educational information. At the same time, the IGC

reveals such a potential for the presentation of educational information, which rationally-logically and emotionally-artistically (in the visual sense) involves us in the communicative environment of cognition.

The most accessible design method can be considered the creation of simple slide presentations in the PowerPoint program and their conduct with the participation of a teacher, which will be discussed. Even the simplest program offers many effects - animation, color, composition. However, the author's knowledge of the richness of such possibilities is fraught with serious misconceptions that a computer program will provide everything by itself, one has only to arrange the slides in the right order and press the appropriate keys. In the educational sphere, unfortunately, the presentation is often perceived as a colorful illustrative and emotional addition to the message, and not as an independent educational unit that has enormous didactic and aesthetic potential and requires theoretical and methodological substantiation. If we accept that a presentation is not just an illustration for a speech, but an independent project, then I would like to find answers to the following questions: what can be attributed to disadvantages, what goals should be set and what requirements should be taken into account, and how is the pedagogical result determined? Why do some of the presentations based on educational material leave the impression that they were done beautifully, but useless?

Composition of the pedagogical presentation

Based on the above, we will form the general composition of the elements used in the pedagogical presentation, and briefly characterize their main qualities. So, the following semantic elements can be included in the pedagogical presentation.

A. Text and graphic elements and fragments (titles, terms, concepts, definitions, explanations, etc.)

Here, text fragments should be treated as a graphic work. Not just a part of the text appears on the slide, but precisely that element of it that enriches the visual perception of information through color, style, font, letter size. Therefore, it is necessary to structure the text within the fragments - by a list, ranking, optimization to remove unnecessary things, which could distract the viewer and take away from the main topic. It is better to compose new short, succinct sentences - heading phrases that exclude semantic duality. In addition, the text placed on the slide should not duplicate the speaker's speech.

To enhance understanding, you can make a graphical breakdown of test items highlighting key terms.

B. Artistic and graphic elements (illustrations, reproductions, photographs, collages, etc.)

Illustrations support the general theme of the presentation, appearing in parallel with the text elements on the same slide or alternately on alternating slides, sometimes completely replacing the text. If you use a series of pictures on one slide, it is more rational to arrange them in the accepted order - from left to right, top to bottom.

Illustrations-symbols are self-sufficient, they can appear without text accompaniment, but it is not recommended to abuse their multiple use: sometimes it is difficult to understand them.

Photos and other realistic elements, for all their superlativeness, can obscure the most essential features of the studied material, while a self-created illustration, on the contrary, can emphasize the necessary.

B. Logical-graphic forms (drawings, diagrams, sketches, diagrams, technical drawings, geographical or historical maps, etc.)

Diagrams, drawings, diagrams should be used in the presentation taking into account the level of the contingent: such elements need to be able to read and perceive. The audience should be prepared to accept such graphics.

To improve understanding, these elements are executed concisely, in proportion to the size of the slide, provided with clear outlines, understandable symbols and signs.

Maps are used with a certain degree of convention, so that you can easily see what is necessary for understanding.

D. Symbolic and graphic elements (formulas, models, pictograms, symbols, icons, emblems, bookplates, etc.)

Due to the subject specificity (belonging to a specific discipline or scientific field), as well as a large semantic load and information concentration, such elements are recommended to be used with a certain logic, no more than 3-5 units per standard presentation.

E. Connecting-graphic elements (strokes, arrows, lines, connecting elements, transitions)

It should be remembered that the arrow always focuses our attention in the direction of the tip, but the middle and tail parts - “plumage” - can be no less informative. In order not to distract attention, the shape and trajectory of the arrow should be characteristic enough, but easy to perceive.

For strokes - combining elements that are different in meaning - it is necessary to use recognizable geometric shapes, different in shape, as well as in the nature of the lines.

E. Context-graphic accessories (auxiliary signs, semantic accents, humorous details, etc.)

This may include the now popular "emoticons", consensus icons,

Authors should be warned against excessive caricature of details that contribute to the comprehension of the educational meaning and are used more for emotional relaxation of the audience. In order to avoid the entertaining direction, it is recommended to include no more than 2-3 such units per presentation, to make them without unnecessary detail, solid in color and shape, minimally animated.

Algorithm for designing a pedagogical presentation

The procedure for designing presentations in various subject areas can be called step-by-step saturation, since each step takes into account a new factor and is the answer to the corresponding question. In order for the presentation design process to flow logically, it is proposed to answer the following questions.

Step 1. What is the pedagogical purpose of creating a presentation?

Design starts with setting a pedagogical goal. The goal can be set in the form of disclosing a new topic, diagnostics, announcement, continuation of the study of the topic, etc. In this step, the topic of the presentation should be formulated and its content determined.

Step 2. Who is the presentation addressed to?

The user is determined: schoolchildren, teachers, administration, methodologists, scientific audience, etc. The author / recipient relationship is taken into account (age characteristics, levels of intellectual, artistic training, etc.).

Step 3. What is the informative function of the presentation?

It is determined what the presentation will be primarily aimed at: perception, processing, memorization or reproduction of information? What the rendered information is used for -

for scientific work; for self-education; for training; for business activities, etc.

Step 4. What is the main information object?

The main informational original is established, which is associated with the choice and restrictions: educational text, museum exhibit, geographical map, literary source, etc.

Step 5. Are there any special conditions and requirements for the composition of the presentation or the appearance of the slides?

These conditions include: the diversity of information sources, the use of foreign languages, the mandatory use of specific multimedia technologies, etc.

Sequentially going through certain steps, the author creates a semantic "frame", selects, analyzes and systematizes information. Further, the presentation is designed in the form of making the following decisions: the choice of a method for ranking information (distribution and processing of individual elements in accordance with the meaning and pedagogical purpose of the design); formation of the composition of elements; choice of presentation form - compositional scheme; determining the method of encoding information; choice of graphic style, taking into account the tastes of the author and the viewer, traditions, etc.

Compositional schemes of pedagogical presentations

When the composition is determined, it is necessary to think about the compositional development of the presentation. To do this, it is recommended to make a script or storyboard, in which the order of the slides and the time of the demonstration will be clearly described, the content of the slides is shown, key, shock slides are outlined.

An introductory presentation can follow a linear pattern with slides following one after the other. This kind of presentation is used when there is a need to consistently outline a phenomenon.

or an object, describe the composition, provide the main parameters or characteristics. Variants are possible: the first frame presents a complete picture of the phenomenon (object), the subsequent ones - the phenomenon (object) is considered in different aspects. A complete picture of the theme's disclosure is gradually recreated. Another option: the presentation begins to develop with a description of all aspects of the phenomenon, and ends with a frame that presents the full picture. For example, in an introductory presentation on the topic "Intellectual-graphic culture", the latter is revealed as a phenomenon from various points of view: art history, philosophy, pedagogy, cultural studies, logic, etc.

A structurally meaningful presentation, the main goal of which is to more fully reveal the essence of a phenomenon or the content of an event, as well as to present the structure of an object or internal relations, can be built according to a centric scheme. The central, also the initial, slide contains information about the structure and content of the phenomenon. The other slides reveal the connections between structural units, the relationships within the structure are explained. Therefore, a composition is proposed that provides for a repeated return to the central "key" slide, which clearly demonstrates all the links to be disclosed. There can be as many explanatory slides as required for an optimal explanation of the essence of the phenomenon or the structure of an object. For example, in a structurally meaningful presentation, a sacred intellectual-graphic culture, one can reveal the integrative essence of this phenomenon, showing separately the artistic and logical components and the connections between them.

An explanatory-revealing presentation aims to reveal not so much the essence of the phenomenon itself or the structure of an object, but rather an explanation of its relationship with other phenomena or objects. Here, the key role is played by

Creates a slide that contains information about a phenomenon or object and focuses on external rather than internal connections. According to this concept, every 5-6 slides it is required to return to the key one, which contains the structure of all external relations. On 5-6 slides, the connection of the presented phenomenon or object with a separate phenomenon or object is shown in detail, or another phenomenon is considered. For example, an explanatory-revealing presentation of the topic "Intellectual-graphic culture" can show the meta-subject nature of this developing field of knowledge serving all school disciplines and, at the same time, any particular of them as a whole. The key slide will present a visual information model showing all the connections.

Problem-predictive presentation can be considered the most difficult and technically time consuming, since it has the features and properties of all of the above presentations. It can illustrate any phenomenon with its external and internal connections, reveal a problem, draw a conclusion and predict a "message to the future." For example, a presentation of this kind on intellectual-graphic culture will clearly demonstrate the need for the connections that make up it:

artistic and logical, as well as the possibility of external interactions and relationships of this area of ​​knowledge with art history, pedagogy, philosophy, logic, cultural studies. In addition, one can see the purpose of such a presentation in proving the usefulness of the formation and development of GCI students for the entire educational system.

So, the educational success of designing a pedagogical presentation is due to many factors. Of course, knowledge and skills are required to use the computer program itself. The creative task is to enrich the everyday understanding of the presentation and carry out the project not only taking into account the program and methodological requirements, but also in compliance with scientific and aesthetic laws. It is this approach that will allow us to understand how the design of a pedagogical presentation differs from the preparation of any other. At the Research Institute of General Education of the Russian State Pedagogical University named after AI Herzen within the framework of the scientific direction "Development and integration of subject teaching methods" the problem of intellectual-graphic culture is being developed, an integral part of which is the design of pedagogical presentations \ Aranova S. V. Aesthetics of pedagogical presentation. Intellectual and graphic culture: Textbook. Method, manual. SPb., 2008].

Design stages: Design stages: 3. The core of the project (model, conceptual apparatus, resources: analytical, intellectual, information and communication, advertising, personnel, scientific and methodological, material and technical, financial and economic, etc.); 4. Accompanying means (participants; assistants, timing, stages, management, evaluation criteria);

Expected results: ways of presenting results (specific product, acquired qualities, exhibition, video film, etc.), p 5. Implementation process: choice of methods (theoretical analysis of sources, study and generalization of pedagogical experience, observation, conversation, questionnaire, testing, comparative historical method, theoretical modeling method, "brainstorming", "synectics", pedagogical experiment, etc.), means, contents, project implementation plan); 6. Expected results: ways of presenting the results (specific product, acquired qualities, exhibition, video, etc.), reflection, project evaluation criteria; Design stages:

1. Research work provides a hypothesis and its proof in the work. The design work can only put forward a hypothesis, but the proof will already be in another reporting work. 2. An experimental or pilot work provides a description of the experiment and a scientific report on its implementation: 3. An abstract is an expression of one's own assessment, position in relation to any investigated source (work). The difference between a project and a research, pilot, experimental, abstract, etc. forms of pedagogical work:

Priority direction - pedagogy of facilitation (cooperation, human effectiveness in interaction): Priority direction - pedagogy of facilitation (cooperation, human efficiency in interaction): 1. · The main emphasis is on the organization of active types of activity; 2. The teacher does not just convey educational information, but acts as a teacher-manager and training director, ready to offer the minimum required set of teaching aids; 3. Priority attention is paid to the organization of students' independence; 4. The learner acts as a subject of activity 5. Assertive behavior - taking responsibility for his own behavior, demonstrates self-respect and respect for others

Project structure Introductory part or explanatory note 1. Introductory part or explanatory note (relevance, brief description of the problem, the need for the introduced innovation, analysis of the available funds and resources for the implementation of the project, history of the issue, regulatory framework, etc.); Main part: basic concepts, 2. Main part: basic concepts, goals, objectives, areas of activity, description of the innovation model (through functions, content and other components), mechanisms for project implementation, resource support for the creation and implementation of the project, implementation plan, timing and stages; Final part: 3. Final part: expected results, forms and methods of tracking results, literature used, attached documents and provisions to illustrate any project materials, (reviews)

Approximate project topics: 1. Protecting and strengthening the health of students and teachers in…. 2. Psychological and pedagogical diagnostics of the personal qualities of students (class, group, etc.) .. 3. Individual educational route of the student Computerization of pedagogical monitoring Development of students' independence through the development of universal abilities of students within ....

Approximate project topics: 7. Formation of a comfortable educational (educational) environment in the classroom, children's association (in the classroom, in the classroom) Development of students' creative abilities in the process of teaching the subject, course Distance learning Integrative lessons (classes): mechanisms, features, problems Working with the gifted children in the classroom (within the subject, course) ... support for children with special educational needs

Approximate project topics: 12. Implementation of technology (developmental education, competence-based education, design and research skills, health-preserving educational environment, “cluster”, case study method, specialized training, multicultural education, etc.) in the educational process ... of the subject .... the age of students for ... 13. Creation of a system: - preschool (preschool) education; - civil and patriotic education; - environmental education, etc. 14. Using the cumulative assessment system (achievements) of students (portfolio)

Objects of pedagogical design: - development of the author's program of the academic subject; - development of an innovative system of educational work (a new model of organizing self-government in the classroom, development of cultural programs, etc.); - introduction of innovative forms, methods and technologies of teaching and upbringing; - the introduction of new methods of assessing the educational achievements of students

Technology of pedagogical design stage 1 - preparatory TasksProceduresResults 1. Definition of the problem Diagnostics of the state of the educational process (examinations, tests, questionnaires, observation) Revealing the discrepancy between the necessary and the actual state of the educational process.

3. Search for solutions to the problem (formulation of the hypothesis) 1. Identification and analysis of solutions to the problem. 2. Choosing the best option or creating your own way to solve the problem. 3. Formulation and substantiation of the hypothesis The presence of the optimal solution to the problem (hypothesis)

4. Preparation for the implementation of the project 1. Text design of the project 2. Planning the forthcoming work. 3. Determination and preparation of the necessary resources (organizational, scientific and methodological, material, etc.) Creation of the necessary conditions for project activities

Stage 2 - performing 1. Organization of educational activities of students in new conditions Creation of the necessary conditions for educational activities of students in accordance with the project idea Implementation of the project idea in practice (experimental testing of the hypothesis)

Pedagogical design Cultural form of innovative processes in education

Historical and Cultural Sources of Pedagogical Design At the early stages of the development of society, design is woven into the life of people: each action is performed on the basis of the project that precedes it (prototype). Engineering and technical design - preliminary study of ideas, options for a new object, design and modeling of its parts and connections, prior to their direct manufacture. Social design - the creation of new forms of social life (T. More, T. Campanella, R. Owen)

Development of project ideas in pedagogy Dalton plan - drawing up a personal curriculum and individual organization of educational material for each student (E. Parkhurst) Project method - pedagogical idea, technology and form of educational work, focused on developing the child's abilities to solve "here and now" their pressing life problems. J. Dewey - teaching should be based on the personal experience of students and focused on their interests and needs; Kilpatrick - learning through the organization of "targeted acts" that allowed students to navigate in specific situations S.T. Shatsky is an approach to teaching, according to which the student in his work must proceed from the fact and its perception, observation and experiment are an obligatory part of the learning process in the 70s. XX century the design component is formalized in the structure of pedagogical activity. The object of design in this case is the ideal means: content, methods and forms of pedagogical activity

Design Concept Implementation Reflection Reflection Conceptualization Programming Planning Plan Program Concept Problematization Cooperation Organization Collaboration Community Team

Correlation of the concepts of "design", "forecasting", "design", "modeling" Forecasting is a special study of the prospects of a phenomenon. As a "judgment about the prospects" allows for uncertainty of the result. Design is carried out to obtain a result directly used in practice. Design is the development of the structure of an object or system. Together with the design, it makes up the successive stages of approaching the concept to its substantive implementation. During the design process, the elements of the designed object are developed, during the design, a system of interconnections of these elements is created. Modeling is a method of studying objects of various nature on their analogs (material or ideal models). It is part of the design, since the range of design procedures includes the creation of models of future objects, processes and phenomena

PROJECT CULTURE The target-oriented approach ensures the organization of design in accordance with a given goal (organization of resources for a goal). The design-modular approach is aimed at designing with a variable use of specially created functional modules that act as structural components of an integral system that ensures the implementation of certain activities. The design and program approach is focused on the implementation of a complex of projects within the framework of a single program.

The pedagogical essence of design The public nature of design activities is cooperation, pooling of resources and efforts in the course of design. Design is a special type of scientific and predictive vision of reality, which is aimed at changing it in accordance with the requirements of the development of practice. Autodidactism of project activity as its ability, in parallel with the immediate result (creation of a project), to ensure the assimilation of new knowledge, the formation of new ideas, the emergence of new meanings, the dynamics of values. The mosaic nature of design, which means the folding of project activities from activities that are elements of other activities (diagnostic, predictive, evaluative, etc.)

Types of pedagogical design Project A.S. Makarenko Project "School socio-cultural center of the village" Project "School of Social Partnership"

Types of pedagogical design Elective course program Project method

Types of pedagogical design Concept of modernization of Russian education Draft State program "Development of upbringing of children in the Russian Federation until 2010"

Types of design in education Socio-pedagogical design Psychological and pedagogical design Changing social conditions by pedagogical means Transforming the goals of teaching and upbringing Creation and modification of methods of teaching and upbringing Solving social problems by pedagogical means Creating forms of organizing pedagogical activity Transforming the system of pedagogical communication Educational design Forming the content of education at all levels Designing the quality of education Creation of educational institutions

Levels of design Conceptual Substantial Technological Procedural Concept, model, image of the final result Position (about structure, competition, organization, etc.), programs (educational, research, development) Organizational schemes, curricula, methods Didactic tools, methodological recommendations, development lessons, event scenarios, schedules of the educational process Types of project products

Principles of project activity Principle of predictiveness Principle of step by step Principle of regulation Principle of feedback Principle of productivity Principle of cultural analogy Principle of self-development

Requirements for the organization of project activities Requirement of context - assignment of the design subject to a specific context Consideration of the diversity of needs of all parties interested in education: individuals, society, the state Requirement for the activity of design participants Requirement for realism - ensuring the attainability of design goals. Controllability requirement - the need for temporary regulation of actions, content and technological certainty of the procedures performed.

Features of the subject of design The aggregate subject of design is a community of people united by a common goal and a common system of values, for the implementation of collective activities based on the manifestation of each participant's own initiative, which means the need for his personal contribution to the development of the conceptual idea of ​​the project; in the development of criteria for the effectiveness of the project; in the allocation of project resources; to receive feedback; in the presentation of the results of project activities.

Levels and types of relationships in the design group Information level - meaningful exchange of all types of information obtained in the course of project activities Practical level - joint substantive activity Emotional level - individual and joint impressions, experiences acquired in the course of work on the project Ethical level - rules and conventional norms interactions Subordinate cooperation - the project manager proposes the topic and acts as the main expert Equal cooperation - constant cooperation and partnership between the direct executors of the project Network relations - are built on the principle of horizontal links, at the intersection of which (at the network nodes) there are coordinators and project leaders

Design Object This is the environment or process in the context of which changes are taking place. educational systems of various scales and their individual components pedagogical processes of all types and their individual components the content of education at all levels of formation educational and information and communication space socio-pedagogical environment all types of pedagogical activity system of pedagogical relations pedagogical situations quality of pedagogical processes

Subject of design The intended product, the creation of which the project activity is devoted to Educational system: Educational programs Educational standards Types of educational institutions Methodological centers Pedagogical process: Objectives Content Technology Content of education: Concept Curriculum Curriculum Didactic materials

The logic of organizing project activities Initial stage: diagnostics of the social and educational situation, problematization, conceptualization, goal-setting, value-semantic self-determination, programming and planning of the project progress Stage of project implementation: step-by-step implementation of planned project actions, correction of the project progress and actions of its participants, presentation of the final results work Reflexive stage: external examination of the project, reflection on the concept of the project, its and results Post-project stage: approbation, dissemination of the results and products of project activities, choice of options for continuing the project

Initial stage Diagnostics of the situation Problematization Goal setting Conceptualization Formatting of the project Preliminary socialization of the project (procedure of public presentation of the project and expert assessment of the prerequisites for its success)

Diagnostics of the situation (pre-project research) What exactly does not suit you in the surrounding world (natural, social environment, in people, in yourself)? What resources and capabilities are available to make the desired changes? What are the consequences of interference with the status quo? Quantitative and qualitative assessment Identification of "painful" points and growth points Confirmation of the social necessity of the project Determination of the logical framework of the project Building a system of arguments to attract project partners

Problematization Valuable self-determination in the problem field of the project Includes actions to identify problems, formulate them, systematize and hierarchize them. The correct formulation of a problem means a clear designation of the gap between the desired and the actual as unknown, while hidden, requiring a joint search.

Conceptualization Forecasting possible risks, i.e. those external influences and counteractions that may inevitably arise during the implementation of the project Categorical analysis is the development of a common language of communication, the coordination of values, determination of the boundaries and content of the categorical field that is relevant (available) to the project participants Specification of the goal Development of a strategy for project activities that determines the general direction and the nature of achieving goals: a bottom-up strategy - from the vision of a holistic image to the elaboration of its structural details and a top-down one - connecting, linking together disparate components

Conception of the project Motivational, value-semantic, target and strategic platform of all subsequent actions description and value-semantic assessment of the problem field of the project value foundations of project activities goals of the project with a description of the final result a set of theoretical provisions on the basis of which the concept of the project was formed approaches, strategy, principles designing

Programming Programming a project is the creation of a program, which is a set of necessary measures and actions to achieve the conceived Program is a special type of project that performs a design function, when the priority is to build specific actions aimed at achieving the intended appearance of the design subject Educational program Curriculum Program of activities (teacher, team, institution, etc.) Team development program, (institutions, etc.) Programs of activities in areas (research program, OER program, etc.)

Planning Planning is associated with the development of a plan for achieving the set goals and is strategic in nature, consisting in highlighting the stages of achieving the goal through the identification of intermediate products on the way to the final result. Structural and content plan - a short list of the content, reflecting its volume, thematic blocks and the procedure for implementing the content Strategic plan - the formulation of long-term priorities related to the design and contributing to targeted changes in reality Organizational plan - the definition of a predetermined amount of content and a system of actions for its implementation, providing order and terms of work. He answers the questions: what is he doing, who is doing ?, with whom in relationship ?, when ?, where ?, in what sequence?

Project implementation stage Each project step is determined by the logic of creating or transforming the design object and always turns out to be correlated with a specific task for which one of the participants is responsible according to the previously outlined program (plan). A feedback system needs to be established and maintained throughout the project. An objective intermediate assessment of the results obtained and the presence of approximate criteria and indicators of the success of each project step should be organized in order to correct the progress of the project on this basis. At the final step of the project implementation stage, a generalization of the local results obtained by different actors within the project should be organized, and they should be brought together.

Reflexive stage Reflection is an analysis of one's own consciousness and activity, understanding the meaning of interpersonal communication in the course of work on a project. Reflection at the exit from the project is the appeal of the participants to themselves and to each other in a new capacity, from the height of the acquired experience of joint activities. The course of the project and the system of relations that have developed in it are subject to reflection. The final examination and evaluation of the project allow us to determine the conformity of the resulting product to the original concept; make a decision on the local application of design materials or their replication in order to actively implement them into practice

Post-project stage Transition to a new project Integration with other projects Start of work of a new organization that emerged as a result of the project. Change of the status of the subject of project activities. Change of the project address (transfer of the gained experience to other categories of students or specialists). Extending the project to other levels (federal, international).

Criteria series for assessing the results of project activities Completeness of the project concept implementation Compliance with the design context Compliance with the cultural analogue Degree of novelty Formation of social partnership Social and practical significance Humanity Aesthetics Satisfaction with participation in the project Degree of mastering design procedures Synergy effect

Possible risks of project activities Violation of the integrity of the structure of project activities Selection of an unsuitable object for the application of project efforts, which does not need transformation or is internally not ready for changes to occur. The desire to plan work for the available resource, and not the search (creation) of additional or new resources for the required program. Poor knowledge of cultural analogs of the projected subject Lack of understanding of the true context of the upcoming changes, the utopian nature of the project. The possibility of a negative impact of the consequences of pedagogical design on the object of transformations, the environment. Psychological unpreparedness of the subjects of project activities for any cardinal changes

Structure of the pedagogical project Analysis of the initial situation Problem to be solved by the project Purpose of the project Design object Conceptual idea of ​​the project 6. Stages of the project implementation Program activities 7. Expected results 8. Evaluation criteria 9. Possible risks and ways to overcome them 10. Resource base of the project 11. Necessary support (partners) of the project