Protection project activity Russian language. Group project on the Russian language. Topic: "Creating a guide to the Russian language" A simple sentence. Manna from heaven -

The advantage of the project method in comparison with others is obvious: each student is involved in an active creative process of obtaining new knowledge, independently performs the type of work that he himself has chosen, participates in joint work, in the process of communication, communications; increases motivation to study the subject, acquires research skills. Designers have different competencies, under which, according to the modern scientist-didact I.S. Sergeev, modern pedagogy understands "complex personality traits, including interrelated knowledge, skills, values, as well as readiness to mobilize them in the required situation.

In the teaching of the Russian language at the present stage, it is not by chance that there is a heightened interest in project method, because it contributes to the formation of various competencies, among which an important place belongs to communicative.

The purpose of project-based learning is to create conditions under which students:

independently and willingly acquire the missing knowledge from different sources;

learn to use the acquired knowledge to solve cognitive and practical problems;

acquire communicative knowledge to solve cognitive and practical problems;

develop research skills: the ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize, develop systems thinking.

Principles of organizing project activities:

The project must be feasible to carry out;

Create the necessary conditions for the successful implementation of projects (form an appropriate library, media library, etc.);

To prepare students for the implementation of projects (conducting a special orientation so that students have time to choose a project topic, at this stage students with experience in project activities can be involved);

Provide project management by teachers - discussion of the chosen topic, work plan (including execution time) and keeping a diary in which the student makes appropriate notes of his thoughts, ideas, feelings - reflection.

So, motive to work on the project "Simple Sentence Syntax" were problems with the assimilation of the material. It was decided to find out. At the request of the project participants, groups (pairs) were formed, each of which received a task: to collect information.

This is a practice-oriented project, target project- solution of practical problems.

project product can become tutorials, layouts and models, instructions, memos, recommendations, etc. Such a product has real consumer properties. In this project, the product is a reference book in electronic and printed form. Their use allows you to increase not only interest in the subject, but also academic performance in this discipline. Most students perceive information better visually, especially if it is of high quality. The project allows students to be interested in this topic, since it is a non-standard, new form of work for them: creating their own project in the form of a publication devoted to one of the sections of syntax

This project is a group project (between groups of participants), groups of different ages (grades 5, 6 and 8)

The general theme of the project is "Simple Sentence Syntax". The option of combining the selected sub-themes into a single project for a group of different ages was considered. Each project participant chooses a subtopic for future research. In this way, groups are formed that work on one subtopic. The task of the teacher at this stage is to make sure that students with different levels of knowledge, creative potential, different inclinations and interests work in each group.

		Kind of activity		Product (collective, group)		Presentation type
Direction: work with a proposal

Brief summary of the project

“The word is the clothing of all facts, all thoughts” Maxim Gorky

Without language, the life of a person, people, society, the development of science, technology, and art are impossible. It is not always easy to express your thoughts clearly, accurately and figuratively. This needs to be learned - learn hard and patiently. Learning Russian will help you speak and write better, choose the most accurate and necessary words to express your thoughts. The course of the modern Russian language consists of the following sections: vocabulary and phraseology, phonetics and phonology, orthoepy, graphics and spelling, word formation, grammar (morphology and syntax).

This project is designed to expand and deepen students' knowledge of the Russian language. The main goal of the project is the formation of knowledge about the construction of a simple sentence. Project on the Russian language on the topic "Simple sentence". It covers the study of theoretical information and practical work, which allows students to more deeply learn this topic. The goal is to generate interest in learning the syntax of a simple sentence. The project contributes to the development of students' creative abilities through independent research activities.

The results will be published in the form of a publication. Also, during the implementation of the project, it is expected to enrich the vocabulary of students and expand their horizons. The project allows students to be interested in this topic, since it is a non-standard, new form of work for them: creating their own project in the form of a reference book dedicated to one of the sections of syntax. In the course of work, students will form:

1. Knowledge on the topic "Simple sentence".

2. Skills and skills of independent work with educational and fiction.

3. Skills and abilities of search and selection in the educational and fiction of the necessary information and examples.

4. Skills and abilities to compare, analyze syntactic units with each other.

The work on the project was successful, because All the students in the class took part in it. Everyone received not only solid factual knowledge on the educational topic, but was also involved in cognitive, creative activities, acquired additional information through independent work. The children were convinced in practice that the Russian language is an interesting and fascinating subject, and any, at first glance, “boring” work can please both the result and the process itself, if everything is done together.

"project log"

Municipal Autonomous General Educational Institution
Lyceum №10 of the city of Sovetsk, Kaliningrad region

	Gavrilova Evelina Andreevna Kurakina Ksenia Grigorievna Skladanov Timofei Igorevich Maleina Anastasia Alekseevna Enzhievskaya Anna Andreevna Antonov Dmitry Andreevich Bakidzhanov Artem Timurovich Smirnova Victoria Valerievna
Project Manager	Supervisor:
GROUP PROJECT WORK ByRussian language and literature (subject, subject area)
PROJECT NAME
Objective of the project	The main goal of the project is to form knowledge about the construction of a simple sentence, arouse interest in learning the syntax of a simple sentence. The project promotes the development of creative abilities through independent research activities.
Project objectives	apply new computer technologies, develop teamwork skills
Expected results	Russian language guide "Simple sentence" results will be published during the implementation of the project, it is supposed to enrich the vocabulary and broaden one's horizons. the project allows you to become interested in this topic, because it is a new form of work: creating your own project in the form of a reference book dedicated to one of the sections of the syntax. In the process of working on the project, we will have formed: knowledge on the topic "Simple sentence". skills and abilities of independent work with educational and fiction literature. skills and abilities of search and selection in the educational and fiction of the necessary information and examples. skills and abilities to compare, analyze syntactic units with each other.
Stages of work on the project	planning; stage of generalization of information;
Project result	reference book on the Russian language "Simple sentence" (publication in printed form) reference book on the Russian language "Simple sentence" (electronic publication on the resource http://ru.calameo.com/)
Resources needed to complete the project	http://ru.calameo.com/

SUMMARY OF GROUP PROJECT WORK

Group project topic:

The volume of the group project pages, it contains sources of literature.

Keywords: reference book, algorithms, simple sentence syntax

The object of study of the group project is the syntax of a simple sentence

The subject of research is the Russian language and literature.

Estimated time spent 2 months.

A group project consists of a "title page", "appendices", "list of sources".

The relevance of the group project lies in the fact that in this project the product is a reference book in electronic and printed form. Their use allows you to increase not only interest in the subject, but also academic performance in this discipline. Most students perceive information better visually, especially if it is of high quality.

The "Appendix" reflects the process of project group work on the topic "This is not an easy simple sentence." Creation of a guide to the Russian language "Simple sentence"

Project result

The work involves the creation of a guide to the Russian language.

The uniqueness of the project lies in the fact thatthe project allows students to be interested in this topic, since it is a non-standard, new form of work for them: creating their own project in the form of a publication devoted to one of the sections of syntax.

Next year, you can continue to work on the topic "Complex sentence e"

Review

For a group project on Russian language and literature

The work was done in 2 versions.

FULL NAME. participants - Gavrilova Evelina Andreevna, Skladanov Timofei Igorevich Enzhievskaya Anna Andreevna, Bakidzhanov Artem Timurovich, Kurakina Ksenia Grigorievna, Maleina Anastasia Alekseevna, Antonov Dmitry Andreevich, Smirnova Victoria Valerievna

Class _ 5c, 6a, 8b

On the topic "This is a difficult simple sentence." Creation of a guide to the Russian language "Simple sentence"

In the group project, the topic is “This is not an easy simple sentence.” Creation of a guide to the Russian language "Simple sentence" goals are formulated; the subject of the study is indicated; the objectives of the implementation of the GPR, the main results of activities, conclusions are presented.

The materials also contain: guides for group work, instructions for creating a handbook, worksheets for microgroups.

The application contains materials on the topics of the handbook, which were selected by the children in accordance with the program material, diagrams, practical exercises, tests

In terms of the stated theme "It's not a simple simple sentence." The creation of a guide to the Russian language "Simple sentence" and its purpose is of particular interest because it covers the study of theoretical information and practical work, which allows students to more deeply learn this topic, the practical application of the project product. The topic is relevant.

The work was done quite independently, each project participant chose a subtopic, groups were formed working on one subtopic.

During the work, they learned to systematize the material on their own, to work with information.

The materials of this work can be used in Russian language lessons, in distance learning. since an electronic version of the work has been created.

The work is accompanied by a multimedia presentation.

The presented reporting materials allow us to draw conclusions about the successful completion of the work on the project "This is not an easy simple proposal."

Creation of a guide to the Russian language "Simple sentence"

date 04/14/2015 Head (signature) ________________

Journal of group project work

SupervisorKochulina Tatyana Viktorovna

Lesson number	Lesson Topics (stages of work)	Gavrilova Evelina	Skladanov Timofey	Enzhievskaya Anna	Bakidzhanov Artem	Kurakina Ksenia	Maleina Anastasia	Antonov Dmitry	Smirnova Victoria
	Selecting a project topic.
	Definition of goals and objectives
	Distribution of project participants into subgroups. The choice of topics in accordance with the program material.
	Work with the selection of information, the choice of sources of information.
	Working with information. www.gramota.ru Reference and information portal "Gramota.ru"
	Work with the selection of information, the choice of sources of information.
	Working with information. www.gramota.ru Reference and information portal "Gramota.ru"
	Creating a directory. Directory structure
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a directory. Google cloud training with a single document
	Creating a presentation.
	Create a presentation
	Create a presentation
	Project Publication
	Publication of the project in electronic and printed form
	Project Protection

Work plan for the GPR

for 2014-2015 academic year

SupervisorKochulina Tatyana Viktorovna teacher of Russian language and literature

students Gavrilova Evelina Andreevna, Skladanov Timofey Igorevich Enzhievskaya Anna Andreevna, Bakidzhanov Artem Timurovich, Kurakina Ksenia Grigorievna, Maleina Anastasia Alekseevna, Antonov Dmitry Andreevich, Smirnova Victoria Valerievna , 5c, 6a, 8b class

	Stages of work	Forms of work	Timing
	Planning
	The stage of independent research, obtaining and analyzing information	Working with a dictionary, textbook, Internet, fiction
	Information summarization stage
	The stage of presenting the results of the work on the project (presentation).	Oral defense, presentation of the collection in electronic and printed form

MAGAZINE

GROUP

PROJECT

ACTIVITIES

Project leader - teacher Kochulina Tatyana Viktorovna

teacher of Russian language and literature

"It's not an easy proposition."

Creation of a guide to the Russian language "Simple sentence"

2014-2015 academic year

Name (topic) of the project

"It's not an easy proposition."

Creation of a guide to the Russian language "Simple sentence"

Problem solved by the project

The motive for working on the project "Simple Sentence Syntax" was the difficulty in mastering the material on the topic. _____________________

Why is this project important (relevance of the project)

What is the role of syntax? Translated from Greek, the word "syntax" means "construction" and directly indicates the need to streamline the units of the language. Thus, the emergence of syntax in our lives is caused by the need for people to communicate, their desire to organize their speech in such a way as to best convey information and emotions. In other words, small units of language - words - are not enough to express the diversity of human emotions and the complexity of thoughts; for full-fledged communication, larger - syntactic - units are needed. Thus, the culture of human communication presupposes knowledge of syntax as a universal tool that organizes our speech according to the internal laws of the Russian language. __________________

Project motto (epigraph) 0

Objective of the project

Generate interest in learning the syntax of a simple sentence. The project promotes the development of creative abilities through independent research activities.

Project objectives

To form knowledge about the grammatical structure of the language,about building a simple sentence.

To form the skills and abilities of independent work with educational and fiction, the skills and abilities of searching and selecting the necessary information and examples in educational and fiction, the skills and abilities to compare, analyze syntactic units with each other.

To form the ability to apply knowledge of the norms of the language in speech,learn to express your thoughts orally and in writing

Apply new computer technologies, develop teamwork skills

Project type

practice-oriented project

Expectations from the project (planned result)

Reference book on the Russian language "Simple sentence"

The results will be published in the form of a publication (electronic and printed)

During the implementation of the project, it is expected to enrich the vocabulary and broaden one's horizons.

The project allows you to become interested in this topic, since it is the creation of your own project in the form of a reference book dedicated to one of the sections of the syntax.

In the process of working on the project, we will have formed:

-Knowledge on the topic "Simple sentence".

- skills and abilities of independent work with educational and fiction literature.

- abilities and skills of search and selection in the educational and fiction of the necessary information and examples.

- skills and abilities to compare, analyze syntactic units with each other.

Project participants

Surname, name of the participant	Class
Gavrilova Evelina Andreevna
Skladanov Timofei Igorevich
Enzhievskaya Anna Andreevna
Bakidzhanov Artem Timurovich
Kurakina Ksenia Grigorievna
Maleina Anastasia Alekseevna
Antonov Dmitry Andreevich
Smirnova Victoria Valerievna

Image of the future result

(the product of the project can be described verbally, represented by a photograph,

drawing or collage, diagram or plan, etc.)

Project Execution Plan 0

Stage	Term	Result
Planning		Topic selection
The stage of independent research, obtaining and analyzing information		Working with a dictionary, textbook, Internet, fiction
Information summarization stage		Create a publication, work in Google clouds with a single document
The stage of presenting the results of the work on the project (presentation).		Oral defense, presentation of the collection in electronic (electronic publication on the resource http://ru.calameo.com/) and printed form

What was done (description of the result obtained)

Manual "Simple Sentence Syntax" in printed and electronic form

How did the project help solve the problem?

(positive effect from project implementation) 0

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What didn't work (reserves)

1. Not all topics are covered in the handbook, since at the very beginning of the work on the project it took a long time to decide who would do what. ____________________________

2. Not all students completed their part of the overall task on time.___________

List of information sources used in project activities 0

www.gramota.ru Reference and information portal "Gramota.ru",

http://russkiy155.blogspot.ru/p/blog-page_26.html

http://ru.calameo.com/

http://gramota.ru/book/litnevskaya.php

http://www.evartist.narod.ru/text1/20.htm

Lesson number	Stages of work	Gavrilova Evelina 5v	Skladanov Timofey 5v	Enzhievskaya Anna 6a	Bakidzhanov Artem 6a	Kurakina Ksenia 8b	Maleina Anastasia 8b	Antonov Dmitry 8b	Smirnova Victoria 8b
	Theoretical course (filled in by the leader of the theoretical course)
	Journal of group project activity
	Group member self-assessment (Self-assessment sheet) (filled in by the group project leader from the self-assessment sheets)
	Project presentation (filled out by the expert commission - everyone has the same assessment))
	Project Protection (filled out by the expert commission - everyone has the same assessment)
	Grade for the practical course (from each student's self-assessment sheet)

0 The manager does not grade, but keeps track of attendance with a “+” sign. The student himself evaluates his work in the group in the Self-Evaluation Sheet.

0 Filled must be at least 3 lines

0 Item to fill is optional

0 At least 5 sources, including Internet resources

View document content
"Lesson plan for project group activities"

Project theme“Such a difficult simple proposal. Creating a Simple Sentence Manual

Item:

Russian language

Interdisciplinary connections:

Literature

Related project "It's not an easy proposition."

Creation of the textbook "Simple sentence" (collective project from individual)

Practice-oriented project in the Russian language on the topic "Simple sentence". It covers the study of theoretical information and practical work, which allows students to more deeply learn this topic.

Target- arouse interest in learning the syntax of a simple sentence. The project contributes to the development of students' creative abilities through independent research activities.

Didactic goals and methodological tasks:

to form knowledge about the grammatical structure of the language, about the construction of a simple sentence.

to form the skills and abilities of independent work with educational and fiction, the skills of searching and selecting the necessary information and examples in educational and fiction, the skills and abilities to compare, analyze syntactic units with each other.

to form the ability to apply knowledge of the norms of the language in speech, to teach to express one's thoughts orally and in writing

to teach how to apply new computer technologies, to consolidate the skills of displaying the results obtained in a visual form;

develop teamwork skills

fostering interest in the native language.

		Kind of activity		Product (collective, group)		Presentation type
Direction: work with a proposal
1. Textbook, reference book, algorithms	Practical activity in a certain educational subject area. Working with a dictionary, textbook, Internet, fiction		Manual "Simple Sentence Syntax" ... (collective project from individual)		Oral defense, presentation of the collection in electronic and printed form

Plan for conducting a lesson on project activities

1. Opening remarks.

“Take a handful of precious crystals of wisdom, but at the same time do not forget the most important thing - wise thoughts must not only be read and written out, but also put into practice with practical deeds.”

“The word is the clothing of all facts, all thoughts” Maxim Gorky (slide 1)

– Do you agree with these words?

Without language, the life of a person, people, society, the development of science, technology, and art are impossible. It is not always easy to express your thoughts clearly, accurately and figuratively. This needs to be learned - learn hard and patiently.

Learning Russian will help you speak and write better, choose the most accurate and necessary words to express your thoughts. The course of the modern Russian language consists of the following sections: vocabulary and phraseology, phonetics and phonology, orthoepy, graphics and spelling, word formation, grammar (morphology and syntax).

2. Actualization of basic knowledge.

Let's see if we're ready to go.

Syntax… An urgent need or a deliberate complication of an already difficult life? .. However, who among us has sometimes encountered the inability to understand a child who has not yet fully mastered the laws of the language? Or a foreigner who builds his speech according to principles that we do not understand? This misunderstanding is the result of ignorance and, as a consequence, non-application of the rules of syntax by these people. So what is "syntax"? what is the role syntax? slide 2

Children's answers.

Conclusion

Thus, the culture of human communication presupposes knowledge of syntax as a universal tool that organizes our speech according to the internal laws of the Russian language.

3. Work on planning sheets.

The students once again pronounce the main issues that they are working on in the project. Accompanied by a presentation

Acquaintance with the theme of the project. slide 3-4

Fundamental question

Problematic issues

- What is a simple sentence?

Study questions

What is syntax?

What is a phrase?

What is coordination, control, adjoining?

What type of connection is in the phrase?

What are the simple sentences? Types of simple sentences?

What are the main parts of a sentence called?

How do subject and predicate differ from each other?

What types of predicates are known?

What minor members of the sentence do you know?

What members of a sentence can be homogeneous?

Why do you need to enter introductory words? What is the role of an appeal in a sentence?

What is the difference between two-part and one-part sentences?

What is isolation?

What is the difference between isolated members of a sentence and non-isolated ones?

Which words are not part of a sentence?

4. Stage of generalization of information.

Frontal work with groups of students.

What methods of searching and collecting information do you know?

Where can you find the information you need? Who can help?

Who can be invited for consultation?

Where can they be found? Think about what each member of the group will do?

What jobs can be done in parallel?

Working with information:

Hometasks

- www.gramota.ru Reference and information portal "Gramota.ru", http://russkiy155.blogspot.ru/p/blog-page_26.html

Search for information on selected topics, microgroups select material for their chapters, contribute to the manual, edit, since the project is practice-oriented, students work with various sources.

Choosing the right source of information advises the teacher

At this stage, the structuring of the information received and the integration of the acquired knowledge, skills and abilities are carried out.

Students:

Systematize the received data;

Combine the information received by each group into a single whole;

They build a general logical conclusion scheme for summing up.

The discussion takes place collectively: some options are accepted, others are rejected by the guys and replaced with new ones. Students ask each other questions, clarify information, analyze the information received.

5. Design of the project.Workshop.

Pupils receive reminders for work.

What issues could you advise another group on?

What else do you need to learn about this issue?

Let's remember once again how a reference book or tutorial should be built?

The guys made a plan for building a manual, we will consider options for a document camera, we will choose a single construction scheme.

"Correction" of their projects to create a general publication. The teacher gives final instructions in work and design.

Creating a publication in the cloud, students work in pairs, according to their routes. Children work in Google clouds with a single document

Preview, the work can be displayed on the board.

6. Reflection

"Take a handful of precious crystals of wisdom and put them into practice by practical deeds."

– Did we follow this wisest advice today?

Student responses.

7. Homework.

We will continue to work on the design of the manual, working in the clouds, supplementing our section.

View presentation content
project protection

MUNICIPAL AUTONOMOUS

GENERAL EDUCATIONAL INSTITUTION LYCEUM № 10 OF THE CITY OF SOVIETSK

KALININGRAD REGION

Final group project

Russian language and literature

Such a difficult simple proposition. Creation of a guide to the Russian language.

Completed: Gavrilova Evelina (5th grade),

Skladanov Timofey, (5th grade)

Enzhievskaya Anna (grade 6a),

Bakidzhanov Artem (grade 6a),

Kurakina Ksenia (8b grade),

Maleina Anastasia (8b grade),

Antonov Dmitry (8b class),

Smirnova Victoria (8b class)

Scientific director: Kochulina Tatyana Viktorovna,

teacher of Russian language and literature

Project epigraph: “The word is the clothing of all facts, all thoughts” (Maxim Gorky)

Objective of the project: The main goal of the project is to form knowledge about the construction of a simple sentence, to arouse interest in learning the syntax of a simple sentence . Project objectives: 1. To form knowledge about the grammatical structure of the language, about the construction of a simple sentence. 2. To form the skills and abilities of independent work with educational and fiction, the skills and abilities of searching and selecting the necessary information and examples in educational and fiction literature. 3. Apply new computer technologies, develop teamwork skills.

Project relevance

Syntax… An urgent need or a deliberate complication of an already difficult life? .. However, who among us has sometimes encountered the inability to understand a child who has not yet fully mastered the laws of the language? Or a foreigner who builds his speech according to principles that we do not understand? This misunderstanding is the result of ignorance and, as a consequence, non-application of the rules of syntax by these people.

Project relevance

So what is the role of syntax? Translated from Greek, the word "syntax" means "construction" and directly indicates the need to streamline the units of the language. Thus, the emergence of syntax in our lives is caused by the need for people to communicate, their desire to organize their speech in such a way as to best convey information and emotions. In other words, small units of language - words - are not enough to express the diversity of human emotions and the complexity of thoughts; for full-fledged communication, larger - syntactic - units are needed.

Thus, the culture of human communication presupposes knowledge of syntax as a universal tool that organizes our speech according to the internal laws of the Russian language.

What do we want to find out?

Fundamental question

Why can a simple sentence be "unsimple"?

Problematic issues

What is a simple sentence?

Is it always easy to find out the type of a simple sentence?

Which of the main members of the proposal is more important?

What members of the sentence are able to participate in the construction of the sentence?

How to determine the type of subordination in a phrase and why is it important to know when building a simple sentence?

How to learn how to correctly combine words into phrases to get a sentence that meets all the rules?

Why can only minor members of a sentence be isolated?

Study questions

- What is syntax?

- What is a phrase?

- What is coordination, management, adjoining?

What type of connection is in the phrase?

What are the simple sentences? Types of simple sentences?

What are the main parts of the sentence called?

What is the difference between subject and predicate?

- What types of predicates are known?

What minor parts of the sentence do you know?

- What members of the proposal can be homogeneous?

- Why do you need to enter introductory words What is the role of the appeal in the sentence?

What is the difference between two-part and one-part sentences?

- What is isolation?

- What is the difference between isolated members of a sentence and non-isolated ones?

What words are not part of a sentence?

How did we do the work? We plan our activities

• Divided into microgroups. Decided who would do what; each performs its part of the overall task.
• Divided the learning topics among themselves (depending on the program) Determined the tasks that will need to be completed for the project.
• Discuss how you would like your part of the assignment to be presented. We decided what our project would be like and how best to present it.
• We got acquainted with Google Doсs, learned how to work with a document in the clouds.
• Search for information on selected topics: microgroups selected material for their chapters, contributed to the manual, edited. We have worked with various sources.
• The main source of theoretical material portal http://www.gramota.ru /

How did we do the work?

In choosing the right source of information, we advised teacher

Systematized the collected information;

The information received by each group was combined into a single whole;

• built a general outline of the directory

Found out that…..

Mandatory elements in such a manual should be control tasks, a glossary, questions for self-examination with answers, training tasks.

The grant must contain:

• Introduction to the discipline.
• Table of contents.
• The main content, structured by sections (modules).
• Control exercises (testing, tasks).
• Glossary.

What did we get? results

1. Created a guide to the Russian language, which contains theoretical information and a practical part

2. We printed a guide at the printing house.

Yudintseva Svetlana Sergeevna,

teacher of Russian language and literature

highest qualification category

Creative projects

at the lessons of the Russian language and literature

Creativity is the moment of creation

future in the present.

Introduction

Recently, the word "project" has firmly entered our lives and is most often associated with bold and original undertakings in the field of intellectual or practical human activity, it symbolizes the novelty and non-standard approach to solving problems.

Project activity is a pedagogical technology focused on the application of factual knowledge and the acquisition of new knowledge through self-education. The method gives scope for the creative initiative of students and the teacher, implies their friendly cooperation, which creates a positive motivation for the child to study. "I know why I need what I learn. I know where and how to apply this knowledge." These words may well serve as a motto for project participants.

Among modern pedagogical technologies in recent years, the project activity of students is becoming increasingly popular, because. she is personally oriented; characterized by an increase in interest and involvement in the work as it is completed; allows to realize pedagogical goals at all stages; Allows you to learn from your own experience, on the implementation of a specific case; brings satisfaction to students who see the product of their own labor.

The purpose of project-based learning is to create conditions under which students:

1) independently and willingly acquire the missing knowledge from various sources;

2) learn to use the acquired knowledge to solve cognitive and practical problems;

3) acquire communication skills by working in groups;

4) develop their research skills (ability to identify problems, collect information, observe, generalize);

5) develop systems thinking.

Creative projects at Russian language lessons

In grades 5-6, I suggest that students create One word encyclopedia. This task is also performed with pleasure by students of grades 7-10.

Project type: creative.

Problem: we do not know the history of some words, their genealogy, but this is so interesting.

Why: there is a lot of information, but it is in various sources, which makes it difficult to work with the word.

What to do? Compile an encyclopedia of one word by collecting information about the word from various sources.

How? Using quasi-research activities

Result: collection of student work

First stage- immersion in the project. The teacher should arouse children's interest in the topic of the project, outline the problem field, placing emphasis on significance. The teacher, together with the students, will determine the goal and objectives of the project - finding ways to solve the problem of the project.

Second phase- planning work to solve the problems of the project. When determining tasks for each student, we use a differentiated and individual approach, taking into account the learning opportunities, interests, and inclinations of students. This also manifests the personality-oriented aspect of project activity.

Together with students, we draw up a rough plan for a one-word encyclopedia:

Meaning of the word

Origin of the word

Single-root words (close and distant relatives)

Synonyms (if any)

Antonyms (if any)

Phraseologisms and aphorisms with this word

The life of a word in dictionaries of foreign words (this task is interesting for high school students)

Interesting facts from the life of the word

Grammatical analysis of the word (phonetic, morphemic, morphological)

The life of a word in a sentence (syntactic analysis of the sentence in which the given word is included)

Life of this word in other dictionaries

The life of a word in folklore (proverbs, sayings, riddles, ditties)

The life of the word in literature (poetry, fairy tales, stories)

Crossword with this word

Acrostic, associations, rhymes

Illustrations for the word

The plan of the encyclopedia is approximate, and students can both subtract and add pages to their work.

Third stage- implementation of activities. It is at this stage that students show greater independence in the search for information on the topic, selection, analysis, systematization, generalization of the material. Of course, students must master all the methods and technologies that they use in independent work. The teacher constantly monitors whether the course of activity is proceeding normally, what is the level of independence, because when preparing a project, not only the result of the work is important, but also the process of acquiring new knowledge and skills.

Fourth stage- presentation of the project. It is at the presentation that a sense of completeness appears. This stage is necessary for the analysis of what has been done, self-assessment and assessment from the side, and demonstration of the results.

For the One Word Encyclopedia, the students choose their own words. In recent years, encyclopedias of words have been compiled: calendar, friendship, love, Motherland, birch, kitten, clock, musketeer, winter, worldview, teacher ...

After all individual projects have been submitted, it is the turn of the group project - the design of the collection "One Word Encyclopedia".

Undoubtedly, an important result of the work of students is the evaluation of the results, where the project participants share their opinions, the teacher evaluates the activity of students, creativity, quality and volume of the sources used.

Having considered in detail the work on one project, we will name the topics of other creative projects In Russian:

Collection of creative works "Joy of life". This is a printed edition of the best essays on various topics.

Project "Ode to the Book"

Collection of creative works "How our word will respond"

Projects "Diary of Santa Claus", "Winter fun"

Collection of creative works "Our favorite animals"

Name Encyclopedia

On literature the following creative projects are possible:

My Silver Age (Grade 11)

My Pushkin

Friendly, family and love relationships of the heroes of the novel by L.N. Tolstoy "War and Peace"

Project "Supporting abstracts" for literary works. For example, N.V. Gogol "Nevsky Prospekt": "Two roads from Nevsky Prospekt."

Konstantin Georgievich Paustovsky said: “The impulse to creativity can fade away just as easily as it arose if left without food.” Creative projects on the Russian language and literature are the very food for creativity.

Harik

Russian language project

MY SCHOOL

Made by 11th grade student

MBOU CO "Alliance"

Polyarzh Maria Vladimirovna

Marininskaya Nadezhda Anatolyevna

Russian language project

Topic: LEXICON FOR STUDENTS OF GRADES 8-11

MY SCHOOL

Academic subject: Russian language.

Age of participants: 13-17 years old.

Duration: long (academic year).

Target: studying the vocabulary of students in grades 8-11 and determining the replenishment of the vocabulary of schoolchildren.

Purity of style depends on a thorough knowledge of the language, on frequent reading of good books, and on dealing with people who speak clearly. Its development is facilitated by a diligent study of the rules, ... choosing good sayings from books, ... diligence for a clean pronunciation in front of people who know and observe the beauty of the language.

M. V. Lomonosov "A short guide to eloquence" 1743

Project progress

Determine the quantitative composition of groups of commonly used vocabulary in students' speech.

Learn special words in students' speech.

Study the slang vocabulary of schoolchildren.

To study the slang of schoolchildren in grades 8-11.

Determine ways to improve the vocabulary and speech culture of students

Final product.

Russian language - national language of the Russian people. In addition, it is the state or official language of some of the republics that are part of the Russian Federation.

Over 250 million people speak Russian, including 143.7 million in Russia, according to the 1989 All-Union Population Census, and 88.8 million in other states that were previously part of the USSR.

Vocabulary - is the vocabulary of the language. The branch of the science of language that studies vocabulary is called lexicology. Language as a developing phenomenon requires constant study, so we made an attempt to study thematic groups of words of students in grades 8-11 of a modern general education school.

An objectresearch - oral speech of students in grades 8-11.

Hypothesis: we assume that limited-use vocabulary prevails in the speech of students: slang, jargon are frequently used vocabulary of youth, and dialectisms and special vocabulary are all rarely used in the speech of modern youth.

Methods and techniques: analysis of scientific and methodical literature, questioning, collection of vocabulary, mathematical calculations.

Dialect vocabulary

Dialect vocabulary includes words, the distribution of which is limited to a particular territory. They have phonetic, morphological and syntactic features, as well as specific vocabulary.

For example, let's take a dialect vocabulary that combines Russian and Ukrainian. The dialects that have developed in Ukraine are so peculiar in comparison with simple Russian dialects that they rather resemble a unique language that can serve both the Russian and Ukrainian populations and is equally understandable to them. Each locality has its own private dialect system.

But dialectisms also penetrate into the speech of students through communication with elders. In an official situation, a teenager tends to speak in a literary language, and among “his own” he switches to a dialect.

Passive possession of dialect vocabulary not only quantitatively increases the vocabulary of students, but also enriches it qualitatively: students, understanding the meaning of dialect words that are different in terms of the scope of use.

We conducted a survey, and as a result, it was revealed that dialect vocabulary is very rare in the vocabulary of students.

We tried to identify several reasons for the rare use of dialects:

Alone argue that dialectisms are more common in the speech of older people;

Other believe that these days it is not relevant;

Some do not know what dialectisms are.

In truth, pity the dialects! With them, some special taste and aroma leaves the tongue. However, they remained forever, recorded in special dictionaries. And if someone is interested, he can open such a dictionary and learn everything in detail about each of the Russian dialects.

Professional words in the vocabulary of students

Special vocabulary of limited use includes terms and professionalisms.

Professionalisms - words and expressions characteristic of the speech of a team united by a profession.

Term - this is the scientific designation of the concept, and professionalism is a semi-official word common in the colloquial speech of people of a certain profession.

In the speech of parents, who are still engaged in different types of activities, there are names of different objects. Many words, having left the sphere of social production, continue to be actively used in the individual economy.

From the lexicon of parents, such words pass into the lexicon of children. As a result of the survey, some professional words were identified that students in grades 8-11 know and use.

Professionalism

Meaning

Discussion

outlook

Point of view

Medicines

Medications

In the process of language development, the meaning of many words can change. Some meanings develop, others are lost. In this regard, the original value can be "forgotten".

3. Russian youth slang

Russian youth slang is an interesting linguistic phenomenon, which is limited not only by certain age limits, but also by social, temporal and spatial limits. It exists among urban student youth and individual more or less closed reference groups.

It is only a lexicon, which eats juices national language, lives on its phonetic and grammatical soil.

The flow of this vocabulary does not dry out completely, only at times it becomes shallow, and at other times it becomes full-flowing. Young people have created "systemic" slang as a linguistic gesture of opposition to the official ideology, the existence of which is limited not only by age limits, but also by social, temporal, and spatial limits.

Based on the survey, a small table of frequently used slang was compiled.

Youth slang

Meaning

Hi Hello

Zenki, balls

Dude, man

Super, class, nishtyak

Locators

Unlike dialect and special vocabulary, slang is used most often.

4. Slang

Jargon, like dialectal, is characterized by limited use. It is a social variant of speech, called jargon, and is used in certain conditions of communication.

Jargon is an affiliation of a social or other group of people, united by a commonality of interests, activities.

The slang words of students have a bright expressive and stylistic coloring, so they can easily turn into colloquial everyday speech, into vernacular.

The sources of the formation of slang vocabulary are different and most often it is replenished by borrowing. Abbreviations, truncated, phonetically distorted or completely reinterpreted words are widely used.

Also, on the basis of the survey, a small table of frequently used jargon was compiled.

Jargon

What does

Head, tambourine

Homework

Dividishka

player

The one who is younger

Mobile phone

Parents

Some jargons quickly go out of use, others appear.

Slang vocabulary should not be the property of the speech of cultured people, but the everyday everyday speech of schoolchildren is full of jargon, and it is almost impossible to eliminate teenagers from the speech. It is necessary to understand in what sphere of speech communication their use is permissible.

5. Vocabulary classification

Principles of vocabulary classification:

By origin: primordially - Russian, borrowed

By degree of use: passive, active

Scope of use: commonly used vocabulary is opposed to limited territorially.

Sociological survey

Is speech etiquette necessary?

Does it offend you that a stranger refers to you as "you"?

Does it bother you that speakers and members of the State Duma violate orthoepic norms?

Is profanity allowed?

Is censorship necessary in periodicals?

Is a speech etiquette law necessary?

Poll results:

1.Students of 8 classes

question number

8th grade students believe that speech etiquette is needed, profanity is unacceptable, but at the same time, the majority does not offend if strangers address them as “you”. Only half of them are embarrassed if the speakers and members of the State Duma violate orthoepic norms.

2.Students of 9 classes

All respondents believe that speech etiquette is needed, but none of them are offended when strangers address them as “you”. Half of the respondents believe that profanity is acceptable, while the majority agree that a law on speech etiquette is needed.

10th grade students

Students believe that speech etiquette is needed, but they are not offended when a stranger refers to them as “you”. A lot of people notice a violation of orthoepic norms. A third of students believe that profanity is acceptable. And two-thirds believe that a law on speech etiquette is not needed.

4. 11th grade students

Students read that speech etiquette is needed, at the same time, only one of them is offended when strangers turn to them with “you”. Only half notice the violation of orthoepic norms, but everyone agrees that profanity is unacceptable.

Conclusion from the survey

The survey showed that the lower the level of education, the less a person thinks about the culture of communication, and he has less vocabulary.

We were convinced that it is necessary to teach children speech etiquette and replenish their vocabulary.

Ways to fix

Students usually know more words than they actually use in their speech. They learn new words from many sources: as a result of reading, from the speech of the teacher, from adults. It is necessary to expand and enrich your vocabulary in every possible way. We suggest that you treat the language more carefully, remember that the word carries positive or negative energy.

The study of non-common vocabulary in the speech of students proves the presence in the vocabulary of schoolchildren of slang, dialect, professional, slang vocabulary. It is necessary to learn how to use this vocabulary appropriately in accordance with the situation of communication, to be aware of the impossibility of its use in normalized speech. To get rid of the negative influence of uncommon vocabulary, you need to know the norms of the Russian literary language well - the norms of pronunciation, stress, inflection, spelling .

Conclusion

Speech etiquette is a historically changeable rule of communication. In recent years, there has been a significant change in speech etiquette for the worse.

Speech etiquette is a mirror reflecting the level of a person's internal culture.

A person with a high level of upbringing, who does not violate speech etiquette, is a role model. The people around him do not allow themselves to violate the norms of the culture of communication in his presence.

In the youth environment, the simplification of etiquette relations is becoming a real epidemic.

It is necessary to master speech etiquette from childhood, in the family, in kindergarten, and even at the university, already professionally guided in accordance with what speech situations will be the most typical in a person’s work activity, and in order to expand vocabulary, you need to read more works of art, study dictionaries, reference books, write essays, abstracts, use additional literature.

References:

Volina, V. V. I know the world, the Russian language / V. V. Volina. – M.: AST, 1998.

Skvortsov, L. I. Jargons // Russian language: Encyclopedia. - M., 1979.

Soboleva, O. L. Schoolchildren's Handbook. 5 - 11 grades. Russian language / O. L. Soboleva. – M.: AST, 2003.

Sokolova, V. V. Culture of speech and culture of communication / V. V. Sokolova. – M.: Enlightenment, 1995.

Ozhegov, S. I. Dictionary of the Russian language / S. I. Ozhegov. - M.: Russian language, 1994.

Tekuchev, A. V. Methods of the Russian language in secondary school / A. V. Tekuchev. – M.: Enlightenment, 1980.

Savko, I. E. Correctness of speech: lexical, phraseological, morphological, syntactic norms / I. E. Savko. - Minsk: "Harvest", 2008.

Currently, an integral part of the educational process is the project activity of students. This work is a report on the topic of self-education "Project activities of students in the Russian language and literature." The paper presents the features of the technology of the project method, examples of design work.

Download:

Preview:

Municipal budgetary educational institution

"Secondary school No. 4" of the city of Pikalevo named after A.P. Rumyantsev

Topic on self-education

"Project activities of students

On the Russian language and literature"

teacher first

Qualification category

Gorodilova O.B.

Academic year 2014-2015

Report on work on the topic of self-education

"Project activities of students in the Russian language and literature"

Rationale for the choice of topic

The new federal state educational standards define the goals and objectives facing education today. The task of the school today is not to convey to children the amount of knowledge, but to teach them to receive this knowledge. It is important to teach a student to learn, that is, to independently obtain knowledge from various sources, to be able to work with information, effectively using it in educational and professional activities. A modern student must master the skills of business communication, be able to plan their activities and exercise self-control. Such results cannot be achieved using only traditional pedagogical methods and techniques. Therefore, today an integral part of the educational process is becoming a project activity or a project method that integrates a problem-based approach, research and search teaching methods.

Goals, tasks of work on the topic of self-education, terms

Goals:

• Improving your professional level
• Construction of the educational process using innovative technology of project-based learning
• Inclusion of schoolchildren in project activities

Tasks:

• Improvement of theoretical knowledge (study modern literature on the topic of self-education)
• Mastering the method of project activity
• Familiarization of students with project activities through the development of educational projects

Work on this topic of self-education was carried out for 3 years (2012-2013 academic year, 2013-2014 academic year, 2014-2015 academic year).

Sources of self-education

In the process of working on the topic “Project activities of students in the Russian language and literature”, the following literature was selected and studied:

• Bayborodova L.V. Project activity of schoolchildren in different age groups: a manual for general education teachers. organizations. - M., 2013.
• Dautova O.B. Modern pedagogical technologies of the basic school in the conditions of the Federal State Educational Standard. - St. Petersburg, 2014.
• Kulakova E.Yu. Project activity in the lessons of the Russian language / E.Yu. Kulakova / / Russian language. - 2011. - No. 11. - P. 7 - 10.
• Narushevich A.G. Russian language. Projects? Projects… Projects! Grades 5-11: teaching aid. - Rostov-on-Don, 2013.
• Pakhomova N.Yu. Teaching project method: a manual for teachers and students of pedagogical universities. - M., 2008.
• Polivanova K.N. Project activity of schoolchildren: a guide for the teacher. - M., 2011.
• Tsvetkova G.V. Literature. Grades 5-11: project activities of students. - Volgograd, 2011.
• Tsvetkova G.V. Russian language. Grades 6-11: project activities of students. - Volgograd, 2009.

Expected Results

• Stimulation of independent cognitive activity of students
• Development of creative abilities of students
• Development of educational projects
• Improving the academic performance and quality of knowledge of students, motivation to study the Russian language and literature

Activities for the implementation of the theme of self-education

Stages of work, terms		Practical activities	Performance results
1. Diagnostic, 2012 – 2013 studies year	1. Definition of the topic of self-education. 2. Planning work on the topic. 3. The study of literature on the topic, existing experience.	2. The study of educational and methodical literature.	1. Refresher courses "Updating the content of education at school in the context of the introduction of the Federal State Educational Standard" (LGU named after A.S. Pushkin) 2. The study of literature on the topic.
2. Predictive, 2012 – 2013 studies year	1. Determination of the purpose and objectives of the work on the topic. 2. Prediction of results.		1. Goals and objectives are defined. 2. Expected results are outlined.
3. Practical, 2012 – 2013 studies year, 2013 – 2014 studies year	1. Continued study of the literature on the topic. 2. Development of projects.	1. Refresher courses. 2. Implementation of projects.	1. Advanced training courses “Theory, methods and technologies of teaching the Russian language and literature in accordance with the requirements of the Federal State Educational Standard. Grades 5-11" (LOIRO) 2. Methodological development of projects. 3. Speech at the LOIRO seminar on the topic "Project activities in literature lessons in grade 7."
4. Generalizing, 2014 – 2015 studies year	1. Summing up. 2. Registration of the results of work on the topic of self-education. 3. Submission of materials.	1. Evaluation of the results of their activities and the activities of students. 2. Registration of results in the form of a report. 3. Speech at the NMK with a generalization of experience on the topic (presentation).	Prepared a report and presentation on the topic of self-education.
5. Implementation, in the course of further pedagogical work	1. Use of experience in the process of further work. 2. Distribution of experience.

Features of the technology of project activities

From the history The project method originated in the 1920s in the United States. It was also called the problem method. It was based on the ideas of pragmatic pedagogy of the American philosopher and educator John Dewey. His student and follower W. Kilpatrick, defining the essence of this method, called it "a plan carried out from the heart." In Russia, the project method was already known in 1905. After the revolution, it was used in schools on the personal orders of N.K. Krupskaya. Since 1919, under the guidance of the outstanding Russian teacher S.T. Shatsky in Moscow, the first experimental station for public education worked. In 1931, by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks, this method was condemned as alien to the Soviet school and was not used until the end of the 80s of the 20th century.

Project activities are aimed at developing independent research skills: students formulate a problem, collect and process information, conduct experiments, and analyze the results. Project activity contributes to the development of creative abilities and logical thinking, combines the knowledge gained during the educational process, and attaches to specific vital problems. Work on the project is an independent activity of students - individual, pair or group.

What is a project?

The very concept of "project" (literally translated from Latin - thrown forward) means a plan, an idea, a description of what is to be done.

Educational projects provide for independent educational activities of schoolchildren to master and apply new information in practice within the framework of one or more disciplines being studied. As a rule, these projects are carried out under the guidance of a teacher.

The use of the project method requires the teacher to be able to plan the project activities of students in the classroom (in the system of lessons) and in extracurricular activities.

Educational projects should not replace academic subjects, but be built into them, supplementing and deepening their content.

Education project requirements:

• Formulation of the problem
• Action planning
• Information search and processing
• Product
• Product presentation
• portfolio

It all starts with a problematic question that arises in the course of studying a particular material. The topic should be of interest to students. it is advisable not to offer students ready-made topics for project work. It is better to propose a problem in the most general terms and give students the opportunity to discuss it and think, reformulate or independently choose a problem on which they would be interested to work. Students can be encouraged to collect a variety of information on a common topic. At the same time, they themselves choose what exactly they would like to learn within the framework of the studied material. The following procedure is usually used:

• familiarization of the class with a common topic (section of the textbook).
• Selection of subtopics (knowledge areas).
• Collection of information.
• Selecting a project topic.
• Choice of project product.

The teacher chooses a general topic or organizes its choice by the students.

There are also certain requirements for the formulation of the topic (name) of the project:

• The title should express the main idea.
• The name of the project should not be dry, only stating the content.
• The title should contain some problem, question or mystery.
• The title should be short, concise, attractive and, if possible, as individual as possible.

Project classification

	Monoproject Interdisciplinary project	Within the same area of ​​knowledge A project that combines several subject areas
By organizational form	Individual project Pair project group project	One student project Performed by two students Project carried out by a group of students
By run time	Mini project short term long term	For one lesson 4-6 lessons From a week to a year
By nature of contacts	Intraclass Intraschool Urban Regional International	Members of the primary team Members of an educational institution Participants of educational institutions

By type of activity

Research projects	It involves the proof or refutation of a hypothesis, the conduct of experiments, the scientific description of the phenomena being studied. Methods are used: laboratory experiment, modeling, sociological survey and others.
Practice-oriented projects	Aimed at solving practical problems, the result of the project is a specific useful object, model, textbook, etc.
Information projects	They are aimed at collecting information about any subject or phenomenon in order to analyze, generalize and present it to a wide audience (for example, conducting a survey of schoolchildren for publication in a school newspaper, etc.).
Creative projects	Assume the most free and unconventional approach to the design of the results. The result is the creation of literary works, works of fine or decorative art, video films, theatricalization, etc.
Game (role-playing) projects	It involves the preparation of an event (games, competitions, quizzes, excursions, etc.). By participating in it, the designers take on the roles of literary or historical characters, fictional characters, etc. The result of the project remains open until the very end. How will the trial end? Will the conflict be resolved and an agreement concluded?

Project product

The project product is what should be created as a result of work on the project. The list of possible project products is very extensive.

multimedia product:

• multimedia presentation
• Video clip
• video film
• Hypermedia composition (voiced composition, illustrated with video fragments, visual and musical materials)
• Computer graphics
• Web site

Scientific or educational materials:

• Scientific report
• Research Article
• Comparative and comparative analysis of any phenomenon, process, etc.
• Research expedition report
• Analysis of sociological survey data
• Dictionary
• Tests
• Atlas, map
• Tutorial

Publicistic materials:

• Wall newspaper
• School circulation newspaper
• Magazine
• Note, interview, review, etc.

Regulations:

• Instruction
• Bill
• School government system

creative product:

• Collection of poems
• Collection of essays
• Literary almanac
• Album with illustrations
• Painting
• theatrical performance

Activity:

• Excursion
• Holiday
• Competition
• business game
• Quiz (KVN, "What? Where? When? Etc.)
• Exhibition
• Press conference
• Literary Cafe

Stages of project activity

Stage	Teacher activity	Student activities
1. Preparatory	Awakens and maintains interest in the topic, leads the discussion, helps to formulate the topic, goals and objectives.	They put forward and discuss ideas, come to a collective decision.
2. Work planning	Suggests: to plan activities to solve the problems of the project (set a "work schedule"), when organizing group work - the distribution of responsibilities, identify sources of information, familiarize yourself with the criteria for evaluating the results.	Carry out: work planning, breakdown into groups and distribution of roles in the group, choice of form and method of presenting information.
3. Project implementation	Does not participate, but: advises students if necessary, unobtrusively controls, orients in the field of necessary information, advises on the presentation of results.	They search, collect the necessary information, process it, consult if necessary, draw up project documentation.
4. Presentation (representation) of the project	Accepts the final report: generalizes and summarizes the results obtained, sums up the learning outcomes.	They present the results of the project, answer questions, give mutual assessment of the activity and its effectiveness.
5. Reflection and evaluation of the project	The teacher (or jury) evaluates the results.	Discuss the results of the project, conduct self-analysis of project activities.

After the presentation, it is useful to organize a collective discussion of the results of the project. It is very important that students independently evaluate the activities of the group and its individual members, highlight successful solutions, think about the reasons for failures, and try to identify unused opportunities. Such a discussion can give impetus to the formulation of the theme of a new project.

In guiding the discussion, the teacher can ask project participants the following questions:

• Can the problem you've been working on be considered solved?
• What problems arose during the work? How did you solve them?
• What was the most difficult part of working on the project?
• How was your work at the end of the project different from your work at the beginning of the project?
• What needs improvement?
• What do you still not understand?
• What are you more confident about?
• What was the most significant thing you learned?

Possible options for evaluation criteria for design work

Option 1

Evaluation paper

Project name	Creative team self-assessment	Educator assessment	Jury score	Average score
Achieved result
Decor
Protection: representation
Answers on questions
Design Process: Intelligent Activity
Creation
Practical activities
Skill to work in team
Average final grade:

Option 2

Expert sheet for project evaluation

1. Project name _________________________________________________
2. 2. Authors of the project (full name, class)_____________________________________
3. Grading system.

Compliance with each criterion is expressed in the following points:

1. Most complete meets this criterion - 3 points.
2. Full enoughmeets this criterion - 2 points.
3. Partially meets this criterion - 1 point.
4. Does not matchthis criterion - 0 points.

First part. Examination of the draft text

Criteria for evaluating the developed project	Points
1. Significance and relevance of the problem raised
2. The necessary and sufficient depth of penetration into the problem and the involvement of knowledge from different fields of science and practice to solve it
3. Completeness and content of the submitted project
4. Originality of the solution to the problem
5. Project design
Total points

Second part. Examination of the project implementation process

Criteria for evaluating the implementation process	Points
1. Compliance of the implementation with the intended project
2. Ability to make adjustments to the implementation of the project
3. Ability to interact with various people in the implementation process
Total points

The third part. Project defense expertise

The main advantages of the project: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Weaknesses of the project: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The main conclusion of the expert: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Project portfolio

A project portfolio (project folder) is a folder of documents that record the progress of work on a project.

Portfolio includes:

• Project passport
• Plans and schedules for the implementation of project stages
• Working Group Reports
• Drawings, sketches, drawings, sketches of the design product
• Materials for the presentation
• Expertise results

It is advisable to choose a person responsible for filling the portfolio.

Project passport

The project passport is the main document of the portfolio. Its completion is necessary to determine the goals, objectives, fundamental issues of the ongoing project activities. The project passport consists of the following elements:

• Project name
• The academic subject within which the project is being developed, and disciplines related to it.
• Project type
• Project Goals
• Project objectives
• Project manager and consultants
• Age of project participants
• The composition of the group (names and surnames of participants)
• Abstract of the project (relevance, personal significance, practical application)
• Intended products of the project
• Stages of work on the project (duration, content of work, responsible)

The project work passport is compiled by students under the guidance of a teacher. In high school, the teacher can only approve a passport prepared by the members of the project team on their own.

Examples of design work

Project passport

Project name	"Numeral in speech"
Academic subject	Russian language
Project type	Practice-oriented, group, short-term
Objective of the project	Compile an illustrated guide on the topic "Numeral name"
Project objectives	1. Determine the frequency of the use of numerals in speech (collect proverbs) 2. Analyze texts of different styles (scientific, artistic, official business). 3. Improve the ability to use numerals in speech.
Project Manager	Gorodilova O.B.
Age of project participants	6th grade
Project summary	This project was carried out in the course of studying the topic "Numeral Name". The final product was presented at the lesson of generalization and systematization of knowledge on the topic "Numeral"
Intended product of the project	Newspaper-card "City of Chislitelnsk", linguistic fairy tale "Inhabitants of the city of Chislitelnsk"
Stages of work on the project	1. Preparatory Definition of the theme, goals, objectives of the project and the final product. 2. Work planning Group formation Distribution of duties Identification of sources of information Familiarization with the criteria for evaluating results Drawing up a work plan 3. Project implementation Collection and analysis of information Solving emerging issues Design of the final product Presentation preparation 4. Presentation (product presentation) Presentation of project results 5. Understanding and evaluating work Summarizing Introspection of work
Required Equipment and Resources	Collections of proverbs and sayings, texts of different styles, drawing paper, drawing paper, pencils, paints, felt-tip pens, glue, scissors, printing paper, computer, printer.

Project "Lexical richness of the Russian language"

The project "Lexical richness of the Russian language" is practice-oriented, group, short-term. Grade 6 students worked on the project in groups in four areas: fiction, mythology, foreign language, Internet resources. Each group studied different sources (A.S. Pushkin's stories "The Stationmaster" and "The Young Lady-Peasant Woman", "Legends and Myths of Ancient Greece" by I. Kun, articles from newspapers and magazines on the topic "Sport" and "Music"). As a result, dictionaries (lists of 8-10 words) were compiled of obsolete vocabulary from a literary text, mythological phraseological units, foreign words in the modern press, computer neologisms. The product of the project was the Dictionary, which was presented in the form of a presentation. This product was used in the Russian language lessons in the study of the "Vocabulary" section, it can also be used in extracurricular activities.

Project "Texts of official business style"

This short-term project was implemented at the Russian language lessons on the topic “Book vocabulary. Texts of official business style. The project participants (6th graders) made their own "portrait" - an autobiography in official business and artistic styles. Artistic style autobiography was accompanied by presentations with photographs, certificates, diplomas, etc. The product of the project was a collection of autobiographies "Our Class".

Project "Literary holiday" Epos of the peoples of the world ""

By type, this project is practice-oriented, group, long-term. The project on literature was carried out during the study in the 7th grade of the section "Oral Folk Art". Students of 4th and 7th grades participated in the project. During the work on the project, a study was conducted among the students of the school in order to find out what they know about oral folk art; screening of multi- and films about epic heroes was organized; reading were also the epic "Kalevala". Three groups were created: informational (search for materials about Karelia, about the history of the Karelians, their occupations, national costumes, epic heroes), creative (created a script for the holiday, prepared a performance and staged a fragment of their Kalevala epic, designed the scenery and elements of the costumes of the heroes) , technical (responsible for photographs, presentation for the holiday).The product of the project was the scenario of the literary festival "Epos of the peoples of the world", which was implemented in the city library.

Other projects completed in the classroom and in extracurricular activities.

Project name	Academic subject	Age of participants	Project product
"Winter has come"	Russian language	6th grade	Collection of stories about winter "Winter has come" with photographs.
"Connoisseurs of Phraseology"	Russian language	6th grade	multimedia presentation.
"Participle"	Russian language	7th grade	Study Guide "Insidious Communion"
"Particles in Russian"	Russian language	7th grade	Particle Land Map
"Do you know myths?"	Literature	6th grade	Writing a script and conducting a quiz "Connoisseurs of Myths"
"Proverbs and sayings of the Russian people"	Literature	6th grade	Collection of essays "Proverbs and sayings of the Russian people")
"Reading Pushkin"	Literature	7th grade	Collection of crossword puzzles based on the works of A.S. Pushkin
"Russian poets about the motherland, native nature"	Literature	7th grade	Literary holiday
"Poetry of achievement"	Literature	8th grade	Dramatization of a chapter from the poem "Vasily Terkin" by A. Tvardovsky, a collection of poems about the Great Patriotic War "

What are the benefits of project work?

The project method allows schoolchildren to find a problem that is significant for them and solve it through creative search and application of integrated knowledge; makes it possible to connect theory with practice; develops research, creative abilities of students; creates conditions for independent activity of students in a situation of choice; allows you to organize educational cooperation and joint activities with the teacher and with peers.

Thus, the project method is aimed at the personal, cognitive and communicative development of students.