Project activities in educational and extracurricular activities Types of projects Classification Features of the organization. Formation of universal educational actions in chemistry lessons Educational goals to design their ways

Monitor and evaluate your achievements The main goal of education in the standards is defined as “the development of students’ personalities based on the acquisition of universal methods of activity.” Forming universal learning activities means developing in students the ability to independently set educational goals, design ways to implement them (i.e., optimally organize their activities), monitor and evaluate their achievements (develop the ability to learn). The activity-based approach to teaching is based on the research of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, P.Ya. Galperina, A.G. Asmolov. From their research it follows that the development of students depends on the nature of the organization of their activities, aimed at developing the student’s consciousness and his personality as a whole.

TECHNOLOGIES FOR ASSESSMENT OF EDUCATIONAL SUCCESS The teacher and student, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student's grade is determined on a universal scale of three levels of success. “pass/fail”, i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material; “good”, “excellent” assessments, indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational activities, as well as the horizons and breadth (or selectivity) of interests.

Levels of knowledge acquisition First level: reproduction and memorization Second level: application of knowledge in a familiar situation according to the model Third level: application of knowledge in an unfamiliar situation, i.e. creatively Levels of formation of methods of action First level: following a pattern, rule, algorithm without the need to understand why one should act that way. Second level: action with an understanding of the basis of the method that is necessary to solve the problem Third level: transformation of the mastered method of action in relation to a new context Level approach

Basic technologies of second generation standards Information and communication technologies (communication) Technology based on creating a learning situation (solving problems that are practically significant for studying the world around us) Technology based on the implementation of project activities Technology based on level differentiation of learning

A project is a detailed prototype of a future object or type of activity. A project is a set of actions specially organized by the teacher and independently carried out by students, culminating in the creation of a creative product. Design is an activity associated with coming up with a new way to solve a problem or overcome a difficulty.

Temporary features Short-term (implemented for the sake of a specific case) Signs of the project Contents Statement of the problem Goals and objectives, management and personnel content and methods, effectiveness budget Meaningful load Description of a specific situation that needs to be improved and specific methods for its improvement Figurative representation “An arrow that hits on target"

Typology of projects The typology of projects is based on the following features: the dominant activity in the project, the subject-content area of ​​the project, the nature of project coordination, the nature of contacts, the number of project participants, the duration of the project.

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

Information project. Aimed at collecting information about any object or phenomenon for the purpose of analysis, synthesis and presentation of information to a wide audience. Such projects require a well-thought-out structure and the ability to adjust it as work progresses. The output of the project is often a publication in the media, on the Internet, a video, social advertising, or a booklet.

Research project. The structure resembles a scientific study. It includes justification of the relevance of the chosen topic, formulation of the research problem, mandatory formulation of a hypothesis with its subsequent verification, discussion and analysis of the results obtained.

Creative project. It assumes the most free and unconventional approach to its implementation and presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.

Role-playing project The development and implementation of such a project is the most difficult. By participating in it, schoolchildren take on the roles of literary or historical characters, fictional heroes in order to recreate various social or business relationships through game situations.

Social design is understood as an activity: socially significant, having a social effect; the result of which is the creation of a real (but not necessarily material) “product” that has practical significance and is fundamentally, qualitatively new in his personal experience; conceived, thought out and implemented by a teenager; during which the designer enters into constructive interaction with the world and society; through which social skills are formed

The difference between design activities and research activities is the goal of design to go beyond solely research, teaching additional design, modeling, etc. working on a project presupposes, first of all, obtaining a practical result; the project, being the result of collective efforts at the final stage of activity, involves reflection on joint work, analysis of the completeness, depth, information support, and creative contribution of everyone. for educational and research activities, the main result is the achievement of truth, new knowledge; the activity of designing one’s own research, which involves identifying goals and objectives, identifying principles for selecting methods, planning the progress of the research, determining the expected results, assessing the feasibility of the research, determining the necessary resources - is the organizational framework of the research .

The difference between the project method and project activities The project method is a didactic tool that allows you to teach design, as a result of which students acquire knowledge and skills in the process of planning and independently performing certain practical tasks with the obligatory presentation of the results. The product can be a film, a booklet, a book. When starting to work on a project, students answer the following questions: What do I want to do? What do I want to learn? Who do I want to help? The name of my project. What steps should I take to achieve my project goal? Based on their answers, students draw up a plan for an educational project according to the following scheme: project name, project problem (why is this important to me personally?), project goal (why are we doing the project?), project objectives (what are we doing for this?), deadlines project execution, schedule of consultations, information about the project leader, planned result, presentation form, list of students involved in the project

The similarity of all types of projects A project is five Ps: Problem – Design (planning) – Search for information – Product – Presentation. The sixth P of the project is its Portfolio, i.e. a folder in which all working materials of the project are collected, including drafts, daily plans and reports, etc.

Basic concepts A problem (in project activities) is a complex issue, a task that requires resolution and research. Set by life. A situation of mismatch between what you want and what you have. This is a situation where there are not enough means to achieve a goal. A situation characterized by insufficient means to achieve some goal.

Problems in the project-based teaching method The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video sequence with the same purpose, etc.). The teacher can suggest sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, and obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

Planning (design) identification of information sources; determining methods for collecting and analyzing information; determining how results will be presented; establishing procedures and criteria for evaluating results and process; distribution of tasks (responsibilities) between team members.

Limits and difficulties of using the project method The project method is used when any research, creative task arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research techniques that reveal a specific topic.

The teacher turns into the organizer of the necessary conditions for independent activity of students. The style of communication with students, methods and methods of interaction are changing. A pedagogical goal appears: the formation, development and enhancement of skills in project actions, operations, and project activities in general.

A problem is a question that objectively arises in the course of the development of cognition, or a holistic set of questions, the solution of which is of significant practical or theoretical interest. The problem is related to the formulation of the creative name (topic) of the project and the main problematic issue. This stage is the most difficult for a teacher in organizational technology, since it is it that largely determines the project development strategy and its effectiveness.

The situation can become problematic if: there are certain contradictions that need to be resolved, it is necessary to establish similarities and differences, it is important to establish cause-and-effect relationships, it is necessary to justify the choice, it is necessary to confirm the patterns with examples from one’s own experience and examples from experience with theoretical patterns, it is worth the task of identifying the advantages and disadvantages of a particular solution

Features of the stages of project activity of junior schoolchildren: motivational (teacher: states the general plan, creates a positive motivational mood; students: discuss, propose their own ideas); planning - preparatory (the topic and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established, methods of joint activity are agreed upon, first with maximum help from the teacher, later with increasing student independence); information-operational (students: collect material, work with literature and other sources, directly implement the project; teacher: observes, coordinates, supports, is himself an information source); reflective-evaluative (students: present projects, participate in collective discussion and meaningful assessment of the results and process of work, carry out oral or written self-evaluation, the teacher acts as a participant in collective evaluation activities).

The main idea of ​​the system-activity approach is that new knowledge is not given ready-made. Children “discover” them themselves in the process of independent research activities. They become little scientists making their own discoveries. The teacher’s task when introducing new material is not to explain, show and tell everything clearly and clearly. The teacher must organize the children's research work so that they themselves come up with a solution to the problem of the lesson and themselves explain how to act in new conditions. The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to develop in him the ability and desire to learn throughout his life, to work in a team, and the ability to self-change and self-development based on reflective activity. This approach to teaching is aimed at the development of each student, at the formation of his individual abilities, and also allows him to significantly strengthen knowledge and increase the pace of learning the material without overloading students. At the same time, favorable conditions are created for their multi-level training. The technology of the activity-based teaching method does not destroy the “traditional” system of activity, but transforms it, preserving everything necessary for the implementation of new educational goals. Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal of school education becomes the development of the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the ability to learn. To model training sessions within the framework of the Federal State Educational Standard, it is necessary to know the principles of lesson construction, its structure and the features of some of its stages. So, the features of some stages.

1. Organizational moment.

Goal: involving students in activities at a personally significant level. “I want because I can.” Students should develop a positive emotional orientation. Great success begins with little luck.

2. Updating knowledge.

Goal: repetition of the studied material necessary for the “discovery of new knowledge” and identification of difficulties in the individual activities of each student. First, the knowledge necessary to work on new material is updated. At the same time, effective work is underway on the development of attention, memory, speech, and mental operations. Then a problematic situation is created and the purpose of the lesson is clearly stated.

3. Statement of the educational task.

Purpose: discussion of difficulties, articulation of the purpose of the lesson in the form of a question to be answered.

4. “Discovery of new knowledge”

Goal: solving oral problems and discussing a project for their solution. Children gain new knowledge as a result of independent research conducted under the guidance of a teacher. They are trying to express the new rules in their own words.

5. Primary consolidation.

Goal: pronouncing new knowledge, recording it in the form of a reference signal.

6. Independent work with self-test according to the standard.

Goal: everyone must draw a conclusion for themselves about what they already know how to do and whether they have remembered the new rules. Here it is necessary to create a situation of success for each child.

7. Incorporation of new knowledge into the knowledge system and repetition.

First, ask students to select from a set of tasks only those that contain a new algorithm or a new concept. When repeating previously studied material, game elements are used - fairy-tale characters, competitions. This creates a positive emotional background and helps children develop interest in lessons.

8. Reflection of activity.

Goal: students’ awareness of their educational activities, self-assessment of the results of their own and the entire class’s activities.

As an example, here are fragments of several lessons. Learning theory is one of the most difficult issues in teaching mathematics.

Vieta's theorem. (8th grade) At the beginning of the lesson, students are asked to consider the given quadratic equation x2 + px + q = 0 and find the sum and product of its roots. As a result of executing several equations, we arrive at the formulation of this theorem.

When studying the topic “Reciprocal Numbers” (grade 6), students find the product of reciprocal numbers. In the course of completing several tasks, students themselves draw conclusions and formulate the definition of these numbers.

In a geometry lesson (7th grade), students examine several types of triangles, use a protractor to measure the angles and, as a result of the work, draw a conclusion about the sum of the angles of the triangle

As a result of completing such tasks, students develop a sense of self-confidence and an interest in independent theoretical work.

A famous Japanese proverb says: “Catch me fish and I will be full today; teach me to fish - so I will be fed for the rest of my life.”

The standard is also focused on the development of the graduate’s personal characteristics: someone who loves his land and his Fatherland, who respects his people, their culture, and spiritual traditions.

At the stage of primary consolidation with pronunciation in external speech, students draw up reference diagrams and solution algorithms. When studying the topic “Finding the largest and smallest values ​​of a function using the derivative” in grade 11, we create an algorithm:

1. Find the derivative.

2. Determine critical points.

3. Select those that belong to the given interval.

4. Calculate the values ​​of the function at these points and at the ends of the segment.

5. From the obtained numbers, select the largest and smallest value. In accordance with the requirements of the Federal State Educational Standard, the teacher systematically teaches children to carry out reflective action.

For example, children independently solve logarithmic inequality and get different answers. In free mode there is a discussion about who is right, we conclude that when solving logarithmic inequalities, an important step is to determine the type of monotonicity of the function.

A lesson based on the principles of a systemic activity approach instills in students such skills that make it possible to use them in subsequent education and in later life. Consistent implementation of the system-activity approach increases the effectiveness of education, significantly enhances motivation and interest in learning, provides conditions for general cultural and personal development based on the formation of educational learning, ensuring not only the successful acquisition of knowledge, but also the formation of competencies in any subject area of ​​cognition.

Explanatory note

One of the main goals of school education is to develop students’ ability to learn, that is, to develop the ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements.

Such a student can be educated by a teacher who is proficient in modern educational technologies, innovative forms and methods of teaching.

One of the ways to increase the motivation and effectiveness of educational activities in a primary school is to include students in educational, research and project activities.

The use of the project method in teaching geometry helps the formation and development of sustainable interest in the subject, the development of student activity, which contributes to the formation of skills of self-education, creativity, and initiative. Students’ activities within the project are based on the students’ previous life experience and the forms of activity available to them. Now it is important to develop the ability to transfer knowledge and skills acquired in one area to any other area of ​​human activity.

The project method is a powerful didactic tool for teaching design - the ability to find solutions to various problems that arise in the life of a person who takes an active position in life.

The project method is universal, so I use it both in mathematics lessons and in extracurricular activities in the subject.

Students note that working on a project promotes independence, independence, and creativity. They are attracted by an active, equal position in the educational process.

Geometric material is a component of the mathematics course content, starting from the 5th grade of basic school. The method of its presentation is based on the previous life and geometric experience of students, the forms of activity available to children, and the principle of clarity plays a special role in this. I consider it advisable to involve students in research work, in particular, project activities.

This work is the result of my teaching experience, the practical implementation of the educational project method.

Educational project “Geometric lace”

Methodical presentation.

1. Introduction.
2. Methodological passport of the project.
3. Project work.

1. Introduction.

The idea for this project came to me while studying the topic “Dividing a circle into equal parts” with seventh graders. They noticed that in nature, the objects around us, and buildings, there are many elements that are based on the principle of dividing a circle into equal parts. My students gave examples of fragments of gates, park fences, windows in the cities of Likino-Dulevo and Orekhovo-Zuevo, showed drawings and photographs in a history textbook, and tried to reproduce these patterns. Since geometric constructions in themselves are interesting to students, I decided to implement this topic to create ornaments and patterns in the educational project “Geometric Lace”.

During the project, students gained new knowledge in geometry, the history of mathematics, and became acquainted with traditions in architecture. Practical skills will be useful to them in geometry and technical graphics lessons. The project gave each student the opportunity to apply their knowledge and skills, to reveal their abilities and capabilities.

The overall result was compositions created by students based on approximate methods for constructing regular polygons; memo-drawing “Dividing a circle into equal parts”, a selection of tasks for construction (Annex 1).

2. Methodological passport of the project

Item: geometry (optional course “Construction problems”)

Subject: Circumference. Dividing a circle into equal parts.

Class: 7

Project type: creative, practice-oriented;

Project completion time: 4 weeks

Operating mode: lesson and extracurricular; geometry lessons (repetition of educational material and control of knowledge), 4 lessons of the elective “Construction problems”; extracurricular activities (homework and consultations)

Result: visual (sketches of stained glass windows, bars and gates) and didactic material (construction problems) in geometry.

Goals:

Educational:

• know the definitions of a circle and its elements, a regular polygon and the properties of its sides and angles;
• be able to construct using a compass and ruler the middle of a segment, parallel and perpendicular lines, regular polygons.

Educational:

• develop imagination, observation, the ability to analyze and find practical application for the studied properties of geometric shapes;
• develop speech skills, mathematical thinking; expand your horizons.

Educational:

• cultivate respect for other people's opinions and goodwill towards the work and efforts of classmates; the ability to work in a group, give an objective assessment of one’s own and others’ results;
• cultivate neatness and aesthetic taste.

Security:

• home computers and a school computer lab with Internet access; school library; library of the recreation center “Tonar”;
• a geometry textbook for students in grades 7-9 and a drawing textbook for students in grades 7-8 of secondary schools; multimedia projector, scanner, printer;

additionally attracted specialists: teachers of technology, computer science, history.

To work on the project, students must

Definitions of circle, radius, chord, diameter, arc, regular polygon;

Theorems about two lines perpendicular to a third; about the length of the perpendicular drawn from a given point to a given line;

Solve basic construction problems (constructing the middle of a segment; parallel and perpendicular lines; an angle equal to a given one; bisectors of an angle);

Carry out constructions using a compass and a ruler on unlined paper;

Work with Internet search engines;

Create presentations using Power Point;

Process images using the Picture Manager program.

Motivation to work:

The opportunity to present the results of your work;

Independence in organizing your activities;

Self-realization;

Personal participation in role-playing activities, team work;

Application of knowledge and skills to solve a specific practical problem and obtain new knowledge.

Estimated increments: As a result of working on the project, students will

Properties of symmetrical figures;

Rules for dividing a circle into equal parts;

Thales' theorem;

get acquainted with the history of architectural forms and traditions of European countries and the Russian state in the Middle Ages; history of the compass; facts from the life of mathematicians.

Perform geometric constructions using a compass, square, ruler; dividing a segment into equal parts and in a given ratio;

Create ornaments and patterns;

will receive the development of independent work skills, communication and thinking skills, self-analysis and reflection.

The project was presented at the school Science Day; awarded a III degree diploma at the scientific and practical conference “Step into the Future, Orekhovo-Zuevsky District” and a I degree diploma at the All-Russian competition “First Steps”.

3. Work on the project.

Since participation in the project will require students to spend more time on independent work, including working at the computer, parents must be supported before starting the project.

You can start the project with a teacher’s presentation to update your knowledge of geometry, then, with the help of the presentation, a correspondence tour of ancient Moscow takes place, during which students get acquainted with architectural structures and objects of art and everyday life of Muscovites, containing elements created on the basis of methods of dividing a circle into equal parts .

Fundamental question:

• How to create ornaments and patterns from regular polygons?

Problematic issues:

1. What shape is the snowflake?
2. What item did the ancient Babylonians value as much as treasure?
3. Why do restorers need geometry?
4. What tool do sculptors, doctors, sailors and engineers use?
5. Why are stained glass windows needed?
6. What discovery made 19-year-old Carl Gauss famous throughout the world?

Study questions:

1. How to find the center of a circle?
2. Is it possible to divide a segment 9 cm long into 7 equal parts?
3. How to construct a square along its side?
4. How to construct a line parallel to a given one?

Teacher proposes to create a creative workshop for creating ornaments and patterns. In a joint discussion, they formulate

Objective of the project: create ornaments and patterns using methods of dividing a circle into equal parts;

Tasks:

• Acquaintance with the history of architectural forms and traditions in the creation of ornaments and patterns by dividing a circle into equal parts.
• Studying the rules of construction using a compass and ruler and developing practical skills in solving simple construction problems.
• Knowledge of the definitions of geometric figures discussed in the work.
• Production of sketches and drawings.
• Drawing up and solving construction problems.

Invites you to divide into groups and choose topics. Organizes discussion and creation of a plan for further action in groups, possible options for presenting the results of the project (article, presentation, drawing, multimedia product, etc.).

Together with the teacher, project participants develop criteria for evaluating the work on the project and its results.

It is advisable to arrange an information stand with the deadlines for the project, consultation schedule, operating hours in the computer class, etc.

Next comes students’ independent work with reference materials and Internet resources. Drawings and drawings are created. Articles are being prepared. The results are being corrected. Amendments and additions are being made. As necessary, students seek advice from subject teachers.

The stage of formalizing the results of the work, preparing messages, reports, presentations, and layouts for defense begins.

Project participants evaluate the results of the group’s work and draw conclusions.

The final stage is the presentation of the project results for discussion (conference, presentation, etc.). Project participants exchange opinions and answer questions posed. The project manager (a competent independent jury) evaluates the quality of the work performed and the report submitted.

Based on the results of working on the project, students formulated the following:

Conclusions:

• Approximate methods for constructing regular polygons are simple and easy to implement, beautiful and easy to apply in practice. With their help you can create drawings and ornaments. They are used in architecture and painting, folk art and decoration, industry and everyday life.
• The project has an applied focus. The result of the project can be used as a visual aid and didactic material in lessons, electives and club classes in geometry, technical graphics and technology.
• The knowledge and skills obtained during the implementation of the project are necessary when studying geometry and drawing lessons.

Sample topics and problematic issues of the project “Geometry around us”

In this chapter, I want to present the topics of the “Geometry around us” projects that my students developed and put into practice.

5th grade

Topic: “My dream house”

Fundamental question:

• What form of house is the safest and most comfortable?

Problematic issues:

• Why are bricks made in the shape of a parallelepiped?
• Why do dishes have many round parts, while furniture has rectangular parts?
• Why in northern countries, for example, in Ireland, are city houses painted in bright, warm colors?
• Why do most houses have “triangular” roofs rather than flat ones?
• Psychology and geometry: how character affects the shape of a house
• What type of housing is the safest?

6th grade

Topic: “Ancient Russian measures”

Fundamental question:

• How was it measured in Rus' in the old days?

Problematic issues:

• Who is taller: Thumbelina or Thumb?
• Can a sixth grader be two inches tall?
• Do points and lines have length?
• Why were strong men selected as gunners in the Russian army?
• Why did fabric sellers choose short assistants?
• Describe the appearance of the humpbacked skate in modern language:

“...Yes, a toy skate is only three inches tall,
On the back with two humps and arshin ears”

8th grade

Topic: “Measurements and construction on the ground with restrictions”

Fundamental question:

• How to measure the quantity of interest on the ground and do it more accurately, using available means?

Problematic issues:

• How did Thales put the Harpedonaptians to shame?
• What “measuring” instruments are always at hand for military topographers, geologists and builders?
• What geometric method did infantry commanders use in the Battle of Moscow in 1941?
• What geometric problem do scouts and paleontologists solve?
• How to measure the width of a river while standing on the bank?
• How to measure the height of a strawberry tree in a botanical garden if you can’t touch it?

10-11 grades

Topic: “Geometry around us”

Fundamental Question:

• Platonic solids: myths and reality

Problematic issues:

• Why are there only five regular polyhedra?
• Why don't they make cubic teapots?
• How did viruses solve a geometric problem?
• Alchemists and chemists about polyhedra
• What do we know about the snub-nosed “relatives” of the Platonic solids?
• Octagonal star: sixth Platonic solid or provocation?
• Where do the star-shaped “hedgehogs” and “spines” come from?
• Find six ways to practically apply regular polyhedra in human life
• Dodecahedron-icosahedron hypothesis of the structure of the Earth: random coincidences and interesting facts

Bibliography

1. Sample programs of basic general education. Mathematics. – M.: Education, 2010. – (Second generation standards).
2. Formation of universal educational activities in primary school: from action to thought. System of tasks: a manual for teachers / ed. A.G. Asmolov. – M.: Education, 2011.
3. Velichko M.V. Mathematics. Grades 9-11: Project activities of students. – Volgograd: Teacher, 2008.
4. Pakhomova N.Yu. Method of educational project in an educational institution: A manual for teachers and students of pedagogical universities. – M.: ARKTI, 2005.

Internet resources

1. sites.google.com/site/geometriavokrugnas/
2. mmogeo.ucoz.ru/publ/sistema_ocenivanija_proektnykh_rabot_uchashhikhsja

The main goal is the social order of society: to form an individual who is able to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, work with different sources of information, evaluate them and, on this basis, formulate their own opinion, judgment, and assessment. That is, the main goal is the formation of key competencies of students.

The competency-based approach in general and secondary education objectively corresponds to both social expectations in the field of education and the interests of participants in the educational process. The competency-based approach is an approach that focuses on the results of education, and the result of education is not the amount of information learned, but the ability to act in various problem situations.

The main task of the general education system is to lay the foundations of an individual’s information competence, i.e. help the student master the methods of collecting and accumulating information, as well as the technology of its comprehension, processing and practical application.

To effectively develop information competence in robotics classes, a system of educational tasks is needed.

Table 1 System of educational tasks for the formation of structural units of information competence

Table 3

5. Teacher-student interaction in the course

The interaction “Teacher – student” characterizes the behavioral and activity orientation of the student’s personality towards the process of creating and functioning of their own information activities, the result of which is information competence. It also characterizes the behavioral and activity orientation of the teacher’s personality towards the process of creating conditions for the formation and functioning of the student’s information activity.

The teacher has always been a central figure in education. A teacher is one who shares knowledge, wisdom and experience, and the student adopts them. If the parameters of teacher-student interaction do not meet the needs of both subjects, then there is no need to talk about the quality of education. The main goal of the teacher is to convey experience in solving problems, while the goal of the student’s activity is to adopt the teacher’s experience, reach the next level and move on. Successfully solved problems expand the range of opportunities for both the student and the teacher for self-knowledge and self-realization. Ultimately (ideally) the teacher's experience will become an integral part of the student's experience - the student will surpass his teacher and move on.

Rice. 1 The structure of the student’s activities to learn from experience

Necessary changes in education cannot occur without the active participation of the teacher. To organize an activity means to organize it into a coherent system with clearly defined characteristics, a logical structure and the process of its implementation.

In order for a student to master universal methods of educational activity, it is necessary that the teacher fully master the teaching methodology of any method. Therefore, the teacher’s self-education, his willingness to constantly master new methods and forms of work, and the active inclusion of innovations in educational activities are very important.

3.2.1. Designing Learning Objectives

The methodological basis for goal setting is social and government orders, educational standards and the results of marketing research into the needs for specialists with higher education.

In practice, teachers are the developers of specific learning goals.

The most productive approach to goal setting today is research, in which the future life activity of graduates of a higher educational institution should be studied in a 3-5 year perspective and, on this basis, diagnostic learning goals should be identified.

Why in a 3-5 year perspective?

Firstly, because the functioning of society during this period remains relatively stable and predictable.

Secondly, the activities of a graduate of an educational institution during this period are still based on the knowledge acquired in the educational institution from the professional environment.

Thirdly, by the end of this period, the natural professional growth of the young specialist and his career advancement begin, accompanied by various forms of further education.

Requirements for learning objectives.

Learning objectives should be:

vital;

realistically achievable;

verifiable;

systematized;

complete without redundancy; those. must be diagnostic for all basic personality traits.

Vital necessity means that goals are requested, ordered. The real achievability of goals is related to the learning conditions and the material base of the university. If for any reason the conditions are not met, then the goals will have to be reduced to realistic ones. It should be taken into account that modern pedagogical science makes it possible to achieve higher learning results than when following spontaneously developed methods.