Classification and characteristics of educational projects. Types and characteristics of educational projects

Practical task:

1. Analyze the characteristics of the proposed types of educational projects. 2. Determine the types of educational projects that can be integrated (combined).

3. Justify the integration of types of educational projects.

4. Determine the type(s) of instructional project according to the problem you have identified for developing the instructional project.

5. Fill out the table.

Tables A

Learning Project Goals

The purpose of the educational project is the main element of achieving the planned result. Particular attention must be paid to the formulation of goals, because the success of project development half depends on the thoroughness of this part of the work. First, the most general goals are determined, then the general goals are detailed to the specific tasks facing each participant in the work.

The goals are divided into:

1. Cognitive goals - knowledge of objects of the surrounding reality; studying ways to solve emerging problems, mastering the skills of working with primary sources; setting up an experiment, conducting experiments.

2. Organizational goals - mastering self-organization skills: setting goals, planning activities, working in a group, conducting a competent discussion, analyzing information.

3. Creative goals - creative goals: construction, modeling, design, etc.

One of the largest modern researchers of educational projects, Evgenia Semenovna Polat, Doctor of Pedagogical Sciences, Professor, Head. The distance learning laboratory of ISMO RAO identifies the following goals of educational design: the formation of critical (analytical, associative, independent, logical, systematic) and creative thinking; developing skills to work with information: select and analyze the necessary information from different sources; systematize and summarize the data obtained in accordance with the assigned educational task; identify and formulate problems in various fields of knowledge and the surrounding reality, put forward options for their solution; conduct experiments, formulate reasoned conclusions, carry out proofs, statistically process the experimental data obtained; generate (create) new ideas, possible ways to find solutions, formalize the results; formation of skills to work in a group, solve cognitive, creative tasks in collaboration, performing different social roles; development of a communicative and reflective culture.

Practical task:

1. Based on the brief characteristics of the types of educational projects given in the table, select the goals of the educational project, using the recommendations for formulating goals by E. S. Polat.

2. Fill out the table.

Table

Practical task:

1. Using the materials from the table “Goals of the educational project,” formulate goals in accordance with the type of educational project you have chosen.

Classification of educational projects

There are many approaches to classifying educational projects. One of the authors of the classification of educational projects is Alla Stepanovna Sidenko, Doctor of Pedagogical Sciences, professor of agro-industrial complex and software development.

In modern pedagogical practice of secondary vocational education, the following are distinguished: types of educational projects:

By area of ​​application

· Educational project: project - illustration of an educational topic; current educational project, final educational project in the discipline

· Educational project

· Organizational project

· Regulatory draft

· Socially significant project (project related to resolving environmental problems of the city, region, problems of family and youth conflicts)

· Political project.

By subject of work

· Man – man

· Man is nature

· Man – technology

· Man is an artistic image

· Man is a sign system

By area of ​​application

· Educational organization

· Professional self-determination

By interest

· Cognitive

· Commercial

· Gaming

· Professionally - labor

· Scientific

By material embodiment

· Intelligent

· Information

· Complex

By material embodiment

· Individual

· Group

By content structure

· Monomodular (cover one section, topic of the academic discipline program)

· Polymodular (combining the content of several sections, topics of the curriculum of the academic discipline)

· Integrated (interdisciplinary)

By level of creativity

· Reproductive

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).

Private institution of educational and further education

"Lyceum boarding school "Podmoskovny""

Final certification work

(abstract) on the topic:

"Typology of educational projects"

Completed by a chemistry teacher

Stepanova E.V.

Corallovo 2016

Content

Introduction………………………………………………………….…………...…………….3

Typology of projects……………………………………………………………………………….….5

Typological characteristics of projects………………………………………………………...5

Classification of projects according to typological characteristics………..…………….6

Organization of external evaluation of projects of various types……………….……….12

Conclusion………………………………………………………………………………...14

References……………………………………………………………………………………….15

Introduction

“Tell me and I will forget, show me and I will remember,

involve me and I will learn.”

Is there an effective pedagogical tool that would allow students to be involved in the process of learning and development? Of course, such a tool is the project method. In recent years, in pedagogy we have seen a surge of interest in the project method, known since the 20s of the 20th century. We all understand that a modern person must be able to do a lot in order to be successful in various areas of his life. The project form of work is one of the most relevant technologies that allows students to apply their accumulated knowledge in the subject. The project method is based on the idea of ​​focusing the educational and cognitive activity of schoolchildren on the result that is obtained when solving one or another practically or theoretically significant problem.

Working on a project is a creative process. A student, independently or under the guidance of a teacher, searches for a solution to a problem; this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, creative, communication and intellectual skills. In a foreign language course, the project method can be used within program material on almost any topic. Working on projects develops imagination, fantasy, creative thinking, independence and other personal qualities.

The ability to use the project method is an indicator of the teacher’s high qualifications and his progressive methods of teaching and developing students. It is not without reason that these technologies are classified as technologies of the 21st century, which primarily require the ability to adapt to the rapidly changing conditions of human life in a post-industrial society. The project method can be used in the study of any subject. It can be used in lessons and in extracurricular activities. It is focused on achieving the goals of the students themselves, which is why it is unique. It develops an incredibly large number of skills and abilities, and therefore it is effective. But in order to ensure that students work effectively with the project, you should know its typology.

The purpose of this work – study the classification of project types according to typological criteria.

Tasks:

indicate the typological characteristics of projects;

give a brief description of the types of projects in accordance with their typological characteristics;

draw attention to the need to organize external evaluation of all projects.

Subject of study : project method.

Object of study : types of projects according to typological characteristics.

Research methods and tools : study of scientific and methodological literature on the problem, method of analysis, use of Internet resources.

Typology of projects.

Typological characteristics of projects.

It is extremely important not only for a general understanding of the problem, but also so that the teacher, while developing a project together with his students, preparing for it, selecting the necessary materials, can clearly understand its features and plan the work accordingly. Knowledge of the typology of projects will help teachers when developing projects, their structure, and when coordinating the activities of students in groups. Typological characteristics of projects include:

the dominant method or type of activity in the project: research, creative, role-playing, informational, practice-oriented, etc.

subject-content area: mono-project (within one area of ​​knowledge) and interdisciplinary project.

nature of project coordination: with open coordination, explicit coordination and hidden coordination.

nature of contacts: (among participants of one school, one class, city, region, one country, different countries of the world) internal or regional, or international.

number of project participants (individuals, pairs, groups)

duration of the project (short-term, medium-duration, long-term).

Classification of project types according to typological criteria.

According to the dominant method in the project, the following types of projects are distinguished:

Research

Such projects require a well-thought-out structure, defined goals, relevance of the subject of research for all participants, social significance, well-thought-out methods, including experimental work, and methods for processing results. Such projects are completely subordinated to the logic of research and have a structure that is approximate or completely coincides with genuine scientific research: argumentation of the relevance of the topic adopted for research, definition of the research problem, its subject and object, designation of research tasks in the sequence of accepted logic, definition of research methods, sources of information, determining the research methodology, putting forward hypotheses for solving the identified problem, identifying ways to solve it, including experimental ones, discussing the results obtained, conclusions, drawing up the research results, identifying new problems for the further course of the research.

Creative

Such projects, as a rule, do not have a detailed structure of joint activity of the participants; it is only outlined and further developed, subject to the genre of the final result, the logic of joint activity determined by this genre and accepted by the group, and the interests of the project participants. In this case, it is necessary to agree on the planned results and the form of their presentation (joint newspaper, essay, video, dramatization, sports game, holiday, expedition, etc.). However, the presentation of the results of the project requires a clearly thought-out structure in the form of a video script, dramatization, holiday program, etc., an essay plan, article, report, etc., design and headings of a newspaper, almanac, album, etc.

Adventure, gaming

In such projects, the structure is also only outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can only emerge towards the end. The degree of creativity here is very high, but the dominant type of activity is still role-playing and adventure.

Information projects

This type of project is initially aimed at collecting information about some object or phenomenon, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses. The structure of such a project can be indicated as follows.

The purpose of the project, its relevance - methods of obtaining (literary sources, media, databases, including electronic ones, interviews, questioning, including foreign partners, conducting a brainstorming session) and processing information (their analysis, generalization, comparison with known facts, reasoned conclusions), result (article, abstract, report, video), presentation (publication, including online, discussion in a teleconference, etc.).

Such projects are often integrated into research projects and become their organic part, a module.

The structure of research activities for the purpose of information retrieval and analysis is very similar to the subject research activities described above:

subject of information retrieval;

step-by-step search with the designation of intermediate results;

analytical work on the collected facts;

conclusions;

adjustment of the original direction (if required);

further search for information on specified
directions;

analysis of new facts;

generalization;

conclusion, presentation of results (discussion, editing, presentation, external evaluation);

Practice-oriented

These projects are distinguished by clearly defined results from the activities of their participants from the very beginning. Moreover, this result is necessarily focused on the social interests of the participants themselves (a document created on the basis of the research results - on ecology, biology, geography, agrochemistry, historical, literary and other nature, an action program, recommendations aimed at eliminating identified inconsistencies in nature, society , a draft law, reference material, a dictionary, for example, of everyday school vocabulary, a reasoned explanation of some physical or chemical phenomenon, a project for a school winter garden, etc.).

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear outputs and the participation of everyone in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustments to joint and individual efforts, in organizing the presentation of the results obtained and possible ways to implement them in practice, and organizing a systematic external evaluation of the project.

Based on the subject content area One can distinguish monoprojects and interdisciplinary projects.

Mono-projects.

As a rule, such projects are carried out within the framework of one academic subject. In this case, the most complex sections or topics related to regional studies, social, and historical topics are selected. Of course, working on mono-projects involves the use of knowledge from other areas to solve a particular problem. But the problem itself lies in the mainstream of philological, linguistic, and cultural knowledge itself. Such a project also requires careful structuring in lessons with a clear designation of not only the goals and objectives of the project, but also the knowledge and skills that students are expected to acquire as a result. The logic of work in each lesson in groups is planned in advance (roles in groups are distributed by students), the form of presentation is chosen by the project participants independently. Often work on such projects continues in the form of individual or group projects outside of class hours.

Interdisciplinary projects.

Interdisciplinary projects are usually completed outside of class hours. These can be small projects affecting two or three subjects, as well as fairly voluminous, long-lasting, school-wide ones, planning to solve one or another problem that is significant for all participants in the project. Such projects require very qualified coordination on the part of specialists, coordinated work of many creative groups with clearly defined research tasks, well-developed forms of intermediate and final presentations.

By nature of coordination projects can be of two types.

With open, explicit coordination

In such projects, the project coordinator participates in the project in his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of its individual participants (for example, if you need to arrange a meeting in some official institution, conduct questionnaires, interviews with specialists, collect representative data, etc.).

With hidden coordination (mainly telecommunications projects)

In such projects, the coordinator does not find himself either in the networks or in the activities of groups of participants in his function. He acts as a full participant in the project. An example of such projects is the well-known telecommunications projects organized and carried out in the UK (Cambridge University, B. Robinson), in which in one case a professional children's writer acted as a participant in the project, trying to “teach” his “colleagues” to express their thoughts competently and literary on various occasions. At the end of this project, an interesting collection of children's stories similar to Arabic fairy tales was published. In another case, a British businessman acted as such a hidden coordinator of an economic project for high school students, who, also under the guise of one of his business partners, tried to suggest the most effective solutions to specific financial, trade, and other transactions. In the third case, to study some historical facts, a professional archaeologist was introduced into the project, who, acting in the role of an elderly, infirm specialist, directed “expeditions” of project participants to different regions of the planet and asked them to report to him all the interesting facts found by their participants during excavations, asking from time to time “provocative questions” that forced the project participants to delve even deeper into the problem.

By the nature of contacts projects are divided into domestic and international.

Domestic or regional (i.e. within one country), such projects are called that are organized either within one school - interdisciplinary, or between schools, classes within a region, one country (this also applies to telecommunications projects).

International projects These are projects whose participants are representatives of different countries. These projects are of exceptional interest, which will be discussed in more detail in the second part of the book, since their implementation requires information technology tools.

By number of participants There are three types of projects:

personal (between two partners located in different schools, regions, countries).

doubles (between pairs of participants).

group (between groups of participants).

In the latter type, it is very important to correctly organize this group activity of project participants from a methodological point of view (both in a group of their students and in a joint group of project participants from different schools and countries). The role of the teacher in this case is especially great.

Based on duration Projects differ in the following types:

short-term (to solve a small problem or part of a larger problem). Such small projects can be developed over several lessons within the same subject program or as interdisciplinary ones.

average duration (from a week to a month).

long-term (from a month to several months).

As a rule, short-term projects are carried out in lessons in a separate subject, sometimes involving knowledge from another subject. As for projects of medium and long duration, such projects (conventional or telecommunications, domestic or international) are interdisciplinary and contain a sufficiently large problem or several interrelated problems, and then they constitute a project program. Such projects are usually carried out outside of class time, although they can also be monitored in class.

Mixed types of projects.

Of course, in practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative projects, for example, simultaneously practice-oriented and research. Each type of project has one or another type of coordination, deadlines, stages, and number of participants. Therefore, when developing a particular project, one must keep in mind the signs and characteristic features of each of them.

The success of project activities is based not only on knowledge of the capabilities and abilities of each child, but also on the teacher’s ability to clearly determine its typology and didactic features already at the initial stages of project implementation. This will allow the teacher to most competently determine the goals and results of project activities, therefore, to structure the students’ activities in the most rational and effective way.

Organization of external evaluation of projects of various types.

Separately, it should be said about the need to organize an external assessment of all projects, since only in this way can their effectiveness, failures, and the need for timely correction be monitored. The nature of this assessment largely depends on both the type of project and the topic of the project (its content), and the conditions under which it is carried out.

If thisresearch project, then it inevitably includes stages of implementation, and the success of the entire project largely depends on correctly organized work at individual stages. Therefore, it is necessary to monitor such student activities in stages, assessing them step by step. At the same time, here, as in cooperative learning, assessment does not necessarily have to be expressed in the form of grades. These can be a variety of forms of encouragement.

INgaming projects that involve a competitive nature, a point system can be used (from 10 to 100 points).

INcreative projects It is often impossible to evaluate intermediate results. But it is still necessary to monitor the work in order to come to the rescue in time if such help is needed (but not in the form of a ready-made solution, but in the form of advice).

External project evaluation (both intermediate and final) is necessary, but it takes different forms depending on many factors: the teacher or trusted external independent experts (this could be teachers, students from parallel classes not participating in the project) conduct constant monitoring of joint activities, but unobtrusively, and if necessary tactfully come to the aid of the children.

Parameters of external evaluation of the project:

the significance and relevance of the problems put forward, their adequacy to the topic being studied;

correctness of the research methods used and methods of processing the results obtained;

the activity of each project participant in accordance with his individual capabilities;

collective nature of decisions made;

the nature of communication and mutual assistance, complementarity of project participants;

necessary and sufficient depth of penetration into the problem; attracting knowledge from other areas;

evidence of decisions made, the ability to justify one’s conclusions;

aesthetics of presentation of the results of the project;

the ability to answer opponents’ questions, conciseness and reasoning of the answers of each group member.

Conclusion.

Bibliography.

New pedagogical and information technologies in the education system / Ed. E.S. Polat - M., 2000

Bychkova A.V. Project method in modern school.-M., 2000.

Zachesova E.V. method of educational projects. Educational technology of the XXI century - [Electronic resource].

Pakhomova N.Yu. Project-based learning - what is it? / N.Yu. Pakhomova // Methodist, 2004– No. 4

Palat E.S. New pedagogical technologies in the education system. M., 2005.

Sergeev I.K. How to organize project activities of students M., 2006.

We present to your attention a detailed classification of projects on various grounds. You will learn what types of them exist and how they differ from each other. First of all, we will give the necessary definition in order to have an idea of ​​what we are talking about.

A project is a complex systemic process that is aimed at changing various areas of human life. In developed countries and in the states of the former USSR, this concept differs significantly, and the classification of projects sometimes has its own characteristics (see the section “Investment projects”).

In the traditional sense of the word, a project means:

1) Intention, idea, design.

2) Description, presentation, image of some object (intangible or tangible) on paper or other media.

What does the project include?

The concept of it in developed Western countries is broader than it is accepted in our country. For example, the American Institute of Project Management defines it as a certain task with initial data, as well as required goals (results), which determine the method of solving it. This, however, does not say what funds exist to implement the project. In addition, the method of solving a particular problem is not always determined and not only by the goals (results) of its solution. Therefore, we can say that the project includes:

Idea (task, problem);

Means of solution (implementation);

Goals (results).

Project results

A project in a broad sense is something that can change anything in the world, in life. Its results from a similar point of view can be both concrete (organization, structure, building, products, etc.) and abstract (experience, knowledge, methods, plans, etc.). If we consider it as a dynamic system, we can distinguish:

Current (technology, documentation, etc.);

Final (profit, product, etc.).

Often a project and its results are presented in the form of a system of goals, which means that the project is a system. In other words, it is a combination of various elements and the connections that arise between them, which ensures the achievement of certain goals.

The basis on which projects can be classified

Classification of projects can be carried out according to the timing of implementation, scale, quality of their development and implementation, location of implementation, and the size of the resources used. The variety of their species is extremely great in reality. The classification of projects has the following bases:

The structure, composition of the project and subject area that determine its class;

Industrial premises;

Production facilities;

Technology of work and production;

Technological equipment;

Services, works, products that are produced.

Depending on the nature of the project, others are possible, as well as a more detailed division of the above.

The supporting elements of the project are: finance, raw materials, personnel (personnel), premises and territory of the location, treaties, agreements, contracts, as well as other elements that contribute to its implementation and development.

Investment projects

Almost all projects are investment projects, since the vast majority of them require the investment of funds, that is, investment. In the specialized literature on project analysis and investment planning, it is understood as a complex of interrelated enterprises that are aimed at achieving specific goals over a limited period of time. The classification of investment projects can be carried out on various grounds: by the scale of the investment, goals, degree of risk, degree of interconnectedness, timing. In particular, according to the scale of investment, small, traditional, large and megaprojects are distinguished.

In the countries of the USA and Western Europe, small projects are defined as those whose cost is less than 300 thousand dollars. Medium ones (otherwise called traditional) have a cost from 300 thousand to 2 million dollars. Large projects are those that are of a strategic nature and cost more than 2 million dollars. And finally, megaprojects are international or state target programs that unite a number of investment projects with a single purpose. Their cost is from 1 billion dollars.

In Russian practice, a slightly different classification of investment projects has developed. For example, in cases where centralized investment resources are allocated on a competitive basis, projects worth more than $50 million are considered large.

Classification of educational projects

They can be personal and group. Moreover, each of them has undeniable advantages. There is also a special classification of which is presented below. This is a learning system in which knowledge and skills are acquired in the process of independent planning and implementation by students of projects - practical tasks that gradually become more complex.

It is possible to classify educational projects according to:

The scale of activity;

Thematic areas;

Number of performers;

Implementation deadlines;

Importance of the results.

All of them, regardless of type, are unique and inimitable, aimed at achieving certain goals, involve coordination of interrelated actions, and are limited in time.

Complexity projects can be interdisciplinary or mono-projects. The latter are carried out within only one area or one academic subject. Interdisciplinary ones are carried out under the guidance of specialists representing various fields of knowledge, outside of class hours.

According to the nature of contacts, they can be divided into international, regional, intra-school and intra-class. As a rule, the first two are carried out as telecommunications projects, using various means of modern technology and the Internet.

If we take the predominant activities of students as a basis, we can distinguish the following types:

The project is practice-oriented;

Research;

Informational;

Creative;

Role-playing.

As for the duration, we can highlight:

Mini-projects that fit into 1 lesson or part of it;

Short-term, designed for 4-6 lessons;

Week-long projects that require 30-40 hours and involve a combination of extracurricular and classroom forms of work, as well as deep immersion in them, which makes them the optimal form of organizing work on projects;

Long-term (year-long) both group and individual (as a rule, they are performed outside of school hours).

Variety of projects

Classification, as you can see, is carried out not only by managers and scientists. Many of us encounter them in our professional activities, in particular teachers. Students, by the way, are also often given the task to complete a “Project on the topic...”. This will help them in their future professional activities. A project on a topic proposed by the teacher or chosen independently is often regarded as a final or examination paper.

Based on the dominant (dominant) activity of students:

- practice-oriented project(from tutorial to reco package
recommendations for restoring the Russian economy);

- research project- research of any problem according to all the rules of scientific research;

- information project- collecting and processing information on a significant issue for the purpose of presenting it to a wide audience (article in the media, information on the Internet);

- creative project- the most free author's approach to solving the problem. Product - almanacs, videos, theatrical performances, works of fine or decorative art, etc.;

- role-playing project- literary, historical, etc. business role-playing games,
the result of which remains open until the very end.

By complexity And nature of contacts projects can be mono-projects or interdisciplinary.

Mono-projects are implemented within Interdisciplinary are performed outside
one academic subject or one lesson time under the guidance of a specialist
areas of knowledge. cialists from different fields of knowledge.

By the nature of contacts there are projects - intraclass, intraschool, regional and international. The last two, as a rule, are implemented as telecommunications projects, using the capabilities of the Internet and modern computer technologies.

By duration projects can be:

□ mini-projects- fit into one lesson or even part of it;

□ short-term- for 4-6 lessons;

□ weekly, requiring 30-40 hours. A combination of classroom and extracurricular forms of work is expected. Deep immersion in the project makes the project week the optimal form of organizing project work;

□ long-term (annual) both individually and in group settings. They are usually performed outside of school hours.

By composition project participants can be group personal One of them has its undeniable advantages.

Types of project presentation:

scientific report, business game, video demonstration, excursion, TV show, conference, dramatization, theatrical performance, games with the audience, defense at the academic council, dialogue of historical or literary characters, sports game, performance, travel, advertising, press conference, etc. .

Project evaluation criteria should be clear and accessible to project participants, there should be no more than 7-10 of them, known from the very beginning of work on the project. First of all, the quality of the work as a whole should be assessed, and not just the presentation.