在与语言学学生的工作中使用小项目

A. Budnik, I. Khyzhniak
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引用次数: 1

摘要

本文致力于项目方法在未来语言学家工作中的理论依据和实际应用。在教育全面技术化的影响下,项目技术从项目方法和现代教学研究中的功能演变而来,被称为“项目方法”。事实证明,项目教学法在世界上越来越流行,有许多实验学校的主要教学方法是项目教学法及其变种。世界各地的教师都注意到项目方法的巨大可能性,特别是它对学生的主动性、独立性、创造力和集体主义发展的影响。本文旨在揭示在高校学生教学过程中运用项目教学法,特别是小项目教学法的创新之处。揭示了项目的主要工作阶段(组织准备、计划、技术、收尾)。由于项目法直接发展学生的创造性、研究性和分析性活动,主要任务是教他们独立思考,发现和解决各种问题,应用不同领域的知识,预测不同解决方案的结果和可能的后果的能力,建立因果关系的能力。学生的活动应该服从于他通过解决实际问题或理论问题而获得的结果。分析了国内外科学家的理论和实践经验,确定并描述了A. Klymenko和O. Podkolzina按主导方法或活动类型分配项目的分类。有证据表明,项目任务的使用几乎改变了教育过程的所有组成部分:教师和学生之间的互动类型,评估系统,教材的选择等。
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Using mini-projects in work with philology students
The article is devoted to the theoretical substantiation and practical use of the project method in working with future philologists. Under the influence of the comprehensive technologization of education, project technologies have evolved from the project method and function in modern pedagogical research under the term “project method”. It is proved that the project method is becoming increasingly popular in the world, there are many experimental schools where the main method of teaching is the project method and its varieties. Teachers all over the world note the enormous possibilities of the project method, in particular its impact on the development of activity, independence, creativity, collectivism of students. The purpose of the article is to reveal the originality of using the project method, in particular mini-projects, in the process of teaching students of higher education institutions. The main stages of work on the project (organizational and preparatory, planning, technological, final) are revealed. Since the project method directly develops the creative, research and analytical activities of students, the main task is to teach them to think independently, find and solve various issues, applying knowledge from different fields, the ability to predict the results and possible consequences of different solutions, the ability to establish cause and effect relationships. The student's activity should be subordinated to the result that he will get by solving a practical or theoretical problem. The authors analyzed the theoretical and practical experience of both domestic and foreign scientists, identified and described the classification of A. Klymenko and O. Podkolzina who distribute projects according to the dominant method or type of activity. It is substantiated that the use of project tasks changes practically all components of the educational process: the type of interaction between the teacher and the student, the evaluation system, the selection of educational material, etc.
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