Project as a Kind
of studentsʼ Creative
Activity
Светлана
Митянова
учитель
английского языка,
МБОУ
«Малыгинская СОШ»
Ковровского
района Владимирской области
Проект -
это самостоятельная плановая и реализованная школьниками работа, в которой
речевое общение введено в интеллектуально-эмоциональный содержание другой
деятельности.
Наиболее принятой технологией
"обучения в сотрудничестве" является проектная методика. Поэтому уже
несколько лет я работаю над проблемой "Проектная методика как эффективное
средство изучения иностранного языка."
На своих уроках, используя
проектную технологию, я ставлю перед собой задачу развивать интеллектуальные
способности школьников, имеющих непосредственное отношение к формированию
творчества, раскованность, непринужденность, способность мыслить критически и
креативно, оригинальность, нестереотипность, заинтересованность.
Проектная работа помогает детям
свободно выражать свои мысли в непринужденной, но педагогически направленной обстановке.
Кроме того, ученики учатся работать в коллективе, где от каждой отдельной мысли
зависит, каким будет результат. Важным в создании проекта является и то, что
такая деятельность позволяет непосредственно увидеть "конечный"
результат.
Проектная технология повышает как уровень
интеллектуального развития ребенка, так и социально-коммуникативную роль каждой
личности в коллективе, стимулирует интерес учеников к новым знаниям, развитие
ребенка через решение проблем и применение их в конкретной деятельности.
The basic social, economic and
political changes in Russia today are affecting the lives of everyone,
especially the young people. Russia at its current transitional stage is a
rather dynamic society. The population of Russia is facing a lot of problems
today. We are on the eve of great changes today. We’d like the pupils we
educate will be the designers and executors of this process. It`s, therefore,
important to us as teachers to give these children the tools to perform their
task successfully.
The main purpose of teaching
English is to develop students` ability to use foreign language as a perfect
instrument for dialogue of cultures and civilizations of the modern world. To
teach communication and to make this process successful and affective teachers
should create conditions for language interaction. This work will be possible
only if it`s really interesting and informative for student, if it covers the
problems of their inner world, beliefs, life experience.
I`ve been working at school
for twenty years already and the more I teach the more I realize I should
constantly be in creative process. I`d like to compare our children with seeds,
if we put then into fertile soil, they`ll give us rich harvest . So the one of
the most important tasks to us is creating the best conditions and to invite
students to the Wonderful World of Knowledge. And the method of project creation,
to my mind, is very helpful for solving some teaching problems.
What is project? It`s a kind of
students` activity, which involves their experience, imagination, knowledge and
great desire to share them with others. This type of work doesn`t mean only
something which is done once or twice a month or a year separately from lessons
and the language learning, projects are aimed at training multi-skill abilities
of students, they are focusing on topics of themes rather than on specific
language targets. It provides students with opportunities to rives their
knowledge and practice their skills in a relatively natural context because
specific language aims are not prescribed, and because students focus their
efforts and attention on achieving an agreed goal. Students play an important
part in making decisions on appropriate working methods, the project timetable
and the eventual “end product“.
Project work isn`t a replacement
for other teaching methods; neither is it something that`s appropriate only to
older or more advanced students. It`s an approach to learning which complement
mainstream methods and can be used with students of almost all levels, ages and
abilities.
Project can be intensive
activity which takes place over a short period of time or extended studies
which may take up one or two hours a week for several weeks.
There are some
main categories of projects
Working on projects students should
get involved in and be responsible for all major decisions , especially those
related to the choice of topic, working methods and nature of any end product.
The involvement isn`t incidental to the project
but is a crucial and integral part of it. Such kind of work allows students to
use language more creatively and effectively and, by dealing with “real“
subject matter, to increase their knowledge of the world, because project work
takes personal interest as its starting point. These can be regarded as
“authentc“ rather than linguistic objective.
Projects are more likely to succeed
if students work cooperatively with others and independently of the teacher
towards a mutually agrred goal. The joint end product replaces high marks and
teacher`s approval
as the accepted measure of success.
Although at certain stages of most
projects, grammatical accuracy is of great importance, only rarely will a
particular project lend itself naturally to the systematic practice of
specific, predictable language structures. By contrast, most projects involve a
number of related skills.
The end product is a very essential
feature of project work. It should be the final result of the various tasks
during the project. Without it any project would have no natural conclusion and
activities might become meaningless, unrelated exercises. There are some
examples of ending:
¾
a
formal written report;
¾
a
newspaper;
¾
a
radio programme;
¾
a
performance;
In
addition, this end product also provides students with an incentive to
co-operate with each other and to present their best work in an attractive
form.
Projects
provide contacts with real world subject matter, which require students to
apply and adapt what they already know. Students`
involvement in makin choices and decisions tends to increase their motivation
and interest in learning a foreign language. Project work enables and
encourages students of different abilities to work co-operatively on task of
equal importance. Relatively weak learners may be able to use their other
talents which are as valuable to the success of the project as writing in good
English, or understanding of complex texts.
Most projects will include some non-linguistic tasks as:
And we can use cameras, CDs or videos
doing it. Students who undertake these tasks will be participating actively in
the process conducted throught the medium of the English language. This
participation may give confidence to less able students and so improve their
attitude to language learning in general.
It would be misunderstanding of the
purpose of projects to assume that they are simply a way for fluency practice.
In most of the projects there are the stages in which the need of accuracy will
be quite apparent to students themselves. In the proofreading, rewriting and
reporting back stages clarity and accuracy of expression are crucial to
successful communication. If the end of the project is a display, a piece of
writing, or a performance, it`s in students` own interests to produce language, which is both
accurate and fluent.
This approach to language learning,
with its emphasis on interesting topics and student autonomy, and its
apparently informal methodology, can in many circumstances provide a welcome
break from normal classroom routines. As such it may be seen by students as an
antidote to the “system“. It`s one of the
teacherʼs responsibilities to guide
students without reducing their interest and enthusiasm. Projects should all be
adapted to suit students learning surrounding. Whether a particular topic
appeals to a particular class may depend upon some factors such as students` age, background and interests, students` previous language learning experiences, students` expectations and needs.
It`s
impossible to prepare students to project work if it`s the unpredictable, dynamic learning process.
However, there are certain skills and activities that can be practiced before
students become involved in a full project.
Some authors have called these
pre-project tasks “lead-in activities“. They may be the following ones:
Lead-in activity:
¾ giving a short task;
¾ proofreading;
¾ writing a
questionnaire;
¾ conducting an
interview;
¾ making notes;
¾ writing letters;
Relevance to project work:
¾ reporting back
summaries;
¾correcting written
work;
¾collecting
information or opinions;
¾recording
information or opinions;
¾recording
information efficiently;
¾requesting
information/invitations/making aviangements.
If students are more used to competing than to working co-operatively with
each-other, the following group work activities may be a useful preparation for
the discussions which should form the basis of all decisions concerning the
direction and development of project work:
¾ coming to an
agreement;
¾ allocating tasks;
¾ discussing a plan
of action;
Each
project should have appropriate lead-in-activities. They may be done either
before the beginning of the project or during the project.
According to
the project`s aims, it may
last a day, a week or even longer. The larger the group the longer the project.
You should think about content ides, agreed objectives and working methods,
and, of course, timetable.
For example:
At different stages of project work
pupils can expect to work in different combination. All projects can start and
end with whole class discussions. But sometimes many tasks are best done by
individuals or pairs. In general, it`s better let
pupils to do their work themselves, to form their own groups and pairs, on the
basis either of specific interests or friendship.
Every teacher should remember that
as project work is co-operative learning method , they should always
allow-sufficient time for purposeful discussions and reporting back sessions.
So as you can see the project work:
¾ gives teachers a
helpful direction in their unconventional work;
¾ serves to make the
process of learning brighter;
¾ reveals various
inclinations and talents of children;
¾ attracts students
of different levels.
The result
of the project work encourages the participants and makes them feel more
confident and experienced. Then this experience helps pupils to solve other
problems and the main feature of project teaching it is communicative approach.
It gives and widens the students` possibilities to
communicate and to cooperate. Here some of pupils` project works are represented.
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