HISTORICAL ROOTS OF THE PROJECT METHOD IN TEACHING

Mukhatayeva D. senior teacher,

doctoral student of al-Farabi KazNU

The new conditions lead to new requirements for the educational process.

The principle of student-centered education, individual approach, subjectivity in training requires in the first place new teaching methods.

The project method plays a leading role in contemporary approaches to teaching and learning.

Within the historical analysis of use of design technique in education it is important to consider:

- intrinsic characteristics of the project method as prerequisites of using the modern design method in teaching;

- design technique as basis for application of student-centered approach to training.

Nowadays the humanistic approach in education aiming at the development of the identity of a pupil is widespread.

Among the variety of the pedagogical techniques directed at application of person-focused approach the design technique of training where "ego factor" is widely used (I - a factor) is characterized by organizing training on the basis of the identity of a pupil, his needs and interests.

Positive aspects of the use of the project method are as follows: It allows solving the problem of motivation which is one of the burning issues in modern education; it ensures the implementation of the person-focused training where pupils can choose activities according to their abilities and interests. Implementation of the project develops algorithm of design and ability to convert activity; pupils learn how to independently search for information and analyze it, how to integrate and apply the gained knowledge.

The person-focused approach to teaching has a long history. At the end of the XIX century didactic investigations of Western teachers were about affective domain of learning. Ideas of the humanistic philosophers and educators were connected with the project method which is also called the problem method or method «trust act» или «методом целевого акта».

According to V. N. Stenberg the historical roots of the project method were in Italy of the 16^th century. Initially the purpose of students’ projects was «... the introduction of students into the system of professional requirements» [1, p. 28]. In 1671 the idea of design acquired the status of a pedagogical method on the basis of Royal Academy of Architecture in Paris, and since 1702 completion of projects has been included in the schedule as the main form of education.

The method of projects successfully developed due to pedagogical ideas of the American teacher and psychologist J. Dewey, and also his pupils and followers V. H. Kilpatrik, E.U. Kollings. J. Dewey noted: «…the knowledge can be called knowledge, intellectual education, leading to any goal given only in the process of close and meaningful participation in activities of social life» [2, p. 42].

J. Dewey [2, p. 46] puts forward the slogan which is key to modern understanding of design training: «Teaching by doing». J. Dewey identifies a number of requirements for successful teaching:

- problematization of a teaching material;

- activity of the child;

- connection of teaching with the child's life, game, work.

Thus, J. Dewey argues that the child learns academic material, not just hearing or perceiving by the senses, but as a result of his need for knowledge and thus is an active subject of their study.

The method of projects was further developed in works of V. H. Kilpatrik and E. Kollings (USA). V. H. Kilpatrik defines the program of school using the project method: «The program is a number of experiences connected among themselves in such a way that the data acquired from one experience serve to development and enrichment of the whole stream of other experiences» [3, p. 567-568].

U. Kilpatrik allocated four types of projects:

· creative (productive);

· consumer (developed on the basis of consumer goods production);

· problem (overcoming intellectual difficulties);

· the project – exercise. [4, p.115]

At the beginning of the XX century Kollings suggested to divide projects into the following types:

1) Excursion projects

2) Hand projects

3) Play projects

4) Story projects.

The method of projects drew attention of Russian teachers at the beginning of the XX century. Ideas of design tеaсhing arose in Russia practically in parallel with its development by American teachers. A lot of attention to the project method was paid by S. T. Shatsky, V. Petrova, N. K. Krupskaya, professor B. V. Ignatyev, V. N. Shulgin, M. V. Krupenina. Soviet teachers believed that the project method contributed to the development of creative initiative and independence of pupils and promoted direct connection of acquisition of knowledge and skills with their application for the solution of practical tasks.

As E.S. Polat notes, at the heart of modern understanding of the design technique is the use of a wide range of problem methods, research methods focused on actual practical result, significant for the pupil, and solution of a problem by taking into account various factors and conditions and realization of results» [5, p. 4].

«To achieve such result», - E.S. Polat continues, «it is necessary to teach children to think independently, find and solve problems, apply for this purpose knowledge from different areas, use their ability to predict results and alternatives of the decision, abilities to establish relationships between cause and effect» [6, p. 67].

Proceeding from the aforesaid, it is necessary to draw the following conclusion: design training is always focused on independent activities of pupils aiming at solution of problems significant for them. In the course of such pupils’ activity there is discovery of main laws of scientific theory and their deep assimilation.

Approaching the matter from the psychological point of view, we conclude that the principle of «ego-factor» providing for the approach to teaching that correlates with the personal-active approach is the cornerstone of design training.

What are intrinsic characteristics of personal-active approach?

Pedagogical ideas of P. Galperin, A. Zaporozhets, I. Zimnyaya, A. Leontyev, D. Elkonin and others are based on personal-active approach.

Considering the design technique in the context of personal-active approach, we note first that is personal, it is the first component. Рассматривая проектную методику в контексте личностно-деятельного подхода, отметим сначала, что означает личностный, то есть первый компонент. S. Rubenstein emphasized that in order to characterize the identity of a person it is necessary to answer three questions. Firstly, it is necessary to find out what the individual wants, what attracts him, and to understand his aspirations. It is the question about the orientation of a person, about his needs, interests, and ideals. After this, the second question follows: what is he capable of? In other words, what are his capabilities? And the third question: how does he use his capabilities? It is the issue of stable «pivotal» properties of the person, and also the issue of matters that are important for the person in the world and how he perceives the meaning of his life. [7, p. 684].

Thus, the pupil with his motives, aims, unique psychological properties is in the center of teaching, that is, the pupil has unique personality.

The essence of the design method considered in the context of the person- focused training consists in the following: the purpose of education and ways of its achievement shall be defined on the basis of pupil’s interests, his specific features, needs, motives, abilities.

Further, we consider the activity component which is a key component of the design method of teaching. Here we refer to the main provisions of the activity theory developed by A. Leontyev and I. Zimnyaya.

Essential characteristic of any activity as I. Zimnyaya emphasizes, is motivation [8, p. 65]. For A. Leontyev activity is a form of interaction with the world. And this interaction does not happen because of person’s motives, and dispositions. On the contrary, the person’s mentality, consciousness and his personal traits are determined by such interaction. Both inherited and acquired are only raw materials, clay, the tool; neither biological, nor social define the personality; they are "equidistant" from the personality that is not reduced either. «The center of the personality» which we call «I»,… lies not in the individual, under his skin, but in his life» (9, p. 229).

The educational project is important way of formation of motivation of studying.

In our opinion, the major factors which ensure formation of motivation for learning in design teaching are:

- connection of the idea of a project with real life: the idea of any project shall be connected with creation of a concrete product or the solution of the problem, significant for the pupil and taken from real life in the course of practical activities;

- existence of interest in implementation of the project in all its participants: in the course of application of design technique it is very important to achieve personal acceptance of the idea of the project and awakening of interest in its realization that will ensure its successful performance and efficiency instruction;

- the leading role of the advisory coordinating function of the teacher: transition from the leader's position to the position of the consultant and coordinator that gives to trainees a real autonomy and the chance of manifestation of their own initiative and independence in the course of implementation of the project, encourages self-development of the person.

Thus, the design method realizes the personal approach to pupils demanding first of all the attitude towards the pupil as to the personality with his needs, capabilities and aspirations. The design method ensures the formation of an independent and responsible person, develops creativity and mental abilities which are necessary traits of the developed intelligence.

References

1. Stenberg V. The theory and practice of "the method of projects" in XX century pedagogics: thesis of the candidate of pedagogical sciences, Vladimir, 2002

2. Dewey J., Dewey E. Schools of the future/J. Dewey, E. Dewey. – Berlin: Publishing house. RSFSR, 1922. – 178 p.

3. Ravkin Z.I. The method of projects /Z.I. Ravkin//the Russian pedagogical encyclopedia in 3 volumes. – M, 1993. – V.1. – P. 567-568.

4. Mynbayeva A.K. Modern educational concepts: manual. – Almaty: Kazakh University, 2012. – 220 p.

5. Polat Е.S. The metod of projects at lessons of a foreign language / E.S. Polat//Foreign languages at school. – 2000. – No. 2. – P. 3-10.

6. New pedagogical and information technologies in education system: Manual for students of pedagogical higher education institutions and system of professional development of pedagogical shots / E.S. Polat, M. Yu. Bukharkina, M. V. Moiseyeva, A.E. Petrov. – M.: Academy, 2000. – 272 p.

7. S. L. Rubenstein. Fundamentals of the general psychology. SPb., 2002., 720 p.

8. Zimnyaya I.А. Psychology of teaching foreign languages in schools / I.A. Zimnyaya – M.: Education, 1991. – 222 p.

9. Leontyev A.N. Activity. Consciousness. Personality. M.: Politizdat, 1975. — 304 p.