К.п.н. Матухин Д.Л.
Томский политехнический университет, Россия
METHODOLOGICAL BASES OF PROJECT-BASED
LEARNING
Project-based learning method emerged in the 1920s in the U.S. and was
intended to find ways for the development of active, independent thinking of
students, to teach them not only to memorize and reproduce knowledge but also to
be able to apply them in practical activity.
The general principle which project-based learning method was based on is
to establish direct relationship of educational material with the life
experience of students in their joint active cognitive and creative activities
in practice (projects) when solving a common problem. These days, project
technology obtained new popularity and relevance.
Based on the concepts of learning technologies, E.S. Polat considers
project-based learning methodology "as a combination of search and problem
methods, creative by its nature, which is a didactic tool enhancing cognition,
creativity and at the same time development of certain personal qualities of
students in the process of creating a specific product" [1].
When using project-based learning technology in the educational process the
following important problems can be solved:
·
lessons are not limited
to the acquisition of certain knowledge and skills by the students but apply
for practical activities of students, affecting their emotional state, thereby
increasing motivation;
·
students are able to
carry out creative work within the given topic, self-confidently searching for
the necessary information not only in books but also in other sources. At the
same time they learn to think for themselves, to find and to solve problems,
predict outcomes and implications of different solutions, to study cause-effect
relationships;
·
in project are successfully
implemented various forms of educational activity, when students interact with
each other and with the tutor, whose role is always changing: instead of a
controller (s)he becomes an equal partner and consultant [2].
The main requirements for the use of project-based
learning method are as follows:
·
availability of the significant,
in terms of research and creativity,
problem / task that requires integrated knowledge and research to find its
solution;
·
practical, theoretical,
cognitive significance of intended results;
·
self-learning
activities;
·
structuring of the project
content (with incremental results);
use of research methods: definition of the problem arising from it research problems, forming hypotheses of their solution, discussion of research methods, deliverables, data analysis, conclusions, correction, conclusions (use, within the joint study, of "brainstorming" method, "round table discussion", statistical methods, creative reports, views, etc) [3].
References:
1.
Полат Е.С. Метод проектов на уроках иностранного языка:
Новые педагогические технологии при обучении иностранным языкам // Иностранные
языки в школе. 2000. -№5. С. 24-28.
2.
Яковлева Н.О. Проектирование как педагогический феномен // Педагогика,
2002, №6. - с. 8- 14.
3.
Давыдова Е.М., Мещеряков Р.В., Шелупанов А.А. Проектное обучение
– парадигма элитного инженерного образования в России в условиях стратегии
инновационного развития // Высшее образование сегодня. 2006. - №7 - с.9-15.
4.
Changing perspectives in international education / Ed. By O’Meara
P.,Mehlinger H., Newman R. – Bloomington, IN: Indiana University
Press, 2001. – 419 p.
5.
Eyerer P., Hefer B. and Krause B. The reformation of technical education
through project-orientation education (TheuPrax) // Global J. Engng. Educ. – 2000. – Vol. 4. – №3. – P. 281-286.
6.
Kjersdam F., Enemark, S. The Aalborg experiment project innovation in university education. Aalborg, Denmark: Aalborg
University Press (1994)