Project and research activities: differences and common ground. What is the difference between project and research activities of students based on the Federal State Educational Standards and their imitation and profanation? How is the difference between a project and research work presentation

MAOU "Demikhovsky Lyceum" mathematics teacher Rodkina N.V.

What to choose:

project or research ?

A research paper is often rightly called a research project. Likewise, adequate design is impossible without research interventions. The starting points are the collection and analysis of initial information for the implementation of the project and the assessment of its possible consequences. It is important for students to understand the difference between a project and a research project, as the quality of work produced in these two genres is assessed by different criteria.

Research is an activity aimed at obtaining new knowledge about an object or phenomenon existing in the surrounding world. The goal is to determine, study, obtain data, since the result of the study is known in advance.

A project is aimed at creating something that does not yet exist and presupposes a design concept that is achieved in the process of its implementation. The goal is to create, build, achieve.

Any project is aimed at solving specific technical, ideological and other problems, therefore the main criterion for assessing the effectiveness of design is practical significance. As in educational research, the main result of instructional design is the ability to independently obtain a meaningful result.

It is important to understand the difference between what a student does and what a teacher does when completing a study or project.

Project activities

Research activities

TEACHER, the meaning of this activity is to achieve the main goal of education - improving the quality of the student’s education.

STUDENT, personal motivation is associated with obtaining objectively new knowledge about the object of one’s research.

For a student, educational research is an educational task, personal involvement in the activity, responsibility for the result obtained and its presentation. For a teacher, educational research is a creative pedagogical project, where it is necessary not only to control the content of the research, but also to adapt the process to the specific personality of the student.

Scientific novelty and practical significance cannot be criteria for the effectiveness of educational research; they are the level of mastery of skills and new knowledge in this area. The skills and abilities students acquire when performing project or research work also vary.

Skills and abilities,

received by students when completing

design and research work

PROJECT

STUDY

The ability to move towards a predetermined goal, confidently overcome interfering and inhibiting circumstances

The ability to thoughtfully check the results of observations and experiments that do not confirm a pre-established hypothesis

The ability to use and advertise the results of the project as widely as possible. Recognize the value of a fully completed project.

The ability to notice, remember and follow observations, understanding that this is material for future research.

Evaluate the success of the project based on maximum compliance with actual and planned activities

Evaluate the success of the study based on the degree of reliability of the results obtained.

No one is saying that research is better than design or vice versa. Each of these genres of creativity has its own goals and characteristics that need to be well understood. In any case, the student will have the opportunity to learn independently, conceive, plan and carry out educational research or educational and social projects, use conjecture, insight, intuition, purposefully and consciously develop their communication abilities, master new language means, realize their responsibility for the reliability of the knowledge acquired, for the quality of the research performed or project.

Sources:

Research and project work of schoolchildren, edited by A.V. Leontovich, Moscow, “VAKO”, 2014.

Collection of programs. Research and design activities. Basic school. 2nd edition, Moscow, “Enlightenment”, 2014.

Warning. Reading this section will likely cause surprise, disagreement, objection, and even irritation among many readers. To reduce the negative impact, we ask readers to consider the text thoughtfully, especially the concluding statements.

The requirement of the Federal State Educational Standard to master project and research activities (both in class and extracurricular work) as mandatory for all schoolchildren in the country, which is also enshrined in a special line in the certificate of complete secondary education, is a real and profound innovation. It is probably the most difficult to implement of all FGOS innovations, since there was nothing similar in the mass pedagogical practice of Russian school workers. And if it was, it was at the level of profanation.

Unfortunately, the texts of the Federal State Educational Standard do not explain to teachers: “Why do children need this?(except for general development, they say) ?» . The reader will find the answer to this fundamental, vital question for everyone on the last pages of the section. And this answer will be unexpected, interesting and very significant.

The requirements of the Federal State Educational Standard to teach design and research permeate all three levels of school education. At the same time, the main difficulty is that the requirements themselves are presented in such a way that it is absolutely clear to everyone what educational and true design is, what educational and real research is, what their similarities and differences are, what are the age limits and limitations in understanding and the use of design and research practices, and what to do if the teacher himself has never seriously designed or researched anything in his life (not at the level of ordinary, everyday common sense, but methodically and technologically!).

It is clear that in a vertically structured education system, many began to feverishly implement things that they have a very vague idea about, which further confused the plot of their work and school life.

A profound and useful for practitioners article by V.S. is devoted to the grave consequences of unsecured attempts by a “cavalry attack” to introduce project and research activities into the daily practice of primary, primary and secondary schools. Lazarev “Project and pseudo-project activities at school” in zh. “Public Education”, 2014, No. 8, which we recommend that all readers read.

The essence and pathos of the article is in a well-founded statement: almost everything that is presented (done, described in reports and portfolios, reported to certification commissions, etc.) by teachers and school administrations as results of learning project activities in and outside of class is actually a pseudo-project pseudo-activity. That is, instead of the intended benefit, it brings obvious harm, since it is either an intentional deception or the result of ignorant self-deception.

Let's try to correct the situation.

First, we will do explanatory and methodological work for the developers of the Federal State Educational Standard: we will show what design training is, what research training is, how they are similar and how they differ.

Secondly, we will present it in a language accessible to practitioners and comment on the positions of the Federal State Educational Standard regarding the project and research activities of schoolchildren.

Thirdly, we will present examples of scientifically reliable and practice-tested, so far rare, pedagogical experience in implementing the requirements of the standard for the project and research activities of schoolchildren.

Let's start with definitions.

What is design?

Design (from Latin projectus, which means “thrown forward”) is the process of preparing a description necessary to create, under given conditions, a still non-existent (that is, new!) object that needs to be seen, invented, invented. The description of an object can be specified in different ways: in the form of text, algorithm, program, drawing, table, or a combination. The main feature of design is working with a non-existent object, and no one has the opportunity to describe a new object immediately, without subsequent corrections and clarifications, since the object is non-existent (iconic, ideal, virtual). At each round of corrections, the description becomes more complete and accurate.

What is research?

Research is the process of scientific study of any object (subject, phenomenon) in order to identify the patterns of its occurrence, development and transformation. To research means to subject to scientific examination, to carefully study in order to clarify or establish something.

Scientific research is the process of developing new (we emphasize new!) scientific knowledge, one of the types of cognitive activity. The study is characterized by objectivity, reproducibility, evidence, and accuracy.

This is how the director of gymnasium No. 1514 A.V. transformed these complex definitions at the beginning of work on mastering the Federal State Educational Standard. Belova in an editorial in the school newspaper “Ploshchadka”: “It is obvious, and does not require proof, that our students are learning to live in the future, which is not here and now in any form and which in the future contains an unlimited number of options. And how this uncertain future will turn into a concrete present in the life of each of our students depends to a very large extent on himself. This means that the main practical thing that is necessary for everyone and everything that we must teach our students is the ability to create new knowledge and, on this basis, foresee, predict and design. In this regard, all participants in our common cause - teachers, students, and parents - face two tasks:

first(for researchers)– learn during the learning process to INDEPENDENTLY use your mind, especially that ability of the mind, which is called the research instinct, to develop, based on the material of school subjects, an understanding of complex and little-studied issues, the desire to INDEPENDENTLY find these questions-tasks-problems and INDEPENDENTLY solve them. That is, to become, if not a master, then at least a decent apprentice in the production of necessarily NEW knowledge;

second(for designers)- to be able to see in every school subject its possibilities for foresight, forecasting and designing a NEW product.”

Let’s note that the school director, as they say, “took the bull by the horns” and in simple words outlined the essence of the concepts of “research” and “design”, their vision from the point of view of the requirements of the Federal State Educational Standard, emphasized the fundamental difficulty that the developers of the Federal State Educational Standard themselves were afraid of, – namely, the connection and difference between research and design (in the text of the Federal State Educational Standard the expression “research AND project activity" is most often used as a stable phrase and therefore cannot be separated).

It is very important: on the one hand, to see a certain similarity between the production of new knowledge (research process) and preparation for the production of a new product (design process), but on the other hand, to understand and accept their fundamental difference.

What is the similarity between these two most important “productions” in human life – new knowledge and new products?

Firstly, their nature is purely active, that is, it contains all the components of the student’s activity: motive, goal, algorithm for moving towards the goal, choice of means, the actual actions to achieve the goal with the necessary adjustments along the way towards the goal, obtaining a result , a reflexive assessment of the result obtained for compliance/inconsistency with its goal and a general reflection of all activities as another completed page in one’s own biography.

Secondly, they are similar because at their beginning lies the same state of the author of both the research and the project. Let's call this state dissatisfaction with the present and a strong desire to change it for the better.

Thirdly, this strong desire is rational, that is, it is recognized as a problem that requires a solution.

Fifthly, guided by his hypothesis of possible new knowledge or an imaginary image of a new product, the author thinks through a plan for solving the problem, which is a description of the stages to obtain new knowledge or a new product.

This is where the similarities end.

It is clear why the developers of the Federal State Educational Standard so persistently emphasize the inclusion of design and research competencies of students in conjunction with each other in the requirements of the Federal State Educational Standard at all levels of school education. This was done because the system-activity approach, which underlies the Federal State Educational Standard, is most clearly manifested precisely in design and its scientific analogue-antagonist - research activity.

Let us now consider the fundamental differences between research and design.

Firstly, any serious research necessarily takes place within the scientific tradition. The subject and result of the study is scientific knowledge, which has fixed characteristics, the main ones of which are evidence, compliance of methods with the subject, and acceptance by the expert community. In contrast to design, the objects of which are diverse (things, relationships, processes, even one’s own biography, etc.), and are directly built into everyday life.

Secondly, research activities differ from design activities in the content of goals and results. A student-researcher seeks and finds a solution to a problem that is significant for him and science in constructed new knowledge, familiarization with an unknown facet of truth. A student designer is in the production of a product that is in demand by someone and has known (not lower than a given level) consumer qualities. Even if this product is not a thing, but a new management culture, a film or play, or maybe one’s own biography.

Third, design and research differ greatly in another important way. For research, the efficiency indicator (the ratio of costs to benefits of the result) is not as important or even decisive as for design. A project, no matter how new and consumer useful it may be, will not be considered successful at all if its implementation is impossible or ineffective. Research is valued solely by the result achieved - the novelty and beauty of a scientific solution to an urgent problem. No one presented Newton or Einstein with a bill or asked them for ineffective use of resources (effort, time, resources, money, etc.).

So let's summarize: the result of research is new knowledge; the result of the design is a product that has consumer qualities (object, thing, film, technique, plot-text, etc.). Both must be obtained by the student independently, and not borrowed from somewhere in ready-made form.

Full-fledged research, like design, is possible only after schoolchildren reach the “age of reflection.” Teachers know that reflection in schoolchildren varies widely: it can fully manifest itself at the age of 10-11, or it may not be formed even by the age of 16-17! But normally the age of reflection is 12-13 years for girls and 13-14 years for boys. This means that from the first to the seventh grade, as a rule, a student is completely unable to carry out either project or research activities on his own. But he is capable of participating in both, both as part of a group of different ages, and personally, individually, and with the help of a tutor.

At the same pre- and pre-reflective stage of personality development in grades 1-7, the student is able to learn various techniques and methods of research and project activities both in class and outside of class.

Let us present the requirements of the Federal State Educational Standard for the learning outcomes of individual elements of research and project activities at the specified stage of personal development of schoolchildren (directly according to the text of the documents):

“The program for the development of universal educational activities ... should be aimed at: ...

· formation in students of the foundations of a culture of research and project activities; skills in the development, implementation and public presentation by students of the results of (educational) research, subject or interdisciplinary educational project;

· formation of competencies and competencies in educational, research and project activities;

· developing skills to participate in various forms of organizing educational, research and project activities (creative competitions, olympiads, scientific societies, scientific and practical conferences, national educational programs, etc.);

· mastering the techniques of educational cooperation and social interaction with peers, older schoolchildren and adults in joint educational, research and project activities;

· organization of the main directions of educational, research and project activities of students (research, engineering, applied, information, social, gaming, creative projects), as well as forms of organization of educational, research and project activities within the framework of class and extracurricular activities in each of the areas; ... the planned results of the formation and development of students’ competence in the field of using information and communication technologies, preparing an individual project carried out during the learning process within one subject or on an interdisciplinary basis...” (Federal State Educational Standards LLC III. 18.2.1.).”

Research algorithm includes:

1) statement of the problem;

2) preliminary analysis of available information, conditions and methods for solving problems;

3) formulation of the initial hypothesis or hypotheses;

4) theoretical analysis of hypotheses;

5) planning and organization of the experiment;

6) conducting an experiment;

7) analysis and synthesis of the results obtained;

8) testing initial hypotheses based on the obtained facts;

9) the final formulation of new facts, patterns or even laws;

10) receiving explanations or scientific predictions (forecasts, statements, new postulates, etc.).

Design algorithm includes:

1) awareness of the imperfection of any phenomenon, process, product; the desire to make this phenomenon, process, product anew or create new processes, products that will change living conditions for the better (in the logic of the systems-activity approach, this is both the problem and the motive of the project);

2) formulating the goals and objectives of the project. In the logic of the system-activity approach, this component is responsible for the primary image of the result and preliminary thinking through the stages of its achievement. When setting goals and objectives, it is necessary to name the quality criteria for their implementation;

3) formulating the theme of the project;

4) formulation of a design hypothesis, most often in the format: “if..., then...”. The project hypothesis prescribes those methods and means (“if we use...”) that are necessary to achieve the result - the goal of the project (“then we will get...”);

5) drawing up a project implementation plan by stages and deadlines, indicating the forces and means involved at each stage, as well as criteria for the optimal implementation of tasks at each stage (pay attention to the phrase “optimal execution”, figure out what it means, because for the project to obtain product is fundamental);

6) description (presentation, presentation) of the resulting project result (new product, process, etc.) based on the quality criteria that were introduced when setting the project goal;

7) reflection on the project activities carried out as a whole, assessment of the degree of satisfaction with the result obtained, attraction and consideration of the assessments of external experts. The reflexive procedure necessarily includes an assessment of the relationship between the result obtained and the effort and resources expended (this is the meaning of optimality), and satisfaction with its consumer qualities.

Now the time has come to consider a number of negative phenomena that have manifested themselves in the practice of implementing the Federal State Educational Standards requirements for student research and design, or in other words, what happens when they implement something that they do not understand because they do not know.

We will talk about profanities in the mass practice of organizing project and research activities of schoolchildren. Indeed, many do not know and do not understand what activity in general is, research and project, research and design activity. What in mass modern school practice, when reporting on the implementation of the Federal State Educational Standard, is called a “research” or “project” is, at best, an abstract on a topic given by the teacher, and most often just some kind of work of an unspecified genre, compiled from Internet materials related to to, in student language, a “googled” topic, again given by the teacher. When we say “the topic is given by the teacher,” we mean two options: the first hard one - the teacher dictated the wording of the topic to the student, the second, softer one - the teacher gave the student a choice of several topics for “independent” project or research work. Let us name the main signs of profanation of design and/or research in current mass pedagogical practice.

1. The topic is formulated broadly and generally, non-specifically and does not contain either a research or design problem (“Patriotic motives in the lyrics of A. S. Pushkin”, “The military leadership talent of Marshal Zhukov”, “Tourist routes of Karelia”, “Making a set of regular polyhedra for mathematics classroom”, “Creating a slide film “Modern Robotics”, “Growing crystals at home”, etc.).

2. The problem of the research, the project is banal, long ago solved, well known, copied from the Internet, dependent, has no relation to the personality of the “author”-student (“Is V. G. Belinsky right when he called the novel in verse by A. S. Pushkin a Russian encyclopedia life?”, “What is the danger of falsifying the history of the Second World War”, “How to help a kindergarten in equipping a toboggan hill for the Christmas holidays”, “Why teenagers from disadvantaged families often become victims of bad habits: smoking, alcoholism, drug addiction”, “How to organize a concert for veterans on the Victory Day holiday).

3. The goal of the project and/or research repeats the topic (sometimes an illiterately formulated problem), is written as a non-binding wish, does not contain an image of the intended result, its achievement cannot be recorded, since the signs by which the degree of achievement of the goal can be assessed (“ Prove that the novel “Eugene Onegin” is an encyclopedia of Russian life”, “Substantiate the superiority of the commander Marshal Zhukov over the military leaders of the Nazis and Allies”, “Show the danger of falsifying the history of the Second World War for the existence of the Russian Federation”, “Compile a list of tourist routes of the Republic of Karelia”, “Make a set of regular polyhedrons for a mathematics classroom”, “Help a kindergarten in equipping a toboggan hill for the Christmas holidays”, “Organize a concert for veterans on the Victory Day holiday, etc.).

4. The hypothesis of the research or project is self-evident, axiomatic, that is, it is not a hypothesis at all, since it has long been proven and does not require proof (“A.S. Pushkin’s worldview was patriotic, in his lyrics the motives of love for the Motherland occupy an important place,” “G .K. Zhukov was an outstanding commander of the twentieth century, the heir and continuer of the best military traditions of Russia", "The rivers and lakes of the Republic of Karelia provide great opportunities for water tourism", "If students work with three-dimensional models of regular polyhedra, then their success in studying stereometry will increase”, “If you make a slide film about robots to demonstrate it in labor lessons in elementary school, then the interest of schoolchildren in blue-collar professions will increase”, “To please the veterans on May 9, we need to prepare and hold a concert for them in the assembly hall of our school” , “If you design a rocket engine based on electromagnetic radiation, you can travel to distant stars”).

And now comes the most unpleasant thing for both the authors of the book and its readers. We have received documents that contain positive conclusions of high expert commissions based on the results of a regional(!) competition for student research and design work. These are the works of only the winners of the regional competition (and therefore both school and municipal), that is, supposedly the best examples of the results of research and project activities of schoolchildren in a very developed region, where there are many scientific workers and university teachers. We responsibly affirm: all the topics and the projects themselves (we have studied them and presented them on the previous pages) are a profanation of the very essence of the projects. Their main defects are the abstract (often compilative) nature of the work (copied from somewhere) and the lack of a significant result: the product itself (in the case of design) and at least minimal new knowledge (in the case of research).

However, we believe that all the arguments presented will not convince readers of the book that their work to implement the requirements of the Federal State Educational Standard in terms of students mastering research and project activities is nothing more than profanation, since these supposed studies and projects were assessed by supposedly authoritative juries, commissions, which included the best teachers, methodologists and administrators in the field of education. It’s offensive, difficult, uncomfortable, unpleasant, and I don’t want to admit it. Why?

Because the entire professional life of these teachers, associated with participation and victories in competitions, successfully passing certifications, receiving incentives for the best involvement of students in project and research activities, etc., allows them to say: “We are doing everything right, and these Scientists themselves don’t know what they want. We are practitioners, our students go to universities and win competitions.”

Given this widespread point of view, which is firmly based on the positions of ordinary common sense, the authors consider it necessary to carry out additional explanatory work, in turn descending directly to the level of pedagogical common sense.

So what should be the outcome of a learning project?

For the student - the ability to design, for the teacher as an organizer of work and an expert - an external observer - the appearance new(!) a product that has certain consumer properties.

Let's look at two examples: a negative one, which will show us where exactly the profanity of design is manifested, and a positive one, where there is a real project.

A negative example (the project is declared as a social-pedagogical, group project): “Staging on the school stage of the immortal comedy by A.S. Griboyedov "Woe from Wit". The topic does not contain a problem (which means there will be no novelty of the product).

At first glance, the topic involves the manufacture of a product, and therefore is acceptable for design. But:

1. It is formulated so broadly that it allows us to consider the result in a non-specific manner. On the school stage, you can organize a performance by an invited professional troupe, parents, theater group, class group, etc.

2. The formulation of the topic does not contain anything that would indicate the uniqueness (or at least peculiarity) or novelty of the designed product. There is no indication of the problem that prompted the designer to act. We emphasize that it is not the performer reproducing the sample, but the designer who conceived new(!) product.

And this amateur performance was staged. And even by students. And even played well. And even the students themselves came up with the idea of making such a gift to their home school (bosses, parents, favorite literature teacher). And they even rehearsed it in secret from everyone. And they even received first place for it as a product of a completed project at the regional “Project Fair” competition. But this is not a project, although it is a completely independent (and high-quality, we emphasize!) activity of students, since this activity is not project-based, but reproducing. Yes, independent, yes, creative, yes, high-quality, yes, teaching, developing, educating, yes, noble, etc., but not project-based!

After all, a project differs from a regularly repeated process in that its product is at least somewhat unique. It may have prototypes, analogues, but at the same time it has some peculiarities unique to it..., and it has higher uncertainty regarding its outcome, since past experience cannot serve as a reliable basis for predicting its consequences (see: Lazarev V.S. Project and pseudo-project activities at school. “National Education”, 2014, No. 8, P. 135). In the case just described, there was no uniqueness and uncertainty-variability that was conceived and pre-built into the result. That's why this is not a project.

Now let's give a positive example. Moreover, at first glance, to many, it will seem indistinguishable from the previous one, although this is a mistake.

Let’s consider an individual project by an 11th grade graduate, individual in authorship, social and pedagogical in content, and group in execution: “Staging by a mixed-age group of comedy students by A.S. Griboyedov "Woe from Wit" like dramas of insulted love».

What are the differences between this case and the one described earlier?

1. The topic is formulated specifically, the peculiarity of the conceived product is shown as a student product, and also as based on the pedagogical idea of a community of different ages.

2. The topic contains a direct indication of the novelty (maybe specialness, unusualness) of the planned production. This means that the topic contains an indication of the problem of the project. And indirectly - on the personal motive of the author (the desire to change and improve existing practice).

Back in the 9th grade, where “Woe from Wit” is held, a student drew attention to the “oddities” in Sophia’s behavior in the comedy by A.S. Griboedova. The schoolgirl did not agree with the generally known point of view as the only correct one, that the main character is the accuser Chatsky, and the main meaning of the play is a satire on the existing order. She saw other, new meanings in the classic play: the pain of a girl in love abandoned by her beloved man, her wounded pride, the struggle in her heart between the desire for revenge and the desire to show Chatsky, who returned from his trip, her adulthood, perhaps to encourage him to seriously fight for her.

The literature teacher said to this: “If you can prove your assumptions, go ahead, if you can’t, present the classic version.” And the student decided that she would prove her views - she would stage “Woe from Wit” herself according to her plan, and the applause of the audience would serve as proof of the correctness of her hypothesis of such a reading of the classic text.

She wrote the text of the project, defended it in front of experts, was able to inspire her classmates and students of the next two classes with her idea, staged the play and her “troupe” performed this new “Woe from Wit” 4 times (she called the shortened version as selected scenes) on her native school stage . The literature teacher, handing a bouquet to her graduate, standing on stage in the image of Sophia, said: “You were right, girl, I’m proud of you, because you saw something that many did not see, including me. Thank you".

So that the reader does not get the wrong (and dangerously erroneous) idea that winning project products can be created by students only in the humanitarian or near-humanitarian fields, we will give an example of a project that, although it serves humanitarian values, is purely mathematical in content.

It is known that in good schools, where good teachers work, students strive to congratulate their favorite teachers on their birthday in some unusual way. And it’s good if it’s not related to fundraising and is creative in nature.

This is how a project arose on the topic “Unusual congratulations on the anniversary of your beloved teacher by constructing fragments of function graphs.” This is an individual project by a 10th grade student, social and pedagogical in content, and group in execution.

1. The topic is formulated very specifically.

2. A new socially (idea and mechanism can be used by many) and personally significant (congratulations on the anniversary of a beloved teacher) result (product) is envisaged.

3. This obvious novelty in the formulation contains an indication of the problem of how to get away from standard and alienated ways of congratulating the honored hero of the day. Here is the obvious motive of the student designer - the desire to change and improve the existing practice of boring honors.

4. The topic (also in collapsed form) indicates a hypothesis and contains intrigue.

Then everything happened in accordance with the design logic. The initiator of the project came up with an idea, discussed it with his classmates, wrote, as he was taught, an application for the project in a given structure (relevance, problem, goal, set of leading ideas, hypothesis according to the “if-then” scheme, tasks-stages-means- performers, required resources), came to the tutor at the mathematics department together with his comrades, in complete secrecy from the hero of the day, proposed his project to his colleagues and received admiring approval.

Now let's outline the essence of this student project. For the anniversary birthday of his favorite mathematics teacher, a tenth-grader proposed to give him a poster in a frame with a coordinate grid, where, by constructing fragments of curves using specially prepared rather complex formulas, the number of years of the hero of the day was obtained - 65.

All the formulas were deliberately mixed up so that the idea would become clear from the fragments of function graphs being constructed as soon as possible, and the intrigue would keep the hall where the celebration took place in suspense.

Now we invite the readers themselves to evaluate both the fragments, the drawing as a whole, and the complex equations of the fragments of the curves, which were selected as a result of long and painstaking work by the student-author of the project so that the graph reflected the number of years of the hero of the day. Readers who know mathematics will confirm that in almost every equation the student-author of the project had to show creativity, invention and demonstrate brilliant mastery of mathematical disciplines (here are algebra, trigonometry, elements of mathematical analysis, and analytical geometry).

Number 6.

Number 5.

On the day of the 65th anniversary of the hero of the day, when the whole school gathered in the assembly hall, after the words of the director and the presentation of the first celebratory bouquet, the authors of the project brought onto the stage a large board with a coordinate grid printed on it, and the author of the project, together with his comrades, began to create their dream.

The hero of the day also took part in the action and, when he wiped his hands from the chalk, publicly shook hands with his students. Until that hour, he, a very strict teacher, had never given a handshake to schoolchildren, and did this only after the children became students.

The author of the idea and compiler of the text of the project is a 10th grade student of the 1567th Moscow gymnasium Mikhail Markov(currently a student at the Faculty of Fundamental Medicine of Moscow State University); teacher-tutor and consultant - teacher of one of the mathematical disciplines in this class Anastasia Markovna Khanykova– currently a mathematics teacher at RSM (Russian School of Mathematics) – a Russian school of mathematics in the USA; hero of the day - head of the department of mathematics, people's teacher of the Russian Federation Leonid Isaakovich Zvavich.

The products of this project (the idea and the mechanism for its implementation) are socially significant and valuable because the original and beautiful idea can now be used by many. After all, even seventh-graders have enough knowledge to depict any number using straight line segments (the simplest equations of a linear function), just as is done when writing postal codes on envelopes.

Now let’s analyze two examples in the same way: negative and positive, but not about design, but about research. And our analysis will now be sharper and shorter because the method of criticism and the arguments of the explanations are already clear to the reader.

So, a negative example: “The Council Code of 1649 is the basis of Russian statehood in the mid-17th century.”

First. The topic is formulated so broadly that it allows any result to be considered positive. Even if a diligent student simply copies the contents of the corresponding paragraph from the “History of Russian Law” and accurately reproduces the formulation of the topic in the first or last sentence, even in this case the topic will be considered solved. If there are as many as 15 such cheatings, and the student finds 15 different points of view of different scientists (from Karamzin and Solovyov to Kobrin and Yurganov), then in this option there will not be a single grain of research activity. Because new knowledge or at least a new aspect of considering already known knowledge has not been obtained.

Second. Within this formulation of the topic there is not even an intention to gain new knowledge, just like in the statements that “horses eat oats” and “The Volga flows into the Caspian Sea.” In the formulation of the topic there is neither a problem (a question that seeks the unclear, the unknown), nor a hypothesis that can give a supposed answer to a problematic question). Simply because the Council Code of 1649 really is the basis of Russian statehood in the 17th century. And this was known to its compilers themselves three and a half centuries ago.

And what did the student do, who collected 15 different points of view on the essence of this basis under the heading of such a topic? He made a good report or abstract on what is already known about the Council Code. Good, conscientious, independent, detailed, very interesting for history buffs and, perhaps, even original (if no one has put all these points of view together before), but NOT RESEARCH. Because - we repeat for the third time - with such a statement of the topic, NO NEW KNOWLEDGE ARISES.

Now let's give a positive example. This study was similarly stated as applied, historical, qualitative, individual. The topic of the study does not seem to be too different from the above: “The second chapter of the Council Code of 1649 and its possible source - “The Law of Insulting the Majesty of the Roman People.”

However, we can name the fundamental differences between this case and the one described above.

1. The topic is formulated specifically, the subject of research is narrowed to one chapter of an extensive document (the Council Code of 1649 has 25 chapters).

2. The topic contains a direct indication of the possible novelty of the knowledge obtained as a result of the research. The fact is that the classical ideas about the Russian judicial system of the pre-Petrine era, although they allow borrowings from Roman law, are very fragmentary and indirect. The author of this work, a 9th grade student, already in the title states the possible direct borrowing of the “Lese of Majesty Law” - one of the most important laws of imperial Rome, dating back to the laws of the XII tables. This indication of novelty in the very formulation of the topic, where, it would seem, novelty is impossible, contains collapsed research problem , and indirectly – the personal motive of the author (the desire to establish the truth, in this case – to significantly clarify existing knowledge).

3. The presence of the word “possible” in the topic formulation involves putting forward a hypothesis , which requires evidence during the research work itself.

What did the student do? He saw the problem - drew attention to a fragment of a phrase from the introductory chapter of the cathedral code: “In the Hradec laws of the Greek kings,” independently translating it into modern Russian as “in the state laws of the Byzantine emperors.”

Next he put forward a hypothesis - suggested that since the most famous Byzantine emperor-legalist was the famous Justinian with his code of laws of Roman law - the Digests, then we need to look for fragments of these Digests in the text of the Council Code. And he found this direct, often literal translation of the Digest from Latin into Russian in the 17th century and ultimately proved : “The second chapter of the Council Code “On the sovereign’s honor, and how to protect his sovereign’s health” is largely a direct translation, with minimal editing, of the “Law on insulting the majesty of the Roman people” given in Justinian’s Digests.

This proof, made by a 9th grade student through just a meticulous clause-by-clause comparison of texts, turned out to be really new knowledge . Let us note from ourselves - new knowledge about a document that, it would seem, has already been studied up and down and - with what minds!

And that's all: the subject of research is narrow to the limit, hence a tenacious look at detail, which made it possible to see a problem where no one expected it, a non-trivial hypothesis - and as a result - new knowledge introduced into scientific circulation. Before us are all the signs of a full-fledged study.

Here is a possible question that we have heard from experienced practical teachers: “Is it really that important how the topic is formulated? Is it possible to determine by the nature of the title of a topic whether it is a topic of research, a project or not? What if a real creative search, a valuable project or an interesting study is hidden behind a trivial name.”

The authors of the book are convinced that the key (and dangerous!) word in this question-statement is "all of a sudden" . Of course, anything can be a manifestation accidents. But our book contains science-based recommendations. And the authors would like to help teachers naturally, not by chance , help your students do both research and projects. And here everything is important - the formulation of the topic, the structure of the text, and the presence of all the necessary signs of research and project activities.

Therefore, if in the formulation of the project topic there is no claim for the novelty of the product or at least for the element of novelty of consumer properties, then this, as a rule, is not a project, but a reproduction of an already existing product. If the formulation of the research topic does not claim the novelty of knowledge or at least an element of novelty of knowledge, this is, as a rule, not research, but a statement of already known knowledge.

To conclude this section, we will formulate a number of postulates necessary for thinking through and implementing research and project teaching methods in the process of mastering the Federal State Educational Standard and for assessing and self-assessing teaching practice.

1. We recommend studying the history of the emergence and essence of the project method and the Dalton Plan as methods of teaching and developing students according to the works of the founding fathers (D. Dewey, H. Parkhurst) and thereby abandon the anti-scientific, superficial, everyday idea of the above-mentioned methods, from amateurism and unprofessionalism in their application in teaching activities.

2. Any independent or teacher-led activity of schoolchildren in preparing reports, abstracts, presentations, etc., laboratory and practical work, etc. is also very valuable, but this is another - not research or project - activity in the form in which how it was interpreted by the authors of these methods. In extreme cases, its results can only be considered an educational (educational) research or an educational (educational) project, since these results are known in advance and are the content of school education.

3. Let us recall that the novelty of the results of children’s research and project activities is relative. What is new for a child, comprehended even within the framework of his independent educational activity, is not necessarily new at all (since it is presented in textbooks or by a teacher), it is subjectively new (new only for him) and therefore relates, at best, to educational quasi-research or educational quasi - design, which occurs primarily in practical, laboratory work, written tests and oral tests, when it is proposed to apply known knowledge according to a model, and not in a changed or completely new situation.

4. The fact that the student is independent in preparing something is necessary, but not sufficient to evaluate the activity as truly research or project-based. Necessary and sufficient is independent receipt by the student new result: either this is new knowledge (or an aspect of it), or it is a new product (or an aspect of it) that has social value.

5. Organizers of school, city (district), regional competitions must clearly distinguish, honestly announce, evaluate and select works according to their essential content, namely: either these are competitions for actual research and projects within the framework of the Federal State Educational Standard, or these are competitions for essays, reports and others independent work of students. And teachers and schoolchildren must understand which competitions and which works to submit.

Any attempts to name abstracts, reports, etc. studies and projects distort the essence of the latter, are erroneous, no matter how high the expert commissions, juries, etc. they have not been evaluated, and only talk about

QUASI from lat. quasi – as if, as if, not quite, closest to the everyday “as if”.

incompetence of assessments and ignorance of assessors.

6. It is necessary to understand the real educational capabilities of children to conduct actual research and prepare projects, which depend on the age of emergence of the ability to reflect. Therefore, statements that all children from 1st to 11th grade participate in research and projects are irresponsible and indicate the illiteracy of those who make and implement such statements.

7. Teaching elements of research and design occurs in lessons in all subjects, primarily in the formation of meta-subject results; the place of holistic, but educational and training research and design is extracurricular activities and additional education;

Full-fledged research and project activities of students and graduates have the nature of independent work with tutor support; it must be provided with organizational, material, financial and time resources, and this is a separate concern of the school director and his deputies.

After a conscientious reader carefully reads this section, he will most likely object to the authors as follows: “Obtaining truly new knowledge and a new product as a result of research and design is a rare phenomenon, since it requires children to have nature-given (genetic) creativity (the ability to create, invention, invention)". He will remind us: “All people by nature are either creators or performers to varying degrees. Moreover, both are valuable for life.”

The examples given above will not convince him, because an example is not proof, and because the objection will always be ready: “This is in Moscow, this is in elite schools, these are children who are naturally gifted for research and design, creativity ..." etc.

What to answer to this?... Gorkaya, she is homespun, there is truth in these objections. But why is no one surprised by the possibility of technical training for any person with intact intellect and psychosomatics: drawing and even oil painting; playing musical instruments; finally, any manual craft; even solving standard problems in arithmetic, physics, chemistry, etc.

How is all this fundamentally different from the technical training of any person with intact intellect and psychosomatics in elementary design and research?

Only because we haven’t done this in mass practice before? And we ourselves – teachers – have never designed or researched anything?

But let us recall that in the Soviet mass school in the period from 1919 to 1934, they specially taught elementary design and research in TYPICAL AND MODEL LIFE SITUATIONS. However, since 1934, the then authorities recognized this practice as “pedological perversions” and wrongly banned it, even removing all traces of research and project activities from school education.

With the introduction of the Federal State Educational Standard, the situation has changed dramatically, and this entire section is devoted to exactly WHAT a teacher should do with his head, and HOW to technically teach elementary design and research.

Project and research activities of schoolchildren: similarities and differences.

Petrova Larisa Nikolaevna

organizer of work with gifted children

Activity is the only way to knowledge .

Bernard Show

the sphere of education that allows a child to acquire knowledge, abilities, skills, competencies, personal meanings sufficient for his self-realization in the conditions of modern high-tech civilization at the personal, social, professional levels

Scientific and practical education

Project activities

Research

activity

Scientific and technical creativity -

a type of activity consisting of a theoretical solution and material embodiment of any technical problem in the form of technical projects, layouts, models and prototypes that have objective or subjective novelty; search and solution of problems in the field of technology based on the use of scientific achievements

the process of searching for the unknown, new knowledge, an activity aimed at students obtaining new ideas about objects and phenomena of the surrounding world using the scientific method.

Project activities –

activities aimed at creating a product. A project is literally “thrown forward,” that is, a prototype, prototype of an object, type of activity.

Thus, the project creates something that does not yet exist; it always requires a different quality or shows the way to obtain it.

A project is an idea, a plan, creativity according to a plan.

Activity goals

Purpose of project activity– implementation of the design concept.

Purpose of research activity- understanding the essence of a phenomenon, truth, discovery of new patterns, etc.

Fundamental difference project from research is that work on a project is always aimed at solving a specific personally significant or socially significant problem, study it does not imply the creation of any pre-planned object.

Study- search for truth or the unknown, and design- solving a specific, clearly understood problem.

Relationship between project and research

Obtaining new knowledge about existing objects and phenomena

Study

Creating new objects and phenomena or changing them in order to obtain new properties from them

Design

Design activity

five rules "P"

Problem

Design

Search for information

Product presentation

Performance results

The main result of research activities is smart product, establishing the truth as a result of the research procedure.

The result of project activities are products of practical importance .

Project Product Forms

directory

Video clip

Booklet letter, article, newspaper, magazine

scenario

publication

bill

model, layout

Game, costume

Map, atlas

Research activities

Description

Stages of research activity

Formulating the problem, justifying the relevance of the chosen topic.
Proposing a hypothesis.
Setting the goal and specific objectives of the study.
Definition of the object and subject of research.
Selection of methods and methodology for conducting research.
Description of the research process.
Discussion of the research results.
Formulation of conclusions and evaluation of the results obtained.

Stages of project activity

Determining the topic of the project, searching and analyzing the problem, setting the goal of the project, choosing the name of the project;

Discussion of possible research options, comparison of proposed strategies, selection of methods, collection and study of information, determination of the form of the product and requirements for the product, drawing up a work plan, distribution of responsibilities;

Carrying out planned technological operations, making necessary changes;

Preparation and defense of presentation;

Analysis of the results of the project, assessment of the quality of the project.

Students' project-based research activities promote true learning because they:

personally oriented;
characterized by an increase in interest and involvement in work as it is completed;
allows you to realize pedagogical goals at all stages;
allows study at own experience, on the implementation of a specific case;
brings satisfaction to students who see the product of their own labor.

1. By definition

Project- this is “a set of actions specially organized by the teacher and independently performed by children, culminating in the creation of a product consisting of an object of labor manufactured during the design process and its presentation within the framework of an oral or written presentation.”

Project– it is literally “thrown forward”, that is, a prototype, a prototype of some object, type of activity, and design turns into the process of creating a project.

Thus, the project creates something that does not yet exist; it always requires a different quality or shows the way to obtain it.

Study is understood primarily as a process of developing new knowledge, one of the types of human cognitive activity.

Fundamental difference research from design is that the study does not suggest creating some pre-planned object, even its model or prototype. Study- this is the process of searching for the unknown, new knowledge, one of the types of cognitive activity.

Research is the search for truth or the unknown, and design is the solution to a specific, clearly understood problem.

2. By purpose

Purpose of project activity– implementation of the design concept.

Purpose of research activity- understanding the essence of a phenomenon, truth, discovery of new patterns, etc.

Both types of activities, depending on the goal, can be subsystems of each other. That is, in the case of a project implementation, research will be one of the means, and, in the case of research, design can be one of the means.

3. Based on the presence of a hypothesis

Study involves putting forward hypotheses and theories, their experimental and theoretical testing.

Projects may be without research (creative, social, informational).

There may not always be a hypothesis in a project; there is no research in a project, there is no hypothesis.

4. By stages of research
Main stages of project activities:

Determining the topic of the project, searching and analyzing the problem, setting the goal of the project, choosing the name of the project;

Carrying out planned technological operations, making necessary changes;

Preparation and defense of presentation;

Analysis of the results of the project, assessment of the quality of the project.

Research stages:
Formulating the problem, justifying the relevance of the chosen topic.

Proposing a hypothesis.
Setting the goal and specific objectives of the study.
Definition of the object and subject of research.
Selection of methods and methodology for conducting research.
Description of the research process.
Discussion of the research results.
Formulation of conclusions and evaluation of the results obtained.

5. By product

Project- this is a plan, a plan, creativity according to a plan.

Design can be thought of as the sequential execution of a series of clearly defined, algorithmic steps to obtain a result.

Project activities always involves drawing up a clear plan for the research being carried out, requires a clear formulation and understanding of the problem being studied, the development of real hypotheses, their testing in accordance with a clear plan, etc.

Study– the process of developing new knowledge, true creativity.

Research is the search for truth, the unknown, new knowledge. At the same time, the researcher does not always know what the discovery made during the research will bring him.

Research activities initially should be free, not regulated by any external guidelines, it is more flexible, there is much more room for improvisation.

When organizing any activity, it is necessary to take into account the age characteristics of schoolchildren and create conditions for their development.

Materials from the master class “Methodology for organizing project activities”, I.A. Kugut, were used.

Research and project: what's the difference?

In the field of education, there is some confusion regarding the concepts of “research” and “design”. They talk about activities: project, research, design-research, design and research, etc. Let's consider what a project is and how it relates to research.

Research is an activity aimed at obtaining new knowledge about an object or phenomenon existing in the surrounding world. The result of the study is unknown in advance, so its goal is set accordingly - to determine, study, and obtain data. At the same time, the practical applicability of the acquired knowledge is not of decisive importance.

Student research activity is an educational technology that uses educational research as the main means and involves performing educational research tasks with a previously unknown solution, aimed at creating an idea of an object and phenomenon in the surrounding world, under the guidance of a specialist.

A project (“brother” of research, related to it, but having a fundamentally different nature) is aimed at creating something that does not yet exist (for example, creating a new building, computer program, social effect, etc.) and presupposes the presence of a project a plan that is achieved in the process of its implementation. Therefore, the goal of the project is formulated accordingly - to create, build, achieve. When building a work structure, it is necessary to remember that it must correspond to the project logic.

Both design and research are the main “adult” means of production in science, technology, and social life, which are initially not very adapted to the tasks of educational practice. That is why any methods in this area, when transferred to educational institutions, must be adapted and adapted to work with students of a specific age and ability level.

At the same time, these technologies make it possible to open a “window to a larger life” for schoolchildren, to introduce them to the main techniques that specialists use in their professional activities, and for the latter they create the opportunity to transfer their knowledge and experience to the younger generation, which makes education more open.

The research does not aim to change the world around us, focusing on its knowledge.

Design is the creation of new, previously non-existent objects and phenomena, or the modification of known objects in order to obtain new properties from them.

Any project is always aimed at solving specific technical, ideological and other problems (creating a website, developing a model of a technical device, developing a certain public opinion, etc.), therefore the main criterion for assessing the effectiveness of design is practical significance. As in educational research, the main result of educational design is the subjective practical significance for the author of the work, i.e. the opportunity to independently obtain a significant result.

Design and research are closely intertwined. Not a single research problem can be fully solved without the use of design technology - consistent movement towards the set goal. That is why the research structure includes all typical project stages:

Conceptualization (identifying an unsolved problem, updating missing knowledge);

Goal setting – determining the goals and objectives of the research work (in this case, the function of the project plan is performed by the research hypothesis);

Selection of methods and means to achieve set goals (development of experiments, information collection plan, sampling, etc.);

Planning the progress of work;

Evaluating the results and correlating them with the hypothesis (discussion and analysis of the results);

Final findings and their interpretation.

A research paper is often called a research project. In the same way, adequate design is impossible without research procedures. The starting points are the collection and analysis of initial information for the implementation of the project and the assessment of its possible consequences. So, we all know that if the study of the geological basis for the designed building is carried out unskillfully, the building may collapse, and an incorrect assessment of the influence of thermal effects during construction in the permafrost zone will lead to subsidence of the building. Therefore (and this should be the subject of special training in educational design) research determines the professional level and quality of the project.

It is important for students to understand the difference between a project and a research project because the quality of work produced in these two genres is assessed using different criteria.

Let's give an example. Let's say a student is investigating the pollution of pond N. The supervisor sets him the task of establishing the concentration of heavy metals in water samples from the pond. The student honestly and correctly completes the assigned task, obtains statistically reliable results, reports at the conference and... receives a low grade. Why? One of the jury members asked questions: why did you do this, what was the practical benefit of your work, where were the results implemented, what public resonance did it have? At the same conference, a work is presented, the authors of which have set themselves a different task - to achieve an improvement in the ecological condition of the same pond. To do this, they conducted a sociological study - a survey of residents of nearby settlements, as a result of which they found that, in the opinion of most of them, the cause of pollution is a nearby plant that produces emissions of harmful substances into the atmosphere. The guys published a number of materials in the local press and visited the deputy. As a result, they shaped the opinion of the local community and authorities and achieved improved treatment of the waste produced by the plant. This work was highly appreciated at the conference in question. The first student did not understand why his work was “unrecognized.” And the authors of the second work remained unknown to the composition of harmful substances and the mechanisms of their impact on natural ecosystems.

We do not claim that research is better than design or vice versa. Each of these genres of creativity has its own goals and characteristics that need to be well understood.

When evaluating, it is important to distinguish between design work, where research is a means of justifying the need to implement a project plan, and research work, where design is a means of constructing the research process necessary to achieve the final result - confirming or refuting the put forward hypothesis.

The next important issue is to understand the difference between what a student does and what a teacher (supervisor) does in the process of carrying out a study or project (Table 1).

Table 1

Activities of the teacher and student during the research or project

Student	Teacher
Research activities, because personal motivation is associated with obtaining objectively new knowledge about the object of one’s research	Project activities, because the meaning of this activity is to achieve the main goal of education - improving the quality of student’s education
Scientific approach to activity, because the criterion for the quality of research is its objectivity, i.e. the fundamental reproducibility of the result	Scientific and organizational approach, because the main point of the activity is to create conditions that reveal the student’s research abilities

Educational research has different meanings for different participants in this activity. For the student, educational research should become “just research” in the sense of personal involvement in the activity and an educational task in the sense of the degree of responsibility for the result obtained and its presentation. For a teacher, educational research is a creative pedagogical project, during which it is necessary not only to control the content of the research, but also to adapt the process applicable to the specific personality of the student. Therefore, you need to understand well that the leader is engaged in pedagogical design, namely the development of tools - a program, an individual plan for working with a student, specific activities, the results of which will give an educational result. Such a strict distinction is a didactic scheme.

The educational effect is highest when the teacher shares a research position with the student, while the effect of activity-based cooperation is maximized.

It should also be noted that the skills and abilities acquired by students when performing project or research work also differ. These differences are summarized in table. 2.

table 2

Skills and abilities acquired by students when performing design and research work

(Leontovich A.V., Savvichev A.S. Research and design work of schoolchildren. Grades 5-11 / Edited by A.V. Leontovich. - M.: VAKO, 2014. - 160 p.)

School project

The school project has the following structure (this structure can be presented in a generalized or more detailed form).

Analysis of the situation, formulation of the plan, goals:

Analysis of the situation in relation to which there is a need to create a new product (formulation of the design idea);

Specification of the problem (formulation of the design goal);

Proposing hypotheses for solving the problem; translation of a problem into a task (series of tasks).

Execution (implementation) of the project:

Planning the stages of the project;

Discussion of possible means of solving problems: selection of methods for solving, conducting research, research methods (statistical, experimental, observational, etc.);

The actual implementation of the project.

Preparation of the final product:

Discussion of ways to format the final results (presentations, defense, creative reports, screenings, etc.);

Collection, systematization and analysis of the results obtained;

Summing up, drawing up the results, their presentation;

Conclusions, development of new research problems.

To these stages of the project it is necessary to add additional characteristics that are necessary when organizing project activities for schoolchildren.

The project is characterized by:

Focus on obtaining a specific result;

Preliminary fixation (description) of the result in the form of a sketch in varying degrees of detail and specificity;

Relatively strict regulation of the deadline for achieving (presenting) the result;

Preliminary planning of actions to achieve the result;

Programming – planning over time with specification of the results of individual actions (operations) ensuring the achievement of the overall result of the project;

Carrying out actions and their simultaneous monitoring and correction;

Obtaining the product of design activity, its correlation with the initial design situation, and analysis of the new situation.

(Polivanova K.N. Project activities of schoolchildren, 2011)

Assessing schoolchildren’s project activities

Assessing schoolchildren’s project work is a complex and completely new task for teachers. Let's return to the comparison of traditional teaching methods and organization of project activities. In traditional teaching, the knowledge and skills taught are normative in nature. And therefore there are criteria for their evaluation. There is a standard (norm), for example a spelling rule, and there is also a level of fulfillment of this norm (in the student’s work). Assessment involves comparing the norm and the actual result, identifying matches/non-matches and, finally, evaluation. For all the criticism leveled at traditional forms of assessment, they exist again because of the objective characteristics of traditional learning. A norm (rule, requirement) is a kind of meter for a student’s actual performance of a specific task. Hence the relatively objective nature of the assessment.

Assessment of student independence when performing project work:

The topic of the creative task (project) is selected taking into account the possibilities of its implementation.
Student (group):

Before choosing a topic, he analyzes the deadlines for presenting the results, the availability of free time (for example, there are no other tasks in parallel with working on the project);

Plans the stages of completing a task, distributes them over time;

Perhaps he refuses some parts of the task, motivating the refusal by objective restrictions (lack of time or other resources).

In the project work of students, the product of activity is not standardized. For example, one product is very heuristic, but its execution is not of sufficient quality. The other project, on the contrary, is very traditional, but beautifully executed. In principle, these same problems exist in traditional education. When evaluating an essay, it is much more difficult to assign a grade for literature than for the Russian language, or a grade for presentation than a grade for a test in mathematics.

Assessment, if we consider it from the point of view of the structure of children’s activities, is a feedback tool and, therefore, a tool for managing the work process, in particular teaching. So there are several possibilities here that you can use. For example, you can evaluate a project not with one rating, but with several on different grounds (for teamwork, for the quality of presentation, for the project idea, etc.)

The degree of independence in performing various stages of work on the project;

The degree of involvement in group work and the clarity of fulfillment of the assigned role;

The amount of new information used to complete the project;

The degree of comprehension of the information used;

Level of complexity and degree of proficiency in the techniques used;

Originality of the idea, method of solving the problem;

Understanding the project problem and formulating the purpose of the project or research;

Level of organization and presentation: oral communication, written report, provision of visual objects;

Mastery of reflection;

Creative approach in preparing presentation visual objects;

Social and applied significance of the results obtained.

(Polivanova K.N. Project activities of schoolchildren: a manual for teachers / K.N. Polivanova. - 2nd ed. - M.: Education, 2011. - 192 p.)