Opción, Año 33, No. 85 (2018): 394-422
ISSN 1012-1587 / ISSNe: 2477-9385
The role of project activity in the formation of future specialists
Zhanar
Seisenbayeva
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
janka-1980@mail.ru
Marat Nuriev
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
nitso@mail.ru
Aitzhamal Rauandina
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
aitzhamal@bk.ru
Zeinep Osmanova
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
zeinep1975@mail.ru
RuslanSeitkaziyev
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
edmonn@mail.ru
Abstract
Modern economic,
technical
and
other activity make high
requirements
for the specialists, graduated from the higher education institutions. The rapid growth of information volumes, expansion of scales
of human activity cause the necessity for reforming of society and education. Creation of the innovative
economy, based on
commercialization of the
new
scientific
and technical ideas, requires
essential change in the system
of training of personnel.
There is given the answer to questions:What are the project methods of training?What are
the
conditions on development of reflexive abilities?
Keywords: education,
modernization of
an
education
system,
capital, the higher school.
Recibido: 10-01-2018 Aceptado: 09-03-2018
395
Zhanar Seisenbayeva .et al.
Opción, Año 34, No. 85 (2018): 394-422
El papel de la actividad del proyecto en la formación
de futuros especialistas
Reumen
La actividad moderna económica, técnica y de otro tipo exige altos requisitos para los especialistas graduados de las instituciones de
educación
superior. El rápido crecimiento de los volúmenes
de información, la expansión de las escalas de la actividad humana causa la
necesidad de reformar la sociedad y la educación.
La creación de una
economía innovadora, basada en la comercialización de las nuevas ideas
científicas y técnicas, requiere
un
cambio esencial en el sistema de
capacitación del personal. Se da la respuesta a las preguntas: ¿Cuáles son
los
métodos de entrenamiento del proyecto? ¿Cuáles son las condiciones para el desarrollo de las habilidades reflexivas?
Palabras clave: educación, modernización de un sistema
educativo, capital,
la escuela superior.
1.
INTRODUCTION
In recent years, people's interest
in the future has increased.
Identifying the reasons for this is not very
difficult. The rapid and rapid
deployment of new technologies, especially computers, has led to a shift
in the field of work over the past few years. The aging of people shows
a change in the size and composition
of the workforce. Transatlantic
economic activities have grown and put forward new opportunities
and resources for competition. Although some of the changes are promising, they are some sources of anxiety and
worry. In the shadow of these changes, many observers believe that the nature of work is a fundamental
change. One of the hidden implications of the loss of jobs is that we remember from the past. In fact, it is suggested that business paths, as we
know, have something to do with. Others provide backgrounds
in which traditional employees who have been offered wages for certain wages or
salaries for a particular employer have been replaced by free workers or
remote workers (GEORGIEVICH,
2014). These categories of viewers believe that technology enables
highly skilled professionals and technicians
to continue
to work through flexible networks, not the hierarchy of non-flexible prices that define traditional businesses.
The modern world actualizes more and
more
the problem of
improving
the quality of vocational training of specialists which
demonstrates change of reality and assumes formation of the personality
qualities, allowing not only to see the problem independently,
but also to
formulate a task
and to solve it.
Today the education system,
which satisfied requirements of industrial society and qualitatively promoted to its progress, contradicts more and more requirements
of the developing information and industrial society, which shows demand for education and
vocational training in more various forms in comparison with existing
(POLAT, et al., 2009). Modern society needs initiative, social and mature, competitive
young
people who are in turn focused on positive self- realization in all spheres of society activity, capable to
adapt and
to
creatively transform
the world around. Modernization of education, transition to competence-based education determined the broad and
comprehensive
interest to projecting.
The matter is that the basic
characteristic of competence is connected with way of its formation: it is formed
and shown only in the
process of activity, and its quality is determined by an inclusiveness measure in activity. Therefore, there are
laid the huge hopes, connected with the project method in education
and
also its opportunities
to organize training in the process of activity, to
develop ability to apply knowledge, skills to the solution of practical, vital
tasks. In this sense the projecting
(the project method) is begun to be
considered as means for development of competences. At the same time
the
list of the competences, formed in the projecting
process, as a rule, is specified and changed in different educational practices (DAVLETOVA,
et al., 2016). Today society
has to become such that the latest information technologies were available to it, there is necessarily an access for
communications
around the world with constant requirement to new
knowledge and technologies. Safe development
of
society demands development of all education
system. Naturally, qualitatively new education system is obliged to be based on the new teaching methods,
which are the basic basis of professional psychophysiological readiness of society members. The quality of education, in the pedagogical plan, is its orientation
not only to mastering by the students
of a certain sum of
knowledge, but also to development
of
the personality, informative abilities, the vital competence and personal qualities. At such approach
any
forms, methods, technologies
are
considered in the context of one of the main objectives on education – to provide the most favorable
conditions for education, self-education and development of the personality.
Today the educational system surely assumes the three main
factors: information, including the concept and principles, on which the system
is relied (the scientific character, availability, prospects, sequence,
transformation of
strategy, etc.);
the instrumental (the
instruments of
labor, program and educational and methodical providing, educational rooms, etc.); the social (personnel and their readiness for realization of the purpose). All
three
components of
technology are
interconnected and
dependent: change of one involves change of two others. The difficulty of
the
tasks, set for education complicates
all educational process, which can
be qualitatively introduced in an education system, where the important integral part will have the new pedagogical technologies. Improvement of the teaching quality on new information technologies and their use in
educational process allows to the students to work more actively in the training process, and to teachers – to have a feedback. The requirements to the university graduates at employment
are
increased due to fierce competition
in labor market. Today the graduate has to possess not only fundamental knowledge
in
the specialty,
but
also
many
the most
demanded qualities such as critical thinking, creativity, adaptability, commitment, ability to professional growth, etc. Successful professional
activity requires
possession of modern information
and
communication technologies, new methods of development
educational programs, etc. Project training is the cornerstone
of all these skills. Considering this
subject, we directly
ask the question, for what purpose do we use project
training in higher education institutions? Why interest in application
of project training in
higher
educational institutions has lately amplified (KLIMSTRA, et al., 2012). We have presented a general characteristic of
project training model in higher education
institution in this article. We
emphasize
that it is non-classical model, which assumes practical and focused, project education, involving
the students to department
projects,
forming of individual trajectories. The basic place is taken by such
organizational forms as masterful, project developments excepting lectures and courses in this model. At the organization
of
such forms
becomes
possible to carry
out work in target degree projects. The student through them joins already in actually professional
activity on concrete
working platforms together with the professionals working there. It is very
important that the authors, investigating problems of the organization
of projecting
in higher education institution, begin to speak about change of
the
organization of education, content of pedagogical activity.
From this point of view, the special interest is an experience of project training in foreign countries (BERMINGHAM and BREWER,
2013). However, there are generally considered the contents and results of
training in engineering project, which is a culmination point of training
of the graduate for professional activity in the field of the technique and technologies, and all other
disciplines train the
graduate for participation in project. The discipline
―Engineering project” is carried out practically on every year of training and consists, as a rule, of an introduction course of lectures on the methods of projecting and directly projecting
as independent work
of students. It
is
appointed
the coordinator on discipline, responsible, including, for the organizational moments. The first stage in the organization
of
training is the stage of statement the
problem in the project. Different programs approach differently to a
question of formulation
of
the problem situation. For example, the
University
of
Edinburgh
offers several problem
situations (cost reduction of a trap for mosquitoes, a ladle for the Atlantic water) from which the students can choose the solution they are going to carry
out
at project. At the same time each group has to fill the corresponding
form in which the
technical offer and purposes as well as the necessary resources are
designated, provided mainly at the
expense of the university, though
presence of external
partners
is not excluded. This offer
has to be
approved by the project coordinator for further work. At
the same time the several research groups work at the university,
ready to take the students
for receiving project experience (for example, modeling of a blood stream
through arteries and the movement
of walls of the arteries which are elastic; creation of the stretching and vibrating instruments for living cells and tissues; creation of the perfect insulator for pistons of high pressure). The University of Caledonia (CATANIA, ET AL., 1990) provides big freedom, however the mandatory requirement is that projects have to be
focused on the industry, and those which are more focused on scientific
developments have to interact with industrial circles actively.
And the requirements of the French program for discipline ―Design project” at Mines ParisTech in civil engineering specialty, have higher level than baccalaureate
programs, are the most rigid and approximate to
reality. Here the design project assumes
the
maximum initiative and orientation of
the student on real requirements of society for
any of spheres: scientific, economic, cultural, social or humanitarian. Besides, the
project has to have original
character
and
to be by all means
realized as a
product, service, an event, the organization, etc. Possibilities of realization
are
contacted with market viability
of
the offered product, namely, with search of partners or clients. Thus, it is designated in the program that
―search of financial resources is the integral part of the project‖.
The school
helps, only
giving to students an opportunity to
use research centers and specialized
databases. Besides, an important point is control check of the student works on project planning with the indication of the
purposes and terms. Estimation by colleagues is also an important element and it is implemented
in the form of auxiliary groups of exchange and
orientation into which the different students or groups of students with project managers are entered, which are constantly
discussing progress of
works on each individual project.
The examination committee, consisting
as of school teachers and external representatives are gathered together
and
estimate works three times in a year.
2.
OBJECTS AND METHODS
One
of
the main problems in successful implementation of national projects is the destruction of many financial
and
human resources,
lack of
good managers and lack of use of promising project organizations
from project management techniques. In order for the manager to have a good
performance, he must have the skill of the case needed
to get that domain. The analysis of the abilities, formed in project activity
at the different
universities, allows to allocate several types of results:
1. Drawing up and presentation
of the content of work and results
for project: abilities to submit the written action plan, keeping the project to the positive conclusion;
to write the technical report on the performed work; to submit
the
format of report
for conferences on the performed work; to do the professional
oral
presentations,
including preliminary
and critical remarks on the project, the final
presentations; to
execute
written professional reports, including instructions; understanding
of
the contents and style of the oral
presentations.
2. Work with information and knowledge in the project: acquisition and understanding
of information which is contained in modern
technical literature,
for
example,
economic editions,
journals, books, collections
of conferences
and
additional
literature on
computer accessories, the software, instruments
of
the engineering project, etc.; ability to show ability to collect, to correlate and to use skillfully information from various sources, to unite and use
knowledge, gained in all disciplines.
3. Development of the problems, tasks, content of project activity:
abilities to submit the critical analysis of the studied problem; to
propose solutions, recommendations
and
offers for further work;
ability to formulate a problem for which permission
the
development
of the project is necessary, to formulate the accurate
provision on a being of the problem in problem situations; ability
to generate the alternative design-projects, which are potentially satisfying to permission of the problem
situation.
4. Use of skills and culture of projecting
in work: ability to apply skills of engineering project, to show skills of project management;
ability to plan and operate the design-project, including temporary
and financial restrictions; the description and
understanding of
process of engineering
project as whole, for example, reasoning of the project, definition of restrictions, determination of criteria of the project and schedule, work distribution, project management
and
estimation in a projecting process; the description, understanding and use of the main instruments, used in the process of engineering project.
5. Work in team: writing the offers on design-project in team and receiving approval of colleagues; ability to
work in groups on mutual estimation with colleagues; understanding of advantages
and
potential problems of work in team, the description of the
qualities and processes necessary for effective work in team and
the description of
the role
of work in
team in the
process of engineering project.
3. DISCUSSION
Comparing results
of work in projects of school students and
students, it is possible to draw a conclusion that in secondary education the emphasis on abilities (competences), which are formed by means of
participation
of the student in the project, is more placed. At the higher school there is an orientation to formation of the project abilities allowing
the
student to develop and realize projects.
These abilities
are
already regarded as professional, for example, at the rate ―engineering
project”.
On the basis of the presented material we will try to formulate 1) a hypothesis of contents, structure and 2) about opportunities of formation
of
the project competences of higher education institution.
According to KILPATRICK (1918), the sense of ―the project training‖ is that the teacher represents
basic data and outlines the planned results of the educational
task; the students
plan independently intermediate tasks, look for ways of their solution, act, compare received
with demanded, correct activity. As we were noted, the main objective of
―the project training‖ is that students together with teachers study the
reason this or that situation, a key part of the problem that further, so it
helps to the students
to find an easy way to the decision.
Work
on the project begins with determination of the problem, identification
of difficulties, justification of relevance, the analysis of study,
formulation of
the project theme and also determination of the problem, formulation of
the
hypothesis about results and ways of their achievement, determination of the project purpose and stage-by-stage tasks. Development stages of the
work
plan are:
1. Determination of terms for implementation of the
project, drawing up a plan and schedule of the intermediate
reporting; 2.
Choice of means and methods for performance. 3. Discussion of criteria for evaluation of quality of the project and estimation way. 4. Choice of the way for drawing up the results and scenario of the presentation.
5. Choice of the form for work (individual, group), distribution
of
duties. Implementation
of
the project: Collecting, the analysis and synthesis of information from different sources; carrying out research, performance of
calculations;
preparation
of
visual-graphic material (schedules, charts, tables, schemes, photos, video records, etc.); drawing up the materials for
presentation; control and correction of intermediate results; reflection: discussion of process and results on work, group and personal achievements.
Modern students are rather dynamic, have active living
position. However, in our age of informatization,
students are
oversaturated with information flows.
And not always those
ways of submission of information which were effective for the previous
generations will be also effective at studying modern material by modern
children. All of us understand that our main objective as teachers
not only
to supply by a certain set of knowledge,
to train the students in the main
ways and algorithms of activity, but also to teach to be guided in difficult
flows of information, ability to raise timely and most topical questions and to receive independently on them reasonable answers (GRAY, et. Al.,
1982). Main requirements to use of projecting method:
• Existence of a significant problem in the research, creative plan
or
the task demanding the integrated knowledge, research search for its solution
(for
example, the
research
of a demographic problem
in different regions of the world; creation of a series of
reports from the different places of the globe on the one problem (the problem of influence of acid rains on the environment).
• The practical, theoretical, informative
importance of estimated results
(for example, transfer of the report in the relevant
services
on
the demographic condition of the region, factors influencing this state, the tendencies which are traced in development of the studied
problem; joint issue of the newspaper, almanac with reports from the place of events; protection of the wood in different areas, the
plan
of measures and others). Independent (individual, pair, group) students’ activity.
• Structuring a substantial part of the project (with the indication of stage-by-stage results).
• Use of
the
research
methods: determination of
problem,
the research problems following from it, drawing up the hypothesis of
their solution, discussion
of
the research methods, drawing up the end results, the analysis
of the obtained data, summing up, correction, conclusions (use during the joint research of the method
―brainstorming‖, ―the round table‖, statistical methods, creative
reports, viewings).
The statement of purpose. It is competent to formulate the purposes
– a special ability. Work on the project begins with statement of the
purposes. These purposes
are
the driving force of each project, and all efforts of its participants are bent on their achievement. The formulation
of the purposes
should devote special efforts because success of all implementation half
depends
on carefulness of performance of this part of work. At first the most common goals are determined,
and
then they are more detailed,
until going down on the level of the most specific objectives, facing each participant of work. In this case, work on the
project will turn into step-by-step achievement of goals from the lowest to the highest, if there is not to regret time and efforts to goal-setting. But here it is not necessary
to go too far. If you to be fond of excessive
specification, then it is possible to lose touch with reality, and in this case the list of the small purposes will interfere with achievement main, and
―not seeing the wood for the trees‖:
1. The cognitive purposes – knowledge of the objects of surrounding reality; studying of ways of the solution on the arising
problems, mastering skills of work
with primary sources; statement of an experiment, carrying out experiences.
2. The organizational and active purposes – mastering the skills of self-organization;
ability to set before ourselves the purposes, to plan activity; to develop skills of work in group, developing the methods of conducting discussion.
3. The creative purposes – are projecting and modeling, etc.
If to try to formulate
the most common goals which face modern school
then it is possible to tell that a main goal is training
in projecting as to universal ability. ―We call ―the project training‖ as
all complex of the didactic, psychology
and
pedagogical and organizational
and administrative means allowing creating, first of
all, project activity of the student, to teach him for projecting‖.
4. Choice of the project theme.
The choice of the project theme in different situations can be various. In one cases the theme can be formulated by specialists of educational bodies within the approved programs.
In
others - are moved
forward by teachers
taking into account an
educational situation in the subject, the natural professional interests, interests
and
abilities of the students. In the third - the project
theme can be offered by the students as well, who naturally, at the same time, are guided by own interests, not only purely informative, but also
creative and applied.
The subject area of projects can concern some theoretical question of the school program. More often, however, the themes of projects,
which are especially recommended by educational bodies,
belong to some practical question,
relevant for practical
life. So, it is reached the quite natural integration of knowledge. Results of the executed projects have to
be
material and that means - to be properly
formed (the video, an album, record book
of ―the travel‖, the computer newspaper, the
almanac). During
the
solution
of any project problem by the students, it is necessary
to attract knowledge and abilities from different areas: chemistry, physics, foreign and native languages.
3.1. The main objective of the teacher in
the projecting method is consisted in following:
• to specify methods in the project task,
• to organize collective or group discussion by what methods it is
possible to solve each of the project tasks, set at development of the project,
• to present in a visual
form the list of the various methods, applied in
project activity, from which the students can choose and discuss
in group their efficiency at the solution of this or that task.
The students have to know that at project methods the followings
can
be used:
• Studying and analysis of references;
• Theoretical modeling and generalization;
• Different polls: questioning, interview, interlocution; inquiries
from the Internet;
• Observation according to the special program;
• Experiences and experiments;
• Statistical methods of data processing.
Let us consider the systems of actions of the teacher and students in project training. It is important to define before the development stages
of the project with the purpose of allocation
of action systems of the
teacher and students. The mandatory requirement — each stage of work
on
the project must have the concrete product. The systems
of actions of
the
teacher and students at different stages of work on the project.
|
Stages
|
Teacher activities
|
Activity of the students
|
|
1. Development
of the
project task
|
|
|
|
1.1. Choice of the project theme
|
The teacher selects possible
themes
and offers
them to the students
|
The students discuss and make a general decision on the theme
|
|
|
Teacher invites students to
jointly
select the project
theme
|
The student group together with teacher selects themes and offers other
students for
discussion
|
|
|
The teacher participates in the
discussion of themes,
offered by the students
|
The students select themes
independently
and offer group
for discussion
|
|
1.2. Selection of
sub-
themes and themes for the
project
|
The teacher
pre-isolates
subthemes and invites students to choose
|
Each
student
chooses
a subtheme or
offers a new
|
|
|
The teacher participates in the
discussion with the
students
about the
subthemes of
the project
|
The students
actively discuss
and offer options
of subthemes.
Each
student chooses one
of them for
himself (i.e. chooses to
himself a role)
|
|
1.3. Formation of the
creative
groups
|
The teacher conducts organizational work to unite
students, who chose
specific subthemes
and activities
|
The students
have already
identified their
roles and they are grouped according to
them into small teams
|
|
1.4. Preparation of the
research materials:
a formulation
of
the questions on which it
is necessary to answer, the task for teams, selection of literature
|
If the
project is voluminal, then the
teacher develops
tasks, questions for search activity and literature in advance
|
Certain students of
different
groups take
part in development
of tasks. Questions for search of
the answer can be
developed in
teams with the subsequent
discussion
in group
|
|
1.5. Determination of the
wording
on the
results
of the project activity
|
The teacher takes part in the
discussion
|
The students in groups and then
in the classrooms
discuss the forms of
representation of result on
research
activity:
video,
album, natural objects, a literary living room, etc.
|
|
Stages
|
Teacher activities
|
Activity of the students
|
|
2. Project development
|
The teacher advises, coordinates the work of
students, stimulates
their activities
|
The students carry
out the search
activity
|
|
3. Finalizing the results
|
The teacher advises, coordinates the work of
students, stimulates
their activities
|
The students,
in the
beginning on
groups
then
in interaction with other groups, make out results according to the adopted rules
|
|
4. Presentation
|
The teacher organizes an
examination (for
example, invites
as experts the students
of other specialties,
etc.).
|
Report on results
of their
work
|
|
5. Reflection
|
Estimates own activities according
to quality
of marks and activity of the
students
|
Summarize the
results of work,
express wishes,
collectively discuss the marks
for work
|
One more developer of the projecting method, the American Professor Kollings offered the first-ever classification of educational projects which could be applied and to find the own place in educational
process of the higher school.
Projects of games - various games, national dances, drama performances, etc. The purpose – is participation
of students in group
activity.
Excursion projects - expedient studying of the problems connected with the surrounding nature and public life.
Narrative projects, which purpose – is to enjoy
the
story in the most various forms - oral, written, vocal (song), musical (playing
a grand piano).
Constructive projects – creation of a concrete, useful product: making
of
a rabbit trap, etc.
Modern classification of educational projects.
The project can be as group and personal. Each of them has
the indisputable advantages.
Modern classification of educational projects is made on the basis of the dominating (prevailing) activity of the students:
• The practical and oriented project (from the training manual to a package of recommendations
about recovery of the country’s economy);
• The research project -the research of any problem in due form
scientific research;
• The information
project - data collection and processing on the significant
problem with the purpose of its presentation
for wide audience (article in media, information on the Internet);
• The creative project - the freest author’s approach
in a
solution. A product - almanacs, videos, stage adaptation,
art
works or arts and crafts, etc.
• The role project - literary, historical, business role-playing
games,
etc., which result remains open till the end.
Classification of projects is possible according to:
• Thematic areas;
• Activity scales;
• Realization terms;
• The number of performers;
• Importance of the results.
But irrespective of project type, they are all:
• To some extent unique;
• Directed to achievement of the specific goals;
• Limited in time;
• Assume coordinate performance of the interconnected actions.
The projects can be monoprojects and intersubject according to complexity.
Monoprojects are implemented within one subject or one area of
knowledge.
Intersubject projects are carried out during non-school hours under the leadership of specialists from different areas of knowledge.
The projects on nature of contacts can be – intra-class, intra-school,
regional and international. The last two, as a rule, are realized as
telecommunication projects, using the possibilities of the Internet and the means of modern computer technologies.
Types of project presentation: Scientific report; Business game; video demonstration;
excursion; telecast; scientific conference; performance; staging; games with the audience;
defense at the Academic Council; dialogue of historical or literary
characters; sports game; performance; travel; advertising; press conference.
Criteria for evaluation
of
the project have to be clear, they have to be no more than 7-10. First of all, there should be assessed the quality
of the work as a whole and not just the presentation.
1. Quality of the report: composition, completeness
of representation of work, approaches, results; argumentativeness, thesaurus volume, persuasiveness and conviction.
2. Volume and
depth
of knowledge on the
theme (or
on the
subject), erudition, intersubject communications.
3. Pedagogical
orientation: speech
standards,
manner, use
of evident means, sense of time, improvisational
beginning, keeping
the
attention of the audience.
4. Answers to the questions: completeness, argumentativeness, persuasiveness and conviction, friendliness, aspiration to use answers for successful
disclosure of the theme and strengths
of work.
5. Business and strong-willed qualities of the speaker: responsible
decision, aspiration to achievement of good results, readiness for the discussion, ability to work with an overload, goodwill,
sociability.
The way of estimation
allows giving the full analysis of the performed work.
The student, teacher and fellow students estimate project work, fill out the expert map and calculate
GPA
by the presented
criteria. However, according to this work [I.D. Chechel.1998] attention is drawn to the fact that
there are at least two results. The
first hidden is a pedagogical effect of inclusion
of the student in ―knowledge acquisition‖ and their
logical application: formation
of
personal qualities, motivation,
the
reflection and a self-assessment,
ability to make the choice and to comprehend both consequences of this choice, and results of own activity.
The second – is actually executed project, and not volume of the mastered information, and its application in activity and real result – the level of the
embodiment conceived in material. Unfortunately, the first productive part remains out of the sphere of attention
at the project defense. The author does not offer solutions
of this problem. However we begin to understand
that there have to be different ways of representation
of
the results and products of project. According to (POLAT, et al.,
2009), the project
results are
connected with the
analysis of contents and sequence of
actions, which the student has to execute: determination of the problem
and
the research problems following from it; the hypothesis and their solution; discussion
of the research methods; collecting, systematization and analysis of data; summing
up, drawing up the results, their
presentation; drawing up of conclusions, the offering the new research
problems. The same researcher confirms that project training develops
(ROBERTS and HARLIN, 2007):
1) Research abilities (ability to analyze the problem
situation, to reveal problems, to carry out selection of necessary
information from literature, to make observation of practical situations, to fix
and
analyze their results, to build hypotheses, to carry out,
generalize, draw conclusions);
2) Abilities to work in team (there is an awareness of the
importance of
collective work for
obtaining result, the
role of
cooperation, joint activity);
3) Communicative
abilities (ability not only to state the point of
view but also to listen and understand another, in case of
disagreement to be able to criticize constructively alternative
approach as the result to find the solution synthesizing, holding positives of each offer).
In the considered works of (STEVENSON,
1921) it is made the
attempt to connect the abilities, formed at the student in the process of the project implementation and content of activity, which it provides, but ways of manifestation
and the analysis of quality of these abilities aren’t
stated. The fact that it is not only
about the content (list) of abilities is important for us, but also conditions of their formation are shown. The analysis of meaning of the last allows assuming that the content of
pedagogical activity at the same time qualitatively doesn’t change; there are
traditional
methods
of execution of tasks.
In general, analyzing
contents and results of the students’ work in the project and trying to
connect them to competence-based
approach, it is possible to draw the
conclusion that
competence-based approach within a knowledge paradigm causes a set of competences as set of knowledge, abilities, skills, methods of activity in relation
to
a certain circle of the objects and processes, necessary
for qualitative and productive work in relation to them. The concept of competence, in this case, includes a cognitive and operational and technological component (BIBER, et al., 2006).
Teacher’s position: the enthusiast, specialist, consultant, head, ―the person asking questions‖; coordinator, expert; the teacher position has to
be the hidden, giving a scope for independence of the students. If the task of the
teacher is
training in project, then in
work on the method of educational projects emphasis needs to be put not on that was the result of
joint (We would like to emphasize it!) efforts of the student and teacher,
but on by what way the result was achieved. Change of the concept causes
the
avalanche process of local changes in an education system in general and in each its part separately. Each teacher can make the contribution
to improvement of our education, using new methods and training methods.
There is a question: ―Why are there necessary such serious changes in training?‖, ―Why is it impossible to manage by the former, checked by
time
methods?‖ The answer
is
obvious: because the
new
situation
demands new approaches. If the student manages to cope with work on
the
educational project, it is possible to hope that he will be more adapted in the real adult life: will manage to plan own activity,
to be guided in various situations, to work together with different people, i.e. to adapt to
the
changing conditions. It is obvious that it is necessary to teach exactly
what can be useful, only after it our graduates will be able adequately to represent achievements of domestic education. ―Recently the following
qualities of the personality necessary
today were included in the list of social requirements (it
is
clear that
this
list isn’t created finally):
possession
of
the universal methods of activity, possession of
communicative skills, skills of collective work, possession of specific
skills of educational work (ability
to self-education), norms and standards of social activity (good breeding).
If the student has the specified
characteristics, then
he will
be realized in modern society with
high
probability. At the same time, such education will have new quality, because it another,
new
in comparison with
what
is
implemented in subject and standard model of education
and is used in the presented
approaches to assessment of its quality‖. Most often, the themes of
projects which are especially recommended
by educational bodies belong
to some practical question, relevant for practical
life. So, the quite natural
integration of knowledge is reached. The students often carry out projects of creative character at lessons of Kazakh language and literature.
For example, creation of the collection of poems of any poet XIX century, with use of technologies of information processing, gives opportunity to
create the projects of documentary
or
popular science film, make the generalizing tables, algorithms of actions, schemes, act in various roles
(the photographer,
director of the video record or as artist) which require from the student the ability to master the ways of cognitive activity:
• To create organizational structures of data storage, to name, keep
objects;
• To use screen help system;
• To create information models of various objects, using for this
purpose standard means (tables, schedules).
The method
of
projecting is always focused on
independent activity
of the students
during a certain interval of time. Results of the executed projects have to be, so called ―tangible‖: if it is a theoretical
problem – that is concrete decision; if it is practical - the concrete result, ready to introduction.
The appeal of this method of training consists in authenticity of experience for many students. Students play the role as people working in
the
studied branch and
behave
the same
as these people. Whether they shoot the documentary about life and creative work
of
this or that
poet, writer or scientist, whether they make the tourist guide
or work with memoirs literature, whether define
features of a caricature or
make councils for stylistics, whether will organize the presentation
with
participation of mass media concerning the positive and negative moments
in development
of
language – anyway, the students take part in projects which take place in the real world.
4. CONCLUSION
Cardinal changes in social and economic and spiritual life of our society determine the state and the prospects of development of domestic education in XXI century. At the present stage at the higher school more
and more wide
recognition is received
by the concept
which rejects
―filling model of education‖ and is directed to such creation
of teaching
and
educational process at which training solves the problem
of involvement
of
students in the active independent
educational cognitive activity, modeling process of their further self-education. Achievement of
an active independent
position of the students in training is provided in
case, if knowledge which is acquired by the trainee, gain for him personal
sense. However the fact of existence of such sense does not guarantee independence of the position for student in educational knowledge yet. The volume of knowledge, necessary for mastering by the student, not only sharply increases, but also is rapidly
renewed that predetermines orientation
of training process at the higher school on mastering by the students of the skills for methodological character, providing independent
acquisition and
mastering
by them
of knowledge
of both
general
education, and special character.
It is increased the need for development
of the methods, changing approach to educational activity of higher education institution, favoring
to formation of the corresponding competences at future graduates.
Education
has to become a resource for training of specialists, capable to
perceive any new trends in science, technology
and
business. For the last
decade in our country
there were rather serious changes in this direction.
Development of fundamental science and modernization
of education are
proclaimed as strategically important
national
priorities. The article
reveals a problem of the research about role of project activity in
development of professional and personal characteristics at the students of higher education institution. Formation of independence in educational
cognition at the students of the beginning courses creates opportunities for
adaptation to the training features at the higher school and overcoming
a number of the social and psychological, didactic, information contradictions
peculiar to this age. Thus, we found out as a result of the
analysis of
literature
and also practical
application of the
projecting
method that the project training is an effective remedy for adaptation and
development
of independence of the students. We would like to offer the
general rules for teachers – project managers in the conclusion as follows:
• Try to approach for everything
creatively,
fight against all
manifestations of conformism and stereotypic banal decisions.
• Be guided by process of research search, and not for the result.
• Seek to open and develop their individual bents and abilities in
each
child.
• Do not forget about education of the student in the course of
work.
• Try to be engaged less in admonitions,
help to the students to act independently, evade from direct instructions concerning in what
they have to be engaged.
• Do not do hasty assumptions,
learn not to be hurry with removal
of estimated judgments and you should teach the students to arrive as well.
• Estimating, remember - it’s better to praise ten times for nothing
than to criticize
once for nothing.
• It isn’t necessary
to rely on the fact that students already have certain basic skills and knowledge, help them to master new.
• You have to remember about main pedagogical result – do not do for the student what he can make independently.
• Do not constrain an initiative of the students and do not do for them what they
can
make, or what they can learn independently.
Avoid direct instructions.
• Teach them to identify the connections between objects, events
and phenomena.
• Teach the students to act independently,
accustom them to skills of the original solution of problems, independent search and the
analysis of situations.
• Try to form skills of the independent solution of the research
problems.
• Use difficult situations
(problems) which were arisen at the students’ home as area of the application tasks
and the received skills in the solution of research tasks.
• Teach the students mainly not to be in thoughts, but thinking. Teach the students an ability to obtain information, but not to
swallow it in finished form.
• Try to train the students in abilities to analyze, synthesize, and
classify information obtained by them.
• Help to the students to learn to operate process of own research.
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