«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова

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potential, a means of self-realization. This is an activity that allows you to express yourself 
individually or in a group, try your hand, apply knowledge, benefit, publicly demonstrate 
the results achieved. For a teacher, an educational project is an integrative didactic means 
of development, training and education, which allows developing specific skills and 
abilities of project activity, as well as joint information retrieval, self-study, research and 
creative activity [6,8,9]. 
Within the framework of the competence-based approach, content for students is 
valuable, meaningful, interesting, and has an applied character. The interaction of the 
teacher and students is based on parity: the teacher performs the function of the organizer 
of the educational process (tutor), while the students mostly work independently (look for 
the necessary information, analyze it, process it, present it, make decisions in non-standard 
situations, set a goal, make a plan to achieve it, implement this plan, put forward and prove 
hypotheses, etc.) [5,11]. 
The project method involves a system of actions of the teacher and students to 
develop a certain project. The project, translated from the Latin as "thrown forward" - is 
the interrelation of two factors: design and implementation. In the pedagogical literature 
and the practice of teaching, the “project” is understood in different ways. On the one 
hand, it is interpreted as a result of students' activities. On the other hand, it is “learning 
through doing” (J. Dewey), a form of organization of activity, as a result of which students 
will definitely get the final specific result (V.V. Guzeev) [1, 2]. 
The project method in teaching future physics teachers can be divided into stages: 
the necessary advice, grading or scoring points [2, p. 76].
1. Preparatory. This stage involves selection of the topic and objectives of the 
project, as well as determining the number of project participants, the composition of 
groups. Future teachers discuss the established theme of the project with the teacher, 
receive additional information if necessary, set goals. The teacher motivates students, 
helps in setting goals [1, p. 175–177]. 
2. Analytical (work planning). At this stage, the sources of information necessary 
for obtaining knowledge about the object of physical design are determined; planning 
methods for collecting and analyzing the information received; planning the 
implementation of the final product (the form of presentation of the result): a newspaper 
issue, an oral report with a demonstration of materials; the establishment of criteria for 
evaluating results; the distribution of responsibilities among the members of the group 
participating in the physics project. Students develop an action plan. The teacher offers 
ideas, makes assumptions, determines the timing of work on each stage and the project as 
a whole. 
3. Practical (research activity). This stage includes summarizing the information 
collected by each of the students during their participation in the project. Future teachers 
conduct research. The teacher observes, advises, directs the work, organizes and 
coordinates, if necessary, the activities of students. 
4. Presentation stage. At this stage, the finished product is presented to a wide 
audience of listeners. Classmates, students from other groups, teachers, students and other 
invited guests can act as such students. The results of the project can also be presented in 
the form of a conference. 
5. Results. Summing up: the formation of the result. At the final stage of design, 

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future teachers form their results obtained during the research. The activity of the teacher 
at this stage will be supervision, providing 
We will consider a way to study physical problems in the course of project 
activities. Future teachers may be offered the following: 
1. Come up with (or choose) and solve a physical problem on the topic in question 
in several ways; analyze the solutions and make a conclusion about the rationality of a 

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