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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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