History lesson in elementary school. Projects for history lessons. A war in which the fate of the entire Fatherland is decided

The book provides both general and specific recommendations for teaching an introductory (propaedeutic) history course. The manual provides for students to become acquainted with typical images of the era, with ancient life, rituals and customs. Techniques for working with terms, concepts, and developing primary skills are revealed. Methodological advice makes it possible to individualize and differentiate learning.

GAMES AND QUIZES WHILE STUDYING HISTORY.
Typically, games are included in thematic planning of lessons, and they are included in teaching systematically, i.e. in a certain totality and sequence. Games practice cognitive skills, consolidate and expand students’ basic knowledge.

The game is pedagogically oriented creative activity, the educational impact in which belongs to the didactic material. It should cover the main topics of the course. During the game, students involuntarily acquire new knowledge and practice learning skills. Game actions direct the activity of students in a certain direction, and game techniques act as stimuli for cognitive activity. A game is always an improvisation.

When preparing a game, its results are predicted and the results are analyzed. The game should be dynamic, entertaining, and may contain elements of dramatization. The game ensures an optimal level of activity for all students and develops a deep and lasting interest in the subject.

TABLE OF CONTENTS
Introduction
Course program "History of Russia" for grades 3-4 of primary school
Approximate planning training course
Didactic and methodological foundations for studying the propaedeutic course of history
Types and forms of work in the classroom
Games and quizzes for learning history
Developmental tasks
Tasks to identify interdisciplinary connections
Methodological recommendations for preparing and conducting lessons
3 CLASS
Section I. History - the road through time and space
Lesson 1. Introductory. What do we know about history
Lesson 2. Counting years in history
Lesson 3. Historical map
Lesson 4. Sources of knowledge about ancient people
Section II. Ancient Rus' in the 9th-12th centuries
Lesson 5. Our ancestors are Slavs
Lesson 6. Slavic activities
Lesson 7. Gods of the Slavs
Lesson 8. The first princes in Rus'
Lesson 9. Prince Vladimir
Lesson 10. Literacy in Rus'
Lesson 11. Yaroslav the Wise and his descendants
Lesson 12. Ancient Kyiv
Lesson 13. Founding of Moscow
Lesson 14. The city of Vladimir on the Klyazma River
Lesson 15. Mister Veliky Novgorod
Lesson 16. Houses and their decoration
Lesson 17. Repetition and generalization of material
Section III. Rus' in the XIII-XV centuries
Lesson 18. Mongol-Tatars attack on Rus'
Lesson 19. Prince Alexander
Lesson 20. Battle on the ice
Lesson 21. The Rise of Moscow
Lesson 22. Sergius of Radonezh
Lesson 23. Battle of Kulikovo
Lesson 24. Khan Akhmat and Emperor Ivan III
Lesson 25. Repetition and generalization of material
Section IV. Russia in the 16th-17th centuries
Lesson 26. The first Tsar in Rus'
Lesson 27. The growth of Moscow
Lesson 28. Pioneer printer Ivan Fedorov
Lesson 29. Saviors of the Russian Land
Lesson 30. Tsar Alexei Mikhailovich
Lesson 31. People's clothes and shoes
Lesson 32. Repetition and generalization of material
4 CLASS
Lesson 1. Introductory
Section V. Russia in the XVII-XVIII centuries
Lesson 2. Population of Russia
Lesson 3. Tsarevich Peter
Lesson 4. Peter's new orders
Lesson 5. Northern War
Lesson 6. Construction of St. Petersburg
Lesson 7. Repetition and generalization of material
Section VI. Russia in the XVIII - early XIX century
Lesson 8. Russia after Peter I
Lesson 9. Catherine the Great
Lesson 10. Life of peasants
Lesson 11. Commander Suvorov
Lessons 12-13. Russian culture and science
Lesson 14. Repetition and generalization of material
Section VII. Russia in the 19th - early 20th centuries
Lesson 15. Patriotic War of 1812
Lesson 16. Defense of Sevastopol
Lesson 17. Abolition of serfdom
Lesson 18. Steam locomotives and steamships
Lessons 19-20. Nicholas II. February 1917
Lesson 21. Vasily Surikov and Ilya Repin
Lesson 22. Repetition and generalization of material
Section VIII. Russia in the 20th century
Lesson 23. New power
Lesson 24. Civil war
Lesson 25. Stalin's time
Lesson 26. Brest Fortress
Lesson 27. Moscow in 1941
Lesson 28. Battle of Stalingrad
Lesson 29. Fall of Berlin
Lesson 30. Moscow skyscrapers
Lesson 31. Space flights
Lesson 32. Russia - My Motherland
Lesson 33. Repetition and generalization of material
Literature for extracurricular reading
Books for teachers.

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GBOU Secondary School No. 5 Educational Center "Leader"

g.o. Kinel Samara region

History lesson summary

Prepared by: primary school teacher

Sidorova T. A.

2013/2014 academic year

Subject: “Get up, huge country...” (Great Patriotic War)

Class: 3

Duration: 40 minutes

Goals:

To consolidate children's knowledge about the results of the development of the Soviet country in the 20-30s;

To form primary ideas about the Great Patriotic War of 1941-1945, about the origins of the victory of the Soviet people in this war;

To cultivate a sense of patriotism, pride in the exploits and courage of the Soviet people, the ability to empathize with the feelings of people;

Develop the ability to determine the nature of military operations, establish cause-and-effect relationships, using the textbook text and logical thinking techniques, the ability to correlate text and illustrations.

Equipment: CD with songs, illustrations, posters, portrait of Zhukov, cards, textbook, workbook.

Integration: music, the world around us, reading, Russian language.

Lesson progress

1. Organizational moment
2. Communicating the topic and purpose of the lesson

Today in class we will repeat the changes and successes in the development of the Soviet country in the 1920-1930s. and get acquainted with the heroic, but also tragic event, which became a test for the whole country, for every person

III. Checking homework

a) question-and-answer conversation

What successes did Soviet Russia achieve in the 20s and 30s?

Remember what has changed for the better in the country during these years?

(pp.94,96,97

Domestic cars, tractors, combines, plants and factories were built, highways, railway lines, power plants, adults and children learned to read and write in new schools, the Moscow metro was built, new stadiums, radio)

You know that houses used to be lit with a torch, but how were houses lit in the 20s? What began to be used for lighting in a peasant house?

(light bulbs)

Children and adults learned to read and write, but what kind of education was there?

(free)

The country has its own engineers, doctors, teachers, technicians, all from among working peasants and children.

How did the Soviet people manage to lift the country out of the devastation of the first decades of the early 20th century in a short period of time? Guys, how did you achieve these successes?

(p. 95. They had a common goal - to build a fair society in our country, to achieve a bright future)

Who worked to achieve this goal?

(all people: workers, peasants, youth)

b) micrototal

In the 20-30s, the country rose to the same level as other countries. There were difficulties, there was discontent, but the people endured them and put up with them. Adults believed that they had to endure today so that tomorrow, that is, in the future, their children and grandchildren would have an easier life than they did. So that they are happy and successful. But many dreams were not destined to come true.

Let's remember what wars took place on the territory of our country in different historical eras.

Who did the Russian squads fight with in the 14th-15th centuries? Whose yoke existed?

(Mongol-Tatars)

With whom did Peter I wage war?

(with Sweden, Northern War)

Who attacked Russia in 1812?

(France)

What was this war like?

(Patriotic War of 1812)

And in 1914-1918. what kind of war took place on the territory of our country?

(first world war)

Let's think about what unites all these wars? What do they have in common?

Why did the Mongol-Tatars, Napoleon, and Germany come in 1914?

(to conquer new lands)

What can they be called?

(conquerors)

Such conquerors in the late 30s of the 20th century were the fascists. The worst enemy of peoples was Nazi Germany. The leader of the German fascists, Adolf Hitler, declared that the Germans should dominate the world by conquering other nations and turning them into their slaves. Germany began to conquer neighboring countries. Thus began the Second World War in 1939.

Open the textbook on page 104, you have a map, in the upper right corner there is a symbol that indicates the boundaries of the territory subject to Nazi Germany and its allies

Let's look at which states were under the rule of Germany and its allies before the attack on the USSR

(Norway, Finland, France, etc.)

These are the forces Hitler gathered against our country

IV. Learning new material

(against the background of the song “Get up, huge country...”)

So, it was 1941. On June 22, at 3:40 a.m., the fascist army attacked our country without warning of war. The Great Patriotic War began. How did the Soviet people react to this? Let's read about it on page 101. Find the paragraph that begins with the words "Thousands of people.."

(read out loud)

What words in the text read prove that the war that began was Patriotic?

(underlined lines)

Women also fought to avenge their families and protect their children. Children fought the same way. Before the war, these were the most ordinary boys and girls. We studied, helped elders, played, jumped. Only their relatives, classmates and friends knew them. But the hour has come - they showed how huge a child’s heart can become when a sacred love for the Motherland and hatred for its enemies flares up in it. For example: Arkady Kamanin, when the war began, he came to work at the airfield. Once during an air battle, the cockpit glass was broken by an enemy bullet. The pilot was blinded. He managed to transfer control of the plane to Arkady, and the boy managed to bring and land the plane at his airfield.

Sasha Kolesnikov studied in the 3rd grade. In 1943, he ran away from home to the front. He blew up a bridge across the river, along which combat reinforcements and military equipment were coming to the Germans.

The first blow was taken by the border guards who fought in the Brett Fortress. The Germans were rushing to the North to Leningrad, to the center to the capital, and to the South, to the Caucasus. On September 8, 1941, the siege of Leningrad began.

Guys, who knows what a blockade is?

(when Leningrad was cut off from the territory of the entire country.

Map: Leningrad from the south, fascists, in the east there is a lake, to the west....)

It lasted 900 days and nights. There are about two million inhabitants left in the city. Food supplies were quickly dwindling, and there was no replenishment. In December 1941, the defenders of the city received 300 grams of bread and 100 grams of crackers. Imagine 300 grams of bread, that's two matchboxes. How they made bread, ground the cake and baked it. Even better, they gave us a mug of boiling water. There was no heat in the houses, the running water did not work. But the city lived and fought.

The first victory was won over Moscow. Let's read p.102 first paragraph

(reads aloud)

Tell me the date when the Battle of Moscow took place?

(from September to December 1941 - our troops held the Germans, and when we gained more strength, we began to advance and the offensive of our peoples was - from December 5, 1941 to the beginning of February 1942)

So how did we survive and win?

(courage, heroism)

However, the Nazis were strong and continued to advance. The next battle is the Battle of Stalingrad, which lasted a year from 1942-1943.

It was decided not to give up Stalingrad, because it was impossible to allow the Germans to cross the Volga. If they did this, there would be no more exits

Let's read, on page 102, paragraph 2

(read aloud)

What is the name of Stalingrad now?

(Volgograd)

See what monuments there are in Volgograd

(illustrations: Sergeant Pavlov’s house, Stalingrad mill, monument “Motherland”)

One cannot be indifferent on Mamayev Kurgan. You can’t pass by the sculptures of our soldiers without a lump in your throat, you can’t read the inscriptions that soldiers scratched on the walls of houses in the terrible 1942, swearing allegiance to the last drop of blood to defend Stalingrad without emotion. The steps of an endless staircase lead to the top of the mound. And at almost every step there are modest slabs with the names of those who died at this height. There are scarlet carnations on the slabs. From Mamayev Kurgan the city is in full view. Endless streets, beautiful and new houses, the gray ribbon of the Volga. The streets are surrounded by greenery, and it is hard to believe that 65 years ago in the city there was not a single intact building, not a single living tree, only black burnt trunks.

On July 5, 1943, the Battle of Kursk began, where the largest tank battle took place.

Now Andrey Pensky will tell us a little about his great-grandfather, a tanker

(student's story)

Guys, tell me, why did our army win victories? What did they fight for? (for the land) how did they fight? What was the technology? (Katyusha-16 shells)

We can say that the rear was one with the front. What does it mean?

(that the rear gave the front everything it needed)

As the Germans approached, enterprises began to evacuate to the east, to the Urals, and to Siberia. A threat loomed over Moscow and they decided to make a second capital. And our city was the second capital. The government moved here.

What kind of military products did our city produce?

(aircraft factory, gunpowder..)

Now Polina Grishkova and Sasha Fedchenko will tell us about their great-grandmothers.

(children's story, one by one)

You all wrote essays, we listened to excerpts from the works of three guys: Andrey Pensky, Polina Grishkova and Sasha Fedchenko. These works are recognized as the best.

The success of soldiers at the front also depended on those who commanded them. Among all the commanders of our country, we can highlight the following: Ivan Semenovich Konev, Konstantin Konstantinovich Rokosovsky, Georgy Konstantinovich Zhukov and many others.

Your textbook talks about one marshal, Zhukov. Why do you think?

(there were special merits)

I’ll tell you about him now, and you try to determine his merits, how is he different?

Georgy Konstantinovich Zhukov - Soviet military leader, marshal Soviet Union. Years of life 1896-1974. During the Great Patriotic War he proved himself to be a talented commander who played vital role in the defeat of fascist German troops in the Battle of Moscow, in breaking the blockade of Leningrad, in the Battles of Stalingrad and Kursk, during the offensive in Right Bank Ukraine and in the Belarusian operation, in the capture of Berlin. He was Deputy Supreme Commander-in-Chief. On behalf of the Supreme High Command, on May 8, 1945, he accepted the surrender of Nazi Germany.

By this time Berlin was already in our hands. Berlin was taken by the USSR together with its allies. Who were the allies?

(p. 101 first paragraph, USA)

Thus ended the Great Patriotic War against Nazi Germany. What day do we celebrate as Victory Day?

And you've probably even heard of a street named after Victory Day. What is the name of the street?

(Victory Street)

(song “Victory Day”)

V. consolidation of learned material

When did Germany attack the Soviet Union?

When did this war end?

Count how many years and months it lasted?

(4 years 10 months)

Military experts calculated that the war lasted 1418 days and nights.

On the board you see important battles of the Great Patriotic War and dates. We need to correlate them

Why is the war called Patriotic?

Why Great?

(it went on for a long time, as part of the Second World War, Hitler directed all his power against our country)

Why did the Soviet people manage to defeat Germany?

What feelings did they have?

And I think you haven’t forgotten that this year we are celebrating the 65th anniversary of the Victory

VI. homework

Workbook - No. 1,2,3.

Subject: How to recognize a person? What is character?

Goals:

Line 1: Mastering the picture of the world. Learn to determine their character traits by people’s behavior, introduce students to such a phenomenon of a person’s inner world as “character”; create figurative ideas about the concepts of “character traits”, “optimist”, “pessimist”;.

Line 2: Sensual-emotional attitude towards the world. Learn to identify people with different characters, develop the ability to control your mood, find and learn ways to consciously correct it.

Requirements for knowledge, skills and abilities of students.

Students have primary ideas about the concepts: “character”, “character traits”, “optimist”, “pessimist”; they know into which groups character traits can be divided, they can indicate the sign of division; understand that by forming good habits, they acquire positive character traits.

Lesson progress

I. Updating knowledge and problem statement.

Teacher.Read the topic of our lesson. How would you answer this question? Have you ever used the word “character”? In what situations do people talk about character?

Students make assumptions and come to the conclusion that this word is somehow connected with a person’s personality. It sounds in a situation where a person evaluates himself and others.

Teacher.Consider the etymology of the word “character”. The word is of ancient Greek origin and means “coinage”, “seal”. Did the etymological reference help us clarify our ideas about the new concept? No, therefore we are faced with a problem: "What is character? How is it related to a person’s personality? ?»

II. Discovery of new knowledge.

Teacher.Let's turn to our heroes. Let's read the dialogue between Anyuta, Ilyusha and the Doctor in the textbook on p. 24 and watch how the guys use the word “character” in conversation.

Students read the text until the main idea.

Teacher.How did the guys use the word "character"? What did they mean by using it? Re-read mom's explanation. What “pieces of glass” and “patterns” was she talking about?

Students.The guys used the word “character” to tell each other what they were like. “Little pieces of glass” are congenital and acquired personality traits. They are the same for Ilyusha and Anyuta, because they are brother and sister. And the “patterns” are characters, they are different for the guys.

Teacher.If we like a person's character, what do we say about him? What is he like?

Students.Cheerful, friendly, sociable, etc.

Teacher.We call his positive character traits. If we don't like a person's character, what do we say about him? What is he like?

Students.Rude, touchy, cunning, careless, etc.

Teacher.That is, we name the negative traits of his character.

The teacher draws the students' attention to the board. There are signs attached to it (each in duplicate) with the names of positive and negative character traits:

The teacher invites two students (optional) to the board and asks them to choose tablets that correspond to their character traits. He draws students' attention not only to positive, but also to negative traits. The teacher does not focus the class's attention on the signs that students choose! The main thing is that they take different cards.

Teacher.Look, from the same set of signs the guys made perfect different combinations. What does this tell us? That's right, about the fact that their characters are different. Do the results of our research confirm the words of the mother from the characters’ dialogue? Let's return to the problem of the lesson and try to solve it. What is character and how is it related to a person’s personality?

Students offer solutions to the problem. The teacher suggests comparing the conclusions with the rule in the textbook on p. 24.

Tasksa: relaxation, removing muscle tension, practicing the ability to express your feelings and emotions in facial expressions and body movements.

The teacher invites the students to play the well-known game “The sea is agitated - once ...”, but not as usual, but in such a way as to once again consolidate the ability to express feelings and emotions:

sad Pierrot, freeze;

curious Pinocchio, freeze;

cheerful Carlson, freeze;

scared Piglet, freeze, etc.

III. Expansion of new knowledge.

Students stage two pre-prepared fragments: from the book by A. Milne “Winnie the Pooh and All-All-All” and from the cartoon based on the script by A. Hight “The Adventures of Leopold the Cat”.

Teacher.What character traits do you think are inherent in the Eeyore donkey, and which in Leopold the cat? How do they feel about the events that are happening around them? Do they notice the good in life, believe in luck, or do they look at life gloomily, expecting unpleasant surprises?

Students(possible option). The donkey is always sad, looks at life gloomily, does not believe in anything good. He thinks that life has only unpleasant surprises in store for him and there is no reason for joy.

teacherb. Have you ever met people in your life who perceive the world around them in the same way as Donkey? Such people are calledpessimists. Can Leopold the cat be called a pessimist?

Students.No, because he perceives life differently. Leopold the cat believes in goodness, expects only good things from life, and rarely gets upset. He looks at troubles with a smile, hoping that good luck awaits him in the future and he will definitely make friends with mice.

Teacher.Such people are calledoptimists.

The teacher invites students, using new knowledge, to distribute the proposed cards into two groups:

Students explain that these are heroes of children's fairy tales and animated films. They can be divided according to the following criteria: optimist - pessimist. Students come to the board and do this work, explaining how they determine who belongs to each group.

Work according to the textbook.

Teacher.All known character traits can be divided into several groups.

Teacher.How many groups are character traits divided into? Name the sign of division.

Students.Character traits are divided into three groups. A sign of division is a person’s attitude towards other people, towards some business, towards himself.

The teacher pins on the boardreference circuitsy:

Students go to the board, take a card from the teacher’s table with the name of the character trait and attach it to the appropriate group, explaining their choice. Card options: responsiveness, accuracy, pride, negligence, self-respect, kindness, selfishness, conscientiousness, etc.

Teacher.Do you think that when a person is born, he already has a character?

Students make assumptions and come to the conclusion that people are not born with a ready-made character; it begins to form in a person at an early age.

Teacher.What determines how a child will grow up: good or evil, greedy or generous?

During the discussion, students come to the conclusion that education has the main influence on the formation of character traits.

Teacher.When exploring a person’s personality, his character, we often use the word “habit”. How do you understand this word? What do you think comes first in a person’s character – a habit or a character trait?

Students.Our habits are often formed under the influence of people close to us. Gradually they transform into character traits. Consequently, a person develops a habit earlier.

IV. Independent application and use of acquired knowledge.

The teacher invites students to answer the questions independently, p. 26 (optional, those that will help consolidate the knowledge acquired in the lesson). Students answer questions and draw conclusions. The teacher can selectively evaluate students' work as they complete it and assign grades.

V. Lesson summary.

Teacher.Remember the problem of our lesson. What new knowledge helped us solve it? Name and expand the supporting concepts of the lesson. What groups of character traits have you learned? Explain what the saying means: “When you sow a habit, you reap a character”?

Homework: read the text of the textbook on p. 24–26, test your knowledge with questions after the text. Find new concepts in the dictionary and be able to define them.ntry to outline a plan for yourself on how to correct those character traits that you don’t like; how to form the ones you are missing.

Submitting your good work to the knowledge base is easy. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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The work of a history and social studies teacher at MBOU Secondary School. Vyazovka
Bazarno-Karabulak municipal district"
Perova Tatiana Anatolyevna

INTRODUCTION

The modern school places great demands on both students and teachers. Teachers are looking for various ways to improve the quality of students’ knowledge, trying to interest them in their subject, and provide deep and versatile knowledge.

The project method is one such way. It has not yet been fully studied, but its use helps to diversify lessons and develop the creative abilities of students. 67% of our school graduates noted that this technique is more effective than the traditional teaching we are accustomed to, 50% of respondents responded that they would like it to be used in lessons more often.

Project activities do not find their proper place in the mass practice of teachers. It is mainly used in lessons in the form of reports, abstracts, and small messages on a given topic.

In the new standards, project activity is one of the areas of extracurricular activities, and the final result of mastering subjects is the defense of a single-subject or interdisciplinary project.

Based on this, when writing this work the following goals were set:

1. Familiarize yourself with the methodological literature, consider the concept of the project method, its structure and requirements for its application;
2. Consider the methodology for using the method in school practice;
3. Study the experience of teachers in using the project method from the methodological literature;
4. Analyze your own experience in using the project method in history lessons.
5. Build prospects for your future work using this technology.

The work consists of an introduction, 3 chapters, an appendix and a list of references. In Chapter 1 we dwell on the problem of the project method as one of the teaching methods. In paragraph 1, we dwell on modern requirements for graduates and the need in this regard to use the project-based teaching method. P.2 is devoted to the history of the development of the project method and its application in Russia.

The project method should be correctly and logically included in the educational process. In Chapter 2 we consider the methodology for applying the method, goals and objectives, and structure.

The methodology must be implemented in practice. In Chapter 3 we dwell on the use of the project method in history lessons at our school.

The appendix gives practical materials on the use of experience (design work).

CHAPTER 1 THE PROBLEM OF THE PROJECT METHOD AS ONE OF THE METHODS OF TRAINING IN PEDAGOGY. ITS PLACE IN THE EDUCATIONAL PROCESS.

P.1. Using the project method in connection with modern requirements for graduates.

The modern educational process is unthinkable without the search for new, more effective technologies designed to promote the development of students’ creative abilities, the formation of self-development and self-education skills.

In the book “School for the 21st century. Educational Priorities”, American educator Philip S. Schlechty emphasizes “... we need people who know how to learn independently.”

Our student is a graduate of a modern school who will live and work in the new millennium, in a post-industrial society, must have the following personality qualities:

• Flexibly adapt to changing life situations;
• Be able to independently acquire the knowledge he needs;
• Skillfully apply them in practice to solve various problems;
• Think independently critically;
• See problems and, using modern technologies, look for ways to rationally solve them;
• Be clearly aware of where and how the knowledge he acquires can be applied in the reality around him;
• Be able to generate new ideas and think creatively;
• Work competently with information;
• Be sociable.

The personality qualities listed above are not formed by themselves. The teacher needs to regularly create situations in which our students would realize the need to educate them in themselves. (5)

Today, the teacher acquires different roles and functions in the educational process, no less significant than in a traditional school, but much more complex. One of the conditions for the formation of a self-determining personality is the existence of an educational space that gives each student the opportunity to systematically develop the ability to consciously correlate “I want” and “I can.” The teacher must build such a space for learning activities with the active participation of his students.

A research project as an element of student creativity today is often considered as an organic component of modern pedagogical technologies. Introduction to educational technologies elements of student research activity allows the teacher not only and not so much to teach, but to help the child learn and direct his cognitive activity. The requirements of the Federal State Educational Standard dictate the need to engage in this technology.

P.2. From the history of the project method.

The project method is not fundamentally new in world pedagogy. The project method arose back in the 20s of this century in the USA. It was also called the problem method and was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W. H. Kilpatrick. Hence, it was extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life.

The essence of the method is to stimulate children's interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge. In other words, from theory to practice.

The project method attracted the attention of Russian teachers at the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S.T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice. Later, already under the Soviet regime, these ideas began to be quite widely introduced into schools, but not sufficiently thought out and consistently, and by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned and since then no serious attempts have been made in Russia to revive this method in school practice.

At the same time, he developed actively and very successfully in a foreign school. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, the ideas of J. Dewey’s humanistic approach to education and his project method have found wide circulation and gained great popularity due to the rational combination of theoretical knowledge and its practical application. applications for solving specific problems of the surrounding reality in the joint activities of schoolchildren. http://soc-work.ru/article/479 09.26.14
Today there is a return to the project method, in which many see promise and highlight it as a pedagogical technology.

CHAPTER 2 GOALS AND OBJECTIVES OF PROJECT-BASED LEARNING

Working for a number of years on the problem of improving the quality of students’ knowledge and developing their creative abilities, our teaching staff became convinced that significant pedagogical efforts must be directed toward motivating students. It can be most effectively implemented through the holistic organization of the educational process and the use of advanced educational technologies and methods. Of particular importance in this case is the project method, which allows students to master the ability to build a chain: from an idea through goals, tasks, brainstorming to the implementation and defense of their project. Project activities founded. First of all, on the development of student independence and flexible organization of the learning process. As a result, modern requirements for the development of students’ personalities are more fully met, their individual interests and abilities are taken into account, not only specific search actions are mastered, but also a systematic approach to solving various, including purely everyday problems.

What is attractive about the project method is its focus on updating existing and developing new knowledge and skills, personally and socially significant results, and the atmosphere of business cooperation between teacher and student. The student becomes a full-fledged subject of interaction with the teacher.

The main function of the teacher becomes counseling, which allows the student to implement a logical technological chain during the implementation of the project:

1. The student’s choice, based on the formed interest, of the topic for the project and the form of its implementation (individual or group),
2. Defining the goals and objectives of the project;
3. Working on a project and writing a report;
4. Defense of the project abstract and reflection on the results obtained.

Of course, at various stages of design, the role of the teacher changes, but the core of his work with the student is the role of a consultant and assistant.

The purpose of introducing the project method is to create conditions for the development of students’ research skills, contributing to the development of creative abilities and logical thinking.

The goal of project-based learning is to create conditions under which students:

• independently and willingly acquire missing knowledge from various sources;
• learn to use acquired knowledge to solve cognitive and practical problems;
• acquire communication skills by working in various groups;
• develop research skills (ability to identify a problem, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);
• develop systems thinking. (2)

CHAPTER 3. USING THE PROJECT METHOD IN HISTORY LESSONS
Starting from the 5th grade, our school prepares students for the project method and the use of its various forms.

In the lower grades, the emphasis in preparing for project activities is on the development of students’ creative abilities, the development of imagination, thinking, and fantasy. Another goal is the desire to interest students in the history of their country and the world, and to develop a sense of patriotism. Students learn to acquire knowledge on their own, asking the teacher only for advice. The teacher conducts consultations individually.

In high school, the report on project activities looks graphically, most often in the form of a diagram. Graphic forms, in my opinion, allow us to clearly present similarities and differences, connections, dynamics of processes and phenomena. They help analyze phenomena and facts, classify them, highlight the main and essential things in them. Children learn to highlight the main words and work with terms and concepts.

In 11th grade we repeat the material that we studied in 9th grade. The topics of the projects are similar; children make a more detailed report on this problem. In grade 11, two project topics are offered. The student chooses a state whose development period he is researching and, when completing the second project, he researches the same state at the next stage of its development.

Students at our school conduct independent research by participating in regional competitions. The project “Childhood without drugs” as part of the regional competition “Children’s Rights in the New Century” was prepared in the 2006-2007 academic year by 8th grade student Anna Kochergina. The girl was analyzed large number literature on this topic, conducted sociological research with teenagers about their drug use, attempts have been made to find ways to solve the problem. (Appendix)

In the 2007-2008 academic year, 6th grade student Yulia Perova, as part of the regional “Derevyagin Readings,” prepared a work on the topic “Dwellings of Bronze Age people in our region.” Historical material was researched and an abstract was prepared.

We conducted a survey about the use of the project method in our school. Its results are shown in the table.

Question Student answers

1. Academic subjects where project-based learning is used Ecology, biology, history, life safety, technology, chemistry
2. Do you think the project method is the most effective? Yes - 67%
3. No - 33%
4. What causes difficulties when preparing a project? -insufficient amount of material on the problem under study -97%
5. Lack of practice - 21%
6. What causes difficulties when defending a project? - large volume of abstract (report) - 78% Difficulties in expressing one’s own thoughts, lack of vocabulary - 56%
7. -excitement -12%
8. In what forms is the project method most often used? Abstracts, reports, creative assignments
9. Would you like to see projects used more often? Yes - 50%
10. No -50%
11. What lessons would you like to use project-based learning in? Physics, mathematics, computer science

CONCLUSION

While writing the work, we came to the following conclusions:

1. The questionnaire we conducted showed that the project method is not properly applied in the classroom. Those teachers who use it most often use primitive forms of projects, without giving the child sufficient opportunities for self-development.
2. The study of methodological literature showed that it covers the theory of project activity, proposes provisions for its use in lessons, and there are results.
3. The work we have done on using the project method has shown that this method is interesting for both the student and the teacher, and students are willing to use it more widely in the classroom.

Z I would like to finish the work with advice to project managers, which are offered by A.I. Komashinsky, director of the non-state educational institution"Private school Komashinsky" Khasansky district of Primorsky Krai.

1. Approach your work creatively.
2. Don't hold back students' initiative.
3. Encourage student independence and avoid direct instructions.
4. Remember the main pedagogical result - do not do for the student what he can do (or can learn to do) on his own.
5. Don't rush to make value judgments.
6. When evaluating, remember - it is better to praise ten times than to criticize once for nothing.
7. Learn to identify connections between objects, events, and phenomena.
8. Try to develop skills in independently solving research problems.
9. Try to teach schoolchildren the skills to analyze, synthesize, and classify the information they receive.
10. In the process of work, do not forget about the education of schoolchildren.

In the future, I plan to continue working on this topic, deepening it and expanding the capabilities of students. (2)

REFERENCES

1. Gribov V. How to organize educational activities.// history and social studies for schoolchildren. No. 3 2006
2. Komashinsky A.I. The use of the project method in the educational process // practice of administrative work at school No. 6, 2006.
3. Ovseychik O.N. Ivanova E.K. Regulations on project activities // practice of administrative work at school No. 6 2007.
4. Simonenkova T.D. Project activities of students // Head teacher No. 8 2007
5. Fine T.A. Research approach to teaching//Practice of administrative work at school No. 6 2003
6. Kharlamov I.F. Pedagogy//Moscow, graduate School 1990
7. Chechel I.D. Research projects in teaching practice // practice of administrative work at school No. 6 2003