The educational project, as a complex and multi-purpose method, has a large number of types and varieties. To understand them, different types of classifications are required.

By dominant project activity:

· practice-oriented;
· research;
· informational;
· creative;
· role-playing.

A practice-oriented project is aimed at the social interests of the project participants themselves or the external customer. The product of the project is predetermined and can be used in the life of a class, school, neighborhood, etc.

Research projects are close in structure to genuine scientific research: proving the relevance of the topic, defining the problem, subject and object of research, identifying the task, methods, sources of information, putting forward hypotheses, generalization results, conclusions, presentation of results, identification of new problems.

Information projects are aimed at collecting information and familiarizing interested parties with it, analyzing and summarizing facts; are similar to research projects and are an integral part of them; they require presentation and its development.

Creative projects do not have a detailed structure and are subject to the genre of the final result (newspaper, film, holiday), but the results are presented in a thoughtful, complete form (scripts for a film or holiday, newspaper layout).

Role-playing projects: designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end. How will the trial end? Will an agreement be concluded and the conflict resolved?

· mono project (within one area of knowledge);
· interdisciplinary project.

By the nature of project coordination:

· direct (hard, flexible);
· hidden (implicit, simulating a project participant, typical for telecommunications projects).

By the nature of contacts between participants:

· intraclass;
· intra-school;
· interregional;
· international.

By the number of project participants:

· individual;
· group.

By duration:

· mini-projects (fit into 1 lesson);
· short-term (4-6 lessons);
· medium-term;
· long-term.

Any project, regardless of type, has almost the same structure.

Let's look at the general approaches to project structuring:

1. You should always start by choosing the topic of the project, its type, and the number of participants.
2. Next, the teacher needs to think through possible options for problems that are important to explore within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is appropriate here.
3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.
4. Independent work of project participants on their individual or group research and creative tasks.
5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).
6. Project protection, opposition.
7. Collective discussion, examination, results of external assessment, conclusions.

Based on the dominant (dominant) activity of students:

- practice-oriented project(from tutorial to reco package
recommendations for restoring the Russian economy);

- research project- research of any problem according to all the rules of scientific research;

- information project- collecting and processing information on a significant issue for the purpose of presenting it to a wide audience (article in the media, information on the Internet);

- creative project- the most free author's approach to solving the problem. Product - almanacs, videos, theatrical performances, works of fine or decorative art, etc.;

- role-playing project- literary, historical, etc. business role-playing games,
the result of which remains open until the very end.

By complexity And nature of contacts projects can be mono-projects or interdisciplinary.

Mono-projects are implemented within Interdisciplinary are performed outside
one academic subject or one lesson time under the guidance of a specialist
areas of knowledge. cialists from different fields of knowledge.

By the nature of contacts there are projects - intraclass, intraschool, regional and international. The last two, as a rule, are implemented as telecommunications projects, using the capabilities of the Internet and modern computer technologies.

By duration projects can be:

□ mini-projects- fit into one lesson or even part of it;

□ short-term- for 4-6 lessons;

□ weekly, requiring 30-40 hours. A combination of classroom and extracurricular forms of work is expected. Deep immersion in the project makes the project week the optimal form of organizing project work;

□ long-term (annual) both individually and in group settings. They are usually performed outside of school hours.

By composition project participants can be group personal One of them has its undeniable advantages.

Types of project presentation:

scientific report, business game, video demonstration, excursion, TV show, conference, dramatization, theatrical performance, games with the audience, defense at the academic council, dialogue of historical or literary characters, sports game, performance, travel, advertising, press conference, etc. .

Project evaluation criteria should be clear and accessible to project participants, there should be no more than 7-10 of them, known from the very beginning of work on the project. First of all, the quality of the work as a whole should be assessed, and not just the presentation.

1.2 Types of educational projects

1) Classification of projects according to the dominant activity of students.

§ Practice-oriented project - aimed at solving social problems that reflect the interests of project participants or an external customer.

§ Research project - the structure resembles a scientific study.

§ Information project - aimed at collecting information about any object or phenomenon for the purpose of analysis, generalization and presentation of information to the audience.

§ Creative project - involves the most free and unconventional approach to its implementation and presentation of the results.

2) Classification of projects by complexity and nature of contacts.

By complexity (subject-content area):

§ Mono-projects - usually within one subject or one area of knowledge, but can use information from other areas of knowledge and activity; the supervisor is a subject teacher, the consultant is a teacher of another discipline. They can be mathematical, literary and creative, natural science, environmental, linguistic, cultural, historical, geographical, musical, sports. Integration - at the stage of preparing a product for presentation: for example, a computer version of a literary almanac or musical arrangement of a sports festival. Can be carried out within the framework of a class-lesson system.

§ Interdisciplinary projects - carried out exclusively outside class hours under the guidance of several specialists in various fields of knowledge. Deep and meaningful integration is required already at the stage of problem formulation.

By the nature of contacts:

§ In-class,

§ In-school,

§ Regional (within one country),

§ International.

The last two types of projects are telecommunications; they require coordination of the activities of participants, their interaction on the Internet, and the use of modern computer technologies.

3) Classification of projects by duration.

§ Mini-projects - can fit into a lesson or part of a lesson. Most productive for a foreign language course.

§ Short-term projects - require 4-6 lessons to coordinate the activities of project group participants. The main work of collecting information, making a product and preparing a presentation is done in extracurricular activities and at home.

§ Weekly projects - carried out in groups during the project week, their implementation takes approximately 30-40 hours and is entirely carried out with the participation of the project manager. A combination of classroom and extracurricular forms of work is possible.

§ Long-term (year-long) projects - can also be carried out in groups. And individually. The entire cycle - from determining the topic to the presentation (defense) - is performed outside of class hours.

Every project, regardless of type, has almost the same structure. This allows you to create a single cyclogram (Appendix 1) for the implementation of any project - long-term or short-term, group or individual - regardless of its topic.

Using the project method in elementary school lessons

Educational projects are increasingly used in the educational process, so there is an urgent need to classify them. E.S. Polat proposed the following classification of projects: 1...

Using project methodology for teaching foreign language communication in foreign language lessons in secondary school

Project technology involves the use of a wide range of problem-solving, research, and search methods, clearly focused on a real practical result that is significant for each student who participated in the development of the project...

What is a learning project? In European languages, the word “project” is borrowed from Latin: the participle projectus means “thrown forward,” “protruding,” “conspicuous.” In the modern understanding, an educational project is also a task for students...

Using an educational project in English lessons in secondary school

The experience of working on the technology of the project methodology for several years allows us to analyze and answer the question: “How does this technology affect the teaching of a foreign language.” Naturally, I...

The project method as a means of developing the research activities of junior schoolchildren in the process of studying the world around them

Knowledge of the typology of projects will help teachers when developing projects, their structure, and when coordinating the activities of students in groups. Typological features include: 1. The dominant method in the project: research, creative...

Project method in foreign language lessons

One of the problematic methods of learning a foreign language is the project method. In her article, which gave the title to this chapter, E.V. Zachesova, a participant in the DOOB-2005 seminar...

Methodology for using design technologies in computer science lessons

Methodology for working on a project in a foreign language lesson (senior level of education)

A project is one of the teaching technologies, including foreign languages, based on modeling social interaction in a small group during the educational process. Project from lat. “projektus” literally means “thrown forward”...

Organization of project activities in preschool educational institutions

Currently, projects are classified according to various criteria: by the composition of participants; by target setting; by topic; according to implementation deadlines. The most significant is the dominant activity...

Features of the use of information and communication technologies in the process of working on an educational project within the discipline "Natural Science" in elementary school

The topics of educational projects should be chosen in accordance with the content of the science curriculum that the teacher uses...

Project activity as a means of developing the creative abilities of junior schoolchildren

Age-related psychological and physiological characteristics of children of primary school age When organizing project activities in elementary school, it is necessary to take into account the psychological and physiological characteristics of younger schoolchildren...

Everything that I learn, I know, why I need it and where and how I can apply this knowledge - this is the main thesis of the modern understanding of the project method, which attracts many educational systems...

Project-based learning technology

Another developer of the project method, American professor Collings, proposed the world's first classification of educational projects. Game projects - various games, folk dances, dramatic performances, etc...

Project-based learning technology

The project can be group or personal. Each of them has its own undeniable advantages...

Project-based learning technology for vocational education

The variety of ongoing projects is extremely large. They may differ in scope of application, scale and degree of complexity, level of uniqueness, impact of results on organizations and society, etc.

Figure 1 shows the main types of projects (classification according to the STC version - National requirements for the competence of a project manager).

Figure 1 – Main types of projects

Based on the presented scheme, the STC proposes to classify projects as follows: criteria:

1) project class– according to the composition and structure of the project and its subject area, projects are divided into single-projects, multi-projects and mega-projects;

2) project type– according to the main areas of activity in which the project is being implemented, social, economic, organizational, technical and mixed projects are distinguished;

3) type of project– according to the nature of the subject area, projects are divided into educational, research and development (research), innovative, investment and combined (mixed);

4) project duration– according to the duration of the project implementation period, they are divided into short-term, medium-term and long-term;

5) project scale– based on the volume of project work, the number of participants and the degree of impact on the environment, projects are divided into small, medium, and large;

6) project complexity– according to the degree of complexity, projects can be simple, complex, or very complex.

Let's describe some of the types of projects.

Small projects small in scale, simple and limited in volume (for example, in the USA: capital investments up to $10-15 million; labor costs up to 40-50 thousand man-hours).

For example, these are pilot plants, small (often in block-modular design) industrial enterprises, modernization of existing production facilities.

Small projects allow for a number of simplifications in the design and implementation procedure, and the formation of a project team (you can simply redistribute intellectual, labor and material resources for a short time). At the same time, the difficulty of correcting mistakes due to the lack of time to eliminate them requires a very careful determination of the scope of the project, the project participants and their work methods, the project schedule and report forms, as well as the terms of the contract.

Megaprojects– these are targeted programs containing many interrelated projects, united by a common goal, allocated resources and time allotted for their implementation. Such programs can be international, state, national, regional (for example, the development of free economic zones, republics, small nations of the North, etc.), intersectoral (i.e., affect the interests of several sectors of the economy), sectoral and mixed.

As a rule, programs are formed, supported and coordinated at the top levels of government: state (interstate), republican, regional, municipal, etc.

Megaprojects are nearby distinctive features:

1) high cost (about $1 billion or more);

2) high capital intensity - the need for financial resources in such projects, as a rule, requires non-traditional (equity, mixed) forms of financing, usually by a consortium of firms;

3) high labor intensity – 2 million man-hours. for design, 15-20 million man-hours. for construction;

4) long duration of implementation: 5-7 years or more;

5) the need for the participation of other countries;

6) remoteness of implementation areas, and therefore additional costs for infrastructure;

7) influence on the social and economic environment of the region and even the country as a whole.

The most typical examples of industry megaprojects are projects carried out in the fuel and energy complex and, in particular, the oil and gas industry. Thus, the systems of main pipelines that connected the oil and gas-bearing regions of the Far North with the center of the country, the western borders and large industrial areas were built in queues (“threads”) over the course of 2-3 years each. Moreover, the duration of such a project was on average 5-7 years, and the cost was more than $10-15 billion.

Complex projects imply the presence of technical, organizational or resource problems, the solution of which requires non-trivial approaches and increased costs for their solution.

In practice, there are “cut-down” versions of complex projects with a predominant influence of any of the listed types of complexity. For example, the use of non-traditional construction technologies, a significant number of project participants, complex financing schemes, etc. – all these are manifestations of the complexity of projects.

Short term projects They are usually sold at enterprises producing various types of new products, pilot plants, and restoration work. At such sites, the customer usually increases the final (actual) cost of the project against the initial one, since he is most interested in its speedy completion.

Zero Defect Projects Increased quality is used as the predominant factor. Typically, the cost of zero-defect projects is very high and is measured in hundreds of millions and even billions of dollars (for example, nuclear power plants).

Modular projects are associated with the modular construction of objects (in other words, this is a complex block method), the essence of which is that most of the future object (sometimes up to 95% of its cost) is not manufactured at the site of future operation, but “to the side” - sometimes behind thousands of kilometers from the construction site, in factory or semi-factory conditions. After manufacturing, such large modules are transported and installed at the site of future operation. This method is effective for industrial facilities (usually for fuel and energy purposes) constructed in hard-to-reach, remote areas with undeveloped industrial and social infrastructure. The complete block method (CBM) was widely used in domestic practice in the 80s to solve the problem of developing oil and gas fields in hard-to-reach areas of Western Siberia.

Mono-projects act as an alternative to multi-projects, have clearly defined resource, time and other frameworks, are implemented by a single project team and represent separate investment, social, etc. projects.

International projects usually have significant complexity and cost. They are also distinguished by their important role in the economy and politics of the countries for which they are developed. These projects are usually based on complementary relationships and capabilities of the partners.

To solve the problems of such projects, joint ventures are created, bringing together two or more participants to achieve certain commercial goals under certain joint control. In this case, each partner makes his contribution and participates in the profits in a certain way.

According to researcher R. Archibald, project management is developing in the direction of specialization of methods and approaches.

Archibald identifies the following categories of projects, presented in Table 1.

Table 1 – Classification of projects (according to R. Archibald)

Project category	Examples
1) Defense and aerospace projects	- development of new weapons systems and military equipment; - creation and launch of satellites, etc.
2) Business and organizational development projects	- acquisition and merger of assets; - improvement of management systems; - creation of a new business; - reorganization.
3) Telecommunication projects	- introduction of new telecommunication technologies; - development of systems.
4) Projects for preparation and holding of events	- Olympic Games; - congresses; - conventions, etc.
5) Infrastructure projects	- construction (civil and industrial road, energy and oil and gas, environmental; shipbuilding); - decommissioning and repair of assets, etc.
6) Projects for the development and implementation of information systems	- software development; - implementation of standard systems; - complex IT projects.
7) International and government projects	- development of territories; - Agriculture; - healthcare; - education, etc.
8) Media and show business projects	- filming; - TV programmes; - theatrical performances, etc.
9) Development of new products and services	- development of new production equipment; - consumer products and services; - pharmaceutical products; - banking products and services.
10) Research and development	- environmental studies; - medical research; - scientific research, etc.

For many of these types of projects, special approaches to their implementation and management are being developed, but the basic principles of project management remain the same for all types of projects.

It should be noted that projects differ from the current (operational) activities of the organization.

Analyzing the work of any organization, it is almost always possible to identify two main types of activities that exist in parallel: repeating processes (operations) and projects.

The main differences between these two types of activities are the following: operational activities are repetitive, cyclical in nature, while projects are aimed at achieving unique goals within a specific time frame.

Repetitive Operations are characterized by a fairly high degree of certainty, involve the use of mastered technological processes and existing equipment, and require a management system aimed at increasing the efficiency of using existing equipment and resources in similar production cycles.

Projects, as a rule, are aimed at the implementation of certain changes within the organization or in the external environment. Accordingly, their implementation requires a high degree of uncertainty, related both to the implementation of the project work and to the external environment.

For example, if we consider the production of automobiles, then the operation of a production line, the preparation of quarterly balances in the accounting department, or the processing of incoming/outgoing correspondence can be classified as repetitive operations.

Examples of internal changes in the case under consideration include the development of new product models, reconfiguration or repair of a conveyor, or the introduction of a new automated system.

Changes external to the organization include conducting a marketing campaign, expanding business areas, and targeted market changes.

Figure 2 and Table 2 provide examples of projects and operational activities in the organization, as well as a comparison of regular work with projects.

Figure 2 – Projects and operational activities in the organization

Table 2 - Comparison of regular work with projects

Thus, a significant part of the company’s activities today consists of project activities. Considering that it is more complex than the operational one in terms of planning and control, senior and middle managers of a modern company devote, according to experts, up to 60% of their working time to issues of project implementation.

INTRODUCTION

The modern educational process is unthinkable without the search for new, more effective technologies designed to promote the formation of self-development and self-education skills. The project activities fully meet these requirements.

Pedagogical work is initially of a creative research nature. In the classroom, thirty pairs of eyes turn to the teacher, belonging to thirty unique individuals who have their own unique personal experience. How to not only teach each of them what the basic plan, educational standards, and curricula require, but also develop their abilities, form moral positions, and instill the norms and values of humanism.

A research problem is something unknown in science or practice that requires a search for new knowledge about reality. By posing a problem, the researcher answers the question: What needs to be studied that has not been studied before? The problem arises as a result of a contradiction that needs to be resolved. At the heart of any scientific problem there is always a contradiction between knowledge and ignorance.

Purpose of project-based learning is to create conditions under which students: independently and willingly acquire missing knowledge from different 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 problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize); develop systems thinking.

Project activities in physics and astronomy lessons

Arguments that a person has come up with on his own usually convince him more than those that have occurred to others.- B. Pascal.

Types of educational projects

A research project as an element of students’ scientific creativity today is often considered as an organic component of modern pedagogical technologies.

There are various types of educational projects:

Research,

Creative,

Role-playing game,

Informational,

Introductory and indicative

Practice-oriented.

A research project can be by content:

- mono-subject- performed on the material of a specific object;

- interdisciplinary- related topics of several subjects are integrated, for example, physics, ecology, biology;

- supra-subject- performed during electives, studying integrated courses, working in creative workshops, etc.

In accordance with the chosen type of educational project, you should immediately determine:

a) the main activity of students and teachers;

b) the place of the project in the educational process;

c) the number of students required to implement this project (group, pair, individual);

d) approximate time for its implementation (long-term, medium-term and short-term) and presentation.

Classification of educational projects and their types. A guide to creating educational projects

1.2 Types of educational projects