Technology teaching research activities presentation. Presentation "technology of research activities" presentation on the topic. Distinctive features of PIR from abstracts
Institute of Childhood, Russian State Pedagogical University named after. A.I. Hertsena Rimashevskaya Larisa Sergeevna Ph.D. pedagogical sciences, associate professor of the department. doshk. ped
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Cognitive and research activities
The cognitive and research activity of preschoolers can be considered as a child’s activity aimed at comprehending the characteristics of objects of the natural, objective world, connections between objects, phenomena, their ordering and systematization.
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Ways of knowing
Observation (including self-observation); Inspection of objects; Trying actions; Methods of logical cognition (comparison, classification, seriation, analysis, synthesis, etc.); The simplest measurements; Experimenting with objects, objects and their images; Using models and their construction, etc.
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Children's experimentation is an actively transformative activity of children that significantly changes the objects under study. (N.N. Poddyakov).
Children's activity of experimentation allows you to obtain more complete information about the phenomenon or object being studied, to see what is inaccessible to understanding when presented verbally by a teacher (adult).
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Children's experimentation is a practical activity of a search nature aimed at preschoolers' knowledge of the properties, qualities of objects and materials, connections and dependencies of phenomena. Experience is an observation carried out in specially organized conditions, including their transformation and search actions of children.
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2 types of children's experimentation (N.N. Poddyakov)
Unselfish experimentation aimed at clarifying connections and relationships regardless of the solution of any practical problem. It is based on the child’s need to obtain new knowledge and information about the object. Cognition here is carried out for the sake of the process of cognition itself. Utilitarian experimentation aimed at solving a practical problem. In this case, the process of cognition of an object is carried out by the child in order to obtain new knowledge and achieve a practical result.
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Cognitive and exploratory activity begins in early childhood
first representing simple actions with objects, during which perception is differentiated, the child develops the ability to distinguish objects by color, shape, purpose, he masters sensory standards, simple instrumental actions.
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By older preschool age
Cognitive and research activity is isolated into the special activity of the child with his own cognitive motives, a conscious intention to understand how objects and objects are structured, the desire to learn new things about the world, to streamline his ideas about any area of the surrounding reality.
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Traditional technology for organizing experiments with preschool children
1. Statement of a cognitive task. Experience is used as a way to solve a cognitive problem. The task is put forward by the teacher, but can also be proposed by children. Clearly and precisely formulated, realized, motivated and accepted by them. 2. Discussion of the method for solving the problem. This involves a special search: analysis, correlation of known unknown data. During the discussion, children express judgments, assumptions about the causes of the phenomenon, choose a solution, i.e. determine the conditions and organization of experience.
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3. Setting up the experiment. In this case, all conditions must be equalized and only one of them, influencing the result of the experiment, is highlighted, shown to the children, and understood by them. 4. Comparative observation after the appearance of noticeable changes. The experiment can be carried out as a long-term comparative or as a short-term observation. Since the results are delayed in long-term observation, it is necessary to record the individual most characteristic stages of the experiment in diagrams and drawings.
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The experiment can be carried out as a long-term comparative or as a short-term observation. Since the results are delayed in long-term observation, it is necessary to record the individual most characteristic stages of the experiment in diagrams and drawings. If the problem is solved in the process of short-term observation, the results of the experiment are discussed immediately (the conditions of the experiment are analyzed, the results are compared, conclusions are drawn). As the experiment progresses, it is necessary to remember with the children that we want to find out, what we did for this, what happened (turned out).
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5. Leading children to judgments, conclusions, and independent conclusions is the final moment of the experiment.
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Features of children's experimentation
1. the relationship between children’s experimentation and play, as well as the manipulation of objects that children use; the most important ways of understanding the world; 2. children's experimentation is free from obligation (during any experiment, the child must maintain a sense of inner freedom); 3. as with the game, the duration of the experience should not be strictly regulated;
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4. in the process of children's experimentation, one should not strictly adhere to a pre-planned plan; 5. children cannot act without discussing and explaining their actions; 6. when conducting experiments, it is necessary to take into account individual differences between children; 7. You should not get too carried away with recording the results of experiments; 8. take into account the child’s right to make mistakes.
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Features of the organization of elementary search activities of children (L.M. Manevtsova)
Elementary search activity is understood as the joint activity of the teacher and children, aimed at solving cognitive problems that arise in the learning process, in everyday life, in play and work, in the process of learning about the world. Search activity presupposes high activity and independence of children, the discovery of new knowledge and ways of knowing.
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Features of the organization of elementary search activities of children
1. Setting by the teacher and acceptance by the children of a cognitive task (it is possible to set a cognitive task by the children themselves); 2. primary analysis and making assumptions (about the possible course of a natural phenomenon and its causes); 3. selection of methods for testing the assumptions put forward by children, their verification is carried out; 4. analysis of the results obtained during the inspection and formulation of conclusions.
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Ways to check assumptions can be:
short-term recognition observations, long-term comparative observations, elementary experiments, demonstration of models, heuristic conversations.
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Examples of cognitive tasks:
Inanimate nature: Why do tree branches sway? Why are there puddles on the ground? Why did the water outside freeze? Why does snow melt indoors? Why is snow sticky? Why does it rain in summer and spring, and snow in winter? Why does the soil thaw by midday in the spring and freeze by evening? Etc.
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Living nature: Can plants grow without light (moisture, heat)? Why do plants grow quickly in summer? Why do plants wither, turn yellow, and lose leaves in the fall? Why is cactus rarely watered, but balsam often? Why do fish swim? Why does the hare jump? Why does a hare's fur color change in autumn? Why does the tit have a thin beak, while the bullfinch has a thick beak? Why does a turtle need a shell? Why is the caterpillar not visible on cabbage leaves? Why do the rooks arrive first, and then the swallows? Why does the life of animals change in winter? Etc.
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In the process of organizing search activities, children acquire the ability to independently set cognitive tasks that reflect a deeper penetration into the essence of phenomena, the establishment of analogies, and an understanding of increasingly general patterns.
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Pedagogical technology of the process of development of research activity of children of senior preschool age in the process of experimentation (T.I. Babaeva, O.V. Kireeva)
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The child’s research activity is considered as a preschooler’s persistent desire to realize through search activities (experimentation, trial and error, experiments, observations) the need for knowledge of objects in the surrounding world, which results in the discovery of new knowledge for the child and the possibility of their further application in the experience of cognition and activity.
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Problems identified in modern practice of preschool educational institutions (teachers)
weakness of the teacher’s research position; insufficient ability of teachers to empathize with children the joy of new discovery; the use of ineffective methods for developing cognitive research activities and evaluating the results of experimentation; lack of incentives for emotional and active manifestations of children; deficiencies in planning, fragmented implementation of experimentation; reproductive, non-exploratory nature of children's experimentation (70% of cases when the child mechanically copies a pattern of actions);
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violation of the principles of creating a subject-development environment necessary for children’s experimentation in a kindergarten group (dynamism, variability, consideration of children’s interests, etc.); The developmental potential of the family is not used, interaction with parents is not effective enough; lack of a common understanding of the importance of developing the cognitive and research activities of preschool children.
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In modern preschoolers
Insufficient practical experience in experimentation; Low degree of cognitive motivation; The absence of problems and prospects for children’s movement towards mastering research skills. 72% of children in free activity do not resort to experimentation at all
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Cause
Data obtained in the works of O.V. Afanasyeva, Z.A. Mikhailova, O.V. Kireeva, indicate that the observed decrease in research activity among older preschoolers in kindergarten is largely due to insufficient experience of successful independent cognition, fear of making a mistake or violating the order established by the teacher.
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Pedagogical technology of the process of development of research activity
Motivational-orientation stage Goal: preparing preschoolers for experimentation. 2. Content-activity stage Goal: development of children’s research activity in conditions of increasingly complex experimentation. 3. Initiative-creative stage Goal: development of research activity in conditions of joint research and experimentation of preschoolers with adults.
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1. Motivational and orientation stage
Creating a positive atmosphere in the group, increasing the interest of preschoolers in experimenting, overcoming the constraint of children's thinking, fear of mistakes and incorrect actions in solving cognitive problems. Use: tricks, problem situations, TRIZ techniques. Result in children: Interest in unusual phenomena, magic tricks, their own reasoning, the ability to conduct a mini-research (“We study weather phenomena”), and record the results.
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1st stage Developing skills: accepting a problem, putting forward hypotheses for its solution, finding solutions through experimentation (situations “Sand castle”, “Help me get a carnation”, etc.) 2nd stage Activating children’s desire to independently reproduce ways of experimenting with objects in new conditions in a substantive manner -developing environment in the role of “scouts”, “travelers”, “testers”. Particular attention is paid to developing the ability to use instruments and instruments for research, creating simple devices for experimentation.
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Stage 3 Encourage children to reflect the progress and results of the experiment in the form of simple visual diagrams or conventional images (“Make a letter”, “Draw”, “Find errors”, “Check”). Further development of skills to compare, analyze, summarize learned information, exercise self-control, mutual control). Stage 4 Use of problem situations of free children's experimentation “by choice”.
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3. Initiative and creative stage
Joint research within the framework of a collective project (children, parents, teachers) “There are so many interesting things around”: writing the “Encyclopedia of our discoveries” (reflecting the results of experiments using microscopes, scales, binoculars, etc.); joint leisure “Discovery Club” (demonstration of experiments, solving problematic problems); visiting the water museum, field trips.
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Project topics
“Secrets of the magnet”, “The magic of light and sounds”, “Secrets of the transformation of water”, “Wonders of the air”, “Mysteries of the operation of various mechanisms”, etc. The interaction of adults and children is built as a research association in which each participant manifests himself in various roles (initiator, participant, coordinator, author of ideas) and an atmosphere of “joy of the general discovery of something new” is created.
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Program and developmental technology “Children’s experimentation”, senior preschool age (I.E. Kulikovskaya, N.N. Sovgir)
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The result of the implementation of the “Children's Experimentation” program
Children’s acquisition of experience in seeing objects and phenomena, peering into them, development of attention, visual and auditory sensitivity, expansion of vocabulary and enrichment of verbal communication based on cultural norms. Goal of the program: Creating conditions for the formation of the foundations of a holistic worldview of a child of senior preschool age through physical experimentation
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Contents of the “Children's Experimentation” program
Involves familiarization of preschoolers with physical phenomena. Sections of the program: 1. Measurement (Topics: What can be measured in the world, measuring instruments, units of temperature, time, human senses that allow one to navigate the world around them); 2. The Earth and its place in the Solar System (Topics: Earth on the globe, portrait of the Earth - map, why there is a change of day and night, change of seasons);
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Sections of the Children's Experimentation program
3. Matter (Topics: What is everything made of, Three states of matter...) 4. Movement (Topics: Why objects move, Gravity, Free fall, Simple mechanisms...) 5. Light and color (Topics: Reflection of light. Mirror, What is rainbow?...) 6. Sound and hearing (Sources of sound and its distribution, Ways of perceiving sound...) 7. Magnetism (Magnet and its properties, Compass...) 8. In the world of electricity (Topics: Lightning, Electric current, Types of electricity , Electrical appliances...) 9. Man and the laws of nature.
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Forms of organization of specially organized cognitive activity
Educational and game; Communicative-dialogue; Experimental and research.
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Educational game model
Objective: ensuring intensive assimilation of physical concepts that reflect natural patterns through observations, examination of diagrams, creating motivation for learning through independent mastery of methods of cognitive activity, emotional and intellectual reflection. Using the country DOKORUPO (which is just a stone's throw from Grandfather Knowing)
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Methods and techniques that ensure the implementation of the educational game model
Experimental games, actions with a magnet, magnifying glass, measuring instruments, transfusion of liquids, observation of natural phenomena, examination of experimental diagrams, tables, simplified drawings, use of encyclopedias, Dramatization.
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Communication-dialogue model
Objective: development of the ability to independently search for new knowledge and self-determination in positions and points of view on the objects being studied, development of the ability to decode signs and symbols contained in the schematic representation of laws and natural phenomena, experiments conducted, development of the discussion culture of children.
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Methods and techniques that ensure the implementation of the communicative dialogue model:
problematic situations, for example, “Why was there snow yesterday, but not today?”, “The reason for the appearance of steam when you inhale”; method of choice (observation, conversation, experiment, description, etc.) questions that stimulate the child’s self-esteem and self-control, determining success in cognition: “Are you satisfied with yourself as a researcher?”
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Experimental research model
Task: development of thought processes, operations, mastering methods of cognition (search), cause-and-effect relationships and relationships. The teacher defines the problem, object, rules. Children learn to formulate a concept, analyze a problem, look for various solutions, focusing on the rules, draw conclusions based on the results of the experiment
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Methods and techniques used in the experimental research model of the model:
questions from the teacher that encourage the formulation of a problem; schematic modeling of experience; questions that help clarify the situation and understand the meaning of the experiment; a method that stimulates children to communicate “Ask... what does he think about this?” the “first try” method of applying the results of one’s own research activities.
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The teacher creates conditions so that in the process of experimental-cognitive activity the child systematically either integrates the methods known to him, or constructs new methods, or builds a new type of business partnership with peers.
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Creating conditions for children's experimentation (research centers, science centers) in the educational space of preschool educational institutions.
Contents of experimentation centers: 1.Place for permanent exhibition, where various collections are housed. Exhibits, rare objects (shells, stones, crystals, feathers, etc.0 2. A place for instruments. 3. A place for storing materials (natural, “waste”). 4. A place for conducting experiments. 5. A place for unstructured materials (sand, water, shavings, foam, etc.)
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Didactic component Educational books, thematic albums, collections, tables, models with algorithms for performing experiments, mini-museum Equipment component Sets of toys, materials (natural, waste) for games, experiments, instruments and devices Stimulating component Rules for working with materials, characters, endowed with certain features, cards-schemes for conducting experiments, hint cards “What is possible, what is not”, a mini-stand “What do I want to know about?” (“Pochemuchka”), on whose behalf a problematic situation is modeled.
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Accidental discoveries are made only by prepared minds Pascal
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Literature: 1. A cart and a small cart of miracles. Experiences and experiments for children from 3 to 7 years old / Author-compiler: Zubkova N.M. – St. Petersburg: Rech, 2007. 2. Ivanova A.I. Ecological observations and experiments in kindergarten. M., 2004. 3. Kulikovskaya I.E., Sovgir N.N. Childhood experimentation. Senior preschool age: Textbook. - M.: Pedagogical Society of Russia, 2003. 5. Organization of experimental activities of preschool children": Methodological recommendations / ed. Prokhorova L.N. – M.: “Arkti”, 2004. 6. Development of cognitive and research skills in older preschoolers. Compiled by: T.I. Bababeva, Z.A. Mikhailova, L.M. Clarina, Z.A. Serova – St. Petersburg: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.- 160 p. 7. Ryzhova N.A. Environmental education in kindergarten. – M., 2001. 8. Tugusheva G.P., Chistyakova A.E. Experimental activities of middle and older children: Methodological manual. – SPb.: DETSTVO-PRESS, 2008.
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9. Nikonova N.O. Talyzina M.I. Ecological diary of a preschooler. – SPb.: “DNTSTVO-PRESS”. 10. Magazine “Preschool Education” No. 3, 2007. – “Development of creative potential in the process of problem-based learning.” 11. Savenkov A.I. The path to giftedness: Exploratory behavior in preschoolers. - St. Petersburg, Peter, 2004. 12. Korotkova T.A. “Cognitive and research activity of a senior preschool child in kindergarten” / Korotkova T.A. // “Preschool education” - 2003 - No. 3 – p. 12. 13. “Organization of experimental activities of preschool children”: Methodological recommendations / ed. Prokhorova L.N. – M.: “Arkti”, 2004. 14. 150 creative tasks about what surrounds us: educational and methodological manual. / Anatoly Gin, Irina Andrzheevskaya: project “Creative Thinking”. – 2nd edition, revised. – M.:VITA-PRESS, 2010. – 216 p.
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Scientific and research activities Educational and research activities A type of activity aimed at obtaining new scientific knowledge A type of activity whose main goal is an educational result. It is aimed at teaching students, developing their research type of thinking,
Stages of organizing research activities Stage 1: Determination of the objective area, object (subject) of research. Stage 2: Updating the topic, creating an incentive to work. Stage 3: Studying scientific literature Stage 4: Formation of a research group (leader, communicator, analyst) Stage 5: Defining a hypothesis, purpose and objectives of the study Stage 6: Determining research methods Stage 7: Conducting research work Stage 8: Public presentation of research results
Research methods A method is a way of achieving the research goal. The very possibility of implementing the research depends on the choice of methods. Theoretical methods: Modeling, abstraction, analysis and synthesis Empirical methods: Observation, comparison, experiment
Advantages of TIO A situation is created to choose one of the alternative points of view on a problem Students act as researchers, respondents, opponents Educational material is not given in a ready-made form, but is searched for and systematized The lesson is conducted in the form of a dialogue, conversation An atmosphere of openness and mutual respect develops in the lesson
Comparison of the features of organizing research activities of schoolchildren in knowledge-based and personality-oriented models Comparison parameters Research activities in the knowledge model Research activities in the personality-oriented model The purpose of research activities: Obtaining skills in research activities, development of activity, specific results of work. Development of personal identity “I am a researcher”, mechanisms of reflection, cognitive strategies, self-learning and personal experience.
Method of inclusion Incentive for adults. Lectures on the benefits of research activities. Occasional participation in external research activities. Involvement through internal cognitive motives, sustained interest in a specific educational field, personal participation in the system of “scientific readings” and conferences, communication with peer researchers in the school scientific society
Fixed assets Training in research activities during the course of research. Initial heuristic training in the basics of research activities with constant correction. Carrying out research according to an externally specified pattern of stages of organizing scientific research. Joint search by teacher and student for an individual research strategy.
As the study progresses, the student periodically reports to the teacher on his own work. During the organization of research activities, a research dialogue between teacher and student is constantly maintained. A polylogue with peer researchers is periodically organized. The student’s cognitive preferences are ignored during the research. In the course of research activities, the student’s cognitive preferences are revealed, reflected, taken into account and developed.
Features of organizing the stages of educational research Clear and strict adherence to the stages of organizing research accepted in the scientific world. Variability of stages of research activity, depending on the personal and individual characteristics of the student. The research topic is selected by the student from a ready-made list of options. The research topic is formulated together with the leader based on the personal interests of schoolchildren
The hypothesis, objectives and research methods will be largely determined by the supervisor. The student independently makes attempts to determine the hypothesis, objectives and research methods, coordinating them with the supervisor. Lots of formulations and attempts. The research plan is often written formally and does not reflect the actual “route” of the research. The research plan is developed, changed and clarified as the research progresses, depending on the intermediate results of the activity.
The experiment is aimed at obtaining a pre-expected unambiguous result, sometimes “adjusted” to a hypothesis to ensure positive results. The experiment involves many results that are not exactly known in advance. Results that disprove a hypothesis are even more valuable than expected in terms of learning experience. A lot of “trial and error” in the implementation of the experiment.
Features of the organization of feedback Feedback is organized in the intervals between stages of the study and concerns mainly the content of the activity and results. Feedback is organized both on the results and on the research process. Personal discoveries, insights, and reflections on the sequence of actions and their effectiveness are especially important. Feedback leads to awareness of the criteria of personal and research competence. Through feedback, exploration becomes learning to learn.
Results of research activities The results of activities are considered mainly external parameters: speeches at conferences, certificates, victories in competitions. The results of activities are first recorded as the internal and qualitative achievements of the student, and then as methods of social recognition, starting with the immediate environment (which is especially valuable!)
Use of the acquired experience in the future It is assumed that the experience gained in actually organizing the research will be used by the child “in adult life”: at the institute, future professional and scientific activities. The system for organizing research activities is structured in such a way that the student always has the opportunity to continue research activities in order to consolidate success, take into account the results of feedback, especially on the results of implementing his own research strategy, in order to ensure a new level of personal development.
Stage 2 is fundamental. Offers: forms of individual work or tries to organize groups, distribute roles in groups, plan activities. Introduces various forms of presentation of results. Analyze the problem, Work individually or break into groups, distribute roles, plan work, choose a form for presenting the results.
Stage 4 final Summarizes the results, sums up, evaluates the ability to substantiate one’s opinion, work in a group for a common result. They defend the results of the research, reflect on the activity, and evaluate its effectiveness. Stage 5 final Publication of research results. Reflection on completed work.
The difference between project and research activities PROJECT Availability of a product of activity The result is expected Practice-oriented knowledge Has a situational nature Forecasting is deterministic As a rule, carried out by a group Driving force - solving a problem GOAL - RESEARCH RESULT The result is not known in advance Scientific (fundamental) knowledge Has a prolonged nature Probabilistic forecasting As a rule, it is carried out individually Driving force – search for truth GOAL - PROCESS
“Research work” - Research work competitions have become traditional in our region. Practice tasks (illustrative function). How to write a review? Research competitions: Main topic. Types of presentation. Part 5. In any case, it all starts with the help of a teacher. It is absolutely obvious that we are obliged to prepare the child for such activities...” E.S. Polat.
“Research activities in mathematics” - Solving Olympiad problems. 5.6 - creative projects. Developing the ability to plan your activities. Almanac Report Publication Abstract Collection Fairy Tale Script Study Guide. Development of an analytical culture, research, creativity. Gaining skills for independent acquisition of knowledge. Study.
“Research work of schoolchildren” - Theoretical courses. Teacher. Features of the implementation of research activities depending on the form of training. The relationship between design and the project method of organizing research. Selection of methods for the task. Selecting a topic and task, formulating a hypothesis. ? Collection of own experimental material.
“Educational and research activities” - Stages of students’ research activities. Students presenting the research results. Text design of the work. Stage 6. Selection and determination of the research topic. Stage 3. Study. Stage 5. Richard Aldington. When monitoring research activities, you should track: The principle of research activities.
“Student Research Activities” - Anthem of the members of the intellectual club (written by the students themselves). Organization of scientific, educational, project, creative and research activities of students. Methodological seminar “Organization of project activities of teachers and students. Chorus: 4. Knock, knock, knock on our doors, Come to our lessons!
“Student research work” - Receiving fundamental training in specialized subjects. Main stages of implementation of UIR. Summer educational and research practice in the chosen field. Introduction to research work. Educational and research work. Types of educational and research work of students. Practice is carried out in groups of 8-12 people after the 2nd semester.
Teaches how to perform
speak, defend
your work
Activity
focus
training
Education
problematization
, goal setting and
hypothesizing
Support
motivated
s children
Personalization
training
Meaning
use
projects and
research in
school
practice
Corresponds to the systems activity approach
Federal State Educational Standard
Formation of the ability to
social action and
interaction with sociocultural and
natural environment
Personality-oriented
character
training
Formation
research
oh activity
Motivation to
active
knowledge
Teaches
creativity
Compilation
Types of creative scientific
students' works
Types of creative scientific work
Type of TNRstudents
Compilation
Essay
Level
difficulties
Characteristic
Created based on reading
Minimum sources
information,
selection
ny
data and connecting them in work.
The most common.
Average
Its creation implies:
choice of topic,
reading and analysis of information
sources,
selection of the necessary material and
its systematization depending on
given topic.
ends with a conclusion Essay
Scientific
Educational
Study
Empirical
Compilation
students Research works:
Empirical
study
Higher
average
Educational
study
Higher
average
Scientific
study
Enough
high
level
difficulties.
Analytical
ending
data
With
interpretation
study,
at the collection stage
subsequent
Analytical
study,
V
in which the information received
has only subjective novelty
Analytical research during
whom
received
fundamentally
new smart product Methods of children's scientific
knowledge
Empirical methods
Observation:
systematic,
systematic,
purposeful
Dimension:
the main thing is accuracy
Comparison:
according to allocated
significant
signs of similar
objects
Experiment or
modeling
Intermediate
methods
(empirical-theoretical)
Theoretical methods
Abstraction:
mental
distraction from
insignificant
when fixing
one important
details
Analysis and synthesis:
Decomposition into
components and
compound
back
Historical:
For research
developing
objects and
processes
Induction and
deduction With the unknown
result
Study
With a known result
Scientific
Educational
Empirical
Essay
Compilation
Types of creative scientific work
students
Experiment
nt Types of experimental work:
Experiment
with advance
famous
result
Enough
high
level
difficulties.
Experiment High
with unknown level
result
difficulties.
Its purpose is to illustrate famous
provisions
or
studying
processes, objects or phenomena
to understand its nature.
Modeling.
Assumes
receiving
predictable but unknown
result. The work is being lined up
in different ways: using
observations,
complex
research,
productions
experiment. According to the results
held
analysis
received
data are being made
conclusions
O
nature
given
phenomena,
process or object. With the unknown
result
Study
With a known result
Scientific
Educational
Empirical
Essay
Compilation
Types of creative scientific work
students
Experiment
nt
Project
DESIGN work
Usagereceived
new knowledge is necessary for
solving a specific problem and
receiving
new
intellectual product
Most
Design
highly Research and experiment in
Job
th
project
is
a tool
level
tool,
helping
difficulties
achieve the goal of the project.
Project work combines
themselves elements of all TNR students.
By design
something that does not yet exist is created. The result and
product PIR
schoolboy
should become
Rediscovery
discoveries
Personally new
knowledge
Embedding
received
knowledge into the system
knowledge
Perestroika
thinking
student
New
knowledge
Adding new
scientific facts
Fundamentally
oh new
knowledge
New option
devices
systems
Opening new
prospects
Distinctive features of PIR from abstracts
Having an intention for changesituations around the object,
phenomena or events
proposal of methods and
concrete actions for
changing the situation and assessing
these changes from different points
vision
The presence of a scientific process
studying - searching for cause-and-effect relationships between
phenomena, facts,
events
At the core is a problem that:
significant and relevant
corresponds to modern
science, solvable, creative
Activity
(research,
experimental part.
Focus on creation
new knowledge.
Presentation of the topic and
problems of work in development,
when making changes,
decision making,
thinking through ways and
concrete actions
Practical significance
result or product
design, their
opportunity to be
used
educational,
social or other
structures, as well as
social, personal
meaning of work
How to implement a project or research?
Step 1 – formulation of the problem and topic:“The first sign of a thinking person is the ability to see
the problem is where it is” (S.L. Rubinstein)
Synectics –
method of stimulation
imagination when
unfamiliar
are trying to do
acquaintances, and
familiar - alien
Offer
ideas
Counterarguments
Idea Step 2 – goal setting
Target
Tasks
Hypothesis
organizing factor: determines
idea, result and future tasks,
connects all parts of the work
step-by-step achievement of the goal
goals (number of chapters (parts)
work must comply
assigned tasks)
alleged and
non-obvious conditions
success Step 3 – searching for job security
Providing design and research
works:
Informational
printed and
electronic
sources, maps,
Internet
Logistics
computer,
camera,
laboratories
Organizational
Educational and methodological
Personnel
working mode on
project
textbooks, educational
benefits,
manuals,
manuals
consultations
specialists
Often a PIR starts with collateral! Step 4 – planning and implementation of work:
Making a plan
work
Coordination of different
points of view
Analysis and synthesis
information received,
their systematization
Carrying out
research,
experiments,
drawing up
literature review
Summing up
preliminary
results
Establishment
cause and effect
connections
Preparing a visual
material
Search sources
information
Revealing
contradictions and
missing links Step 5 – summing up:
Decor
text
work option
RESULT
Reflection
activities
each participant
and everyone together Structure of the text version of PIR
Detailed plan
Introduction
The main part, consisting of chapters
Conclusion
List of information sources The title page reflects:
Full name of the school (from the website)
Research (design) work.
Subject:…..
Authors…
Supervisor…
Moscow 2016 INTRODUCTION: sequence of main parts
and minimum content
1 PARAGRAPH
2 paragraph
3 paragraph
4 paragraph
5 paragraph
6 paragraph
7 paragraph
8 paragraph
Lyrical introduction dedicated to the selected problem and a brief assessment
current state of the issue
Justification of the relevance of the topic
Formulation of the problem
Target
Hypothesis: expected and non-obvious conditions for success (in senior
stages: object and subject of research)
Setting tasks-steps
Methods planned for research
Practical significance and scope of application of the results obtained MAIN PART
MUST
CONTAIN
Must match
design and research
format
Structural
parts: chapters,
paragraphs
ANALYTICALLY
Y literary
review
Scientific study –
search for cause and effect
connections between
phenomena,
facts,
events
Basic
results
completed
work,
quantitative
assessments and
comparisons,
generalization and
assessment
Conclusions on
each
structural
parts
Must
be present
experimental
or
research
Part
Ability
researchers to
hypothesizing,
non-standard,
unexpected,
creative
aspects
consideration
Problems
research,
presentation of the topic
and problems of working in
development, with
introducing certain
changes, acceptance
solutions
Personal
reasoning
the authors who
demonstrate
understanding
problems and role
student in
project work. The text of the MAIN PART should:
don't be excessive
informational and
technologically
overloaded
differ
independence and
literacy
presentation of the material,
its depth
elaboration
be logical,
argumentation,
sequence
follow
goals and
tasks and plan
be clear
structured
contain
practical
recommendations.
be competent and
contain links to
sources
information, AND ITSELF
INFORMATION MUST
BE TRUSTFUL
Should not be placed in conclusions
results obtained by others
authors, calls and slogans, distort
own results to
give the work meaning CONCLUSION
1 PARAGRAPH
Lyrical final essay
Brief summaries and comments on the results for each conclusion after each
structural part
2 paragraph
3 paragraph
4 paragraph
Summary generalization based on all data received
Final conclusion
Characteristics of the applied value of the obtained result and product
work, opportunities and forms of implementing results into practice
5 paragraph
6 paragraph
Prospects for continued work LIST OF INFORMATION SOURCES
For example:
1.
Agarkova M.V. Project method. Website:
Festival of Pedagogical Ideas “Open
lesson" // Access mode:
http://festival.1september.ru.
2.
Yakimanskaya I.S. Technology of personality-oriented education. – M.:
"September", 2000. issue. No. 7.
3.
XIV All-Russian youth competition
research works named after IN AND.
Vernadsky: Collection of research
works / 2006.
Given according to bibliographic rules! APPENDICES: materials supplementing the texts
document
Tables
Protocols
Algorithms
Series of photographs and illustrations
Scheme
Cards
Blueprints
Profiles, graphs and charts MAIN ERRORS when implementing PIR
SUBJECT
Popular
slogans
instead of
analysts
Absence
logic
Unreliable
s
results
Interesting topics of projects and research of the winning works of 2016
Interesting project topicsand research of the 2016 winning works "Definition
plants in winter
period on the ecotourism trail
Aleshkinsky forest"
"Why do seeds
apple, being
inside the fetus, not
sprout?
"Non-Newtonian
liquid"
Help the shelter
Mammals
Aleshkinsky forest
Knights Hospitaller
on the island of Rhodes
eyes
modern
tourist
"Digitized
world" (based on novels
"Scanners" R.
Sonntag and “We” E.
Zamyatin)
Decoration methods
bodies in modern
youth environment
"The Mascot Project
World Championship
football 2018"
“Model of a chicken hut.
A look into the past"
"The Mystery of the Diaries"
Levy Fedotova"
Fibonacci numbers
"Species
diversity
earthworms in
urbanzemah"
Inheritance
sign
left-handedness
"Preference
some
Hymenoptera in
choice in choice
pollen"
“The letter E is alive or
dead?
The difference between living and
virtual
communication
"Selection of screw for
drone"
"The story of my family
in the history of Russia"
"The concept
public
insects on
example of ants
professions"
"Glorious family
Konovnitsyns from the XIV-XXI century"
"The Works of Henri
Matisse - cultural
bridge between Russia
and France"
“Pokrovskoe-Streshnevo in numbers and
tasks"
"Study
environmental
state of the lyceum
No. 1571"
"Creation
microsbordera
continuous
flowering on
school yard"
"Possibilities
removal
radioactive
waste outside
solar system
Program for
study and verification
table knowledge
multiplication
Geometry in
architecture
Moscow Kremlin
“I create an art object”
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Slide captions:
Technology of research activities in preschool educational institutions Municipal budgetary preschool institution "Olginsky kindergarten" Poltava district of Omsk region
Research technology gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment. This technology gives the child the opportunity to find answers to all his questions himself and allows him to feel like a researcher. .
The goal of research activities is to form in preschoolers basic key competencies and the ability for a research type of thinking. Objectives of research activities: *Expand and systematize children’s elementary natural science and environmental concepts. *Develop skills in conducting basic experiments and the ability to draw conclusions based on the results obtained. *Develop the desire for search and cognitive activity. *Promote mastery of techniques for practical interaction with surrounding objects. *Develop mental activity, the ability to observe, analyze, draw conclusions. *Cultivate interest in learning about the world around us. *Stimulate children's desire to experiment.
Methods and techniques for organizing research activities Setting and solving problematic questions Observations and experiments Modeling Classification Recording results Using literary words Playing with rules The main method of children's research activities is experimentation. The main advantage of this method is the child’s contact with objects or materials, which gives children a real idea of the object, its properties, and qualities.
The structure of children's experimentation is a statement of a problem that needs to be solved; goal setting (what needs to be done to solve the problem); putting forward hypotheses (searching for possible solutions); testing hypotheses (data collection, implementation in actions); analysis of the result obtained (confirmed or not confirmed); formulation of conclusions.
Myths about children's experimentation are difficult to find and formulate a research problem; any research requires large resources and time, there is no good material base, and much more.
“Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.” (Chinese proverb)
Experimenting with color will give your child a feeling of surprise, delight, and celebration.
Thank you for your attention!
On the topic: methodological developments, presentations and notes
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