Innovative educational projects and ways of their implementation. Classification of innovative projects

PROJECT "MODEL OF INNOVATIVE EDUCATIONAL SYSTEM MBOU SOSH 5 NAMED AFTER K.P. FEOKTISTOV "SCHOOL - TERRITORY OF SUCCESS"

THE MAIN IDEA OF THE MODEL CONCEPT OF THE INNOVATIVE EDUCATIONAL SYSTEM OF THE INSTITUTION Our purpose is to give each participant in the educational process the opportunity to determine the area of ​​their success and realize their personal potential, satisfy educational needs, expectations and requests. The main priority of the model of the innovative educational model of the educational institution "School - the territory of success" is the formation of a personality fully prepared for successful functioning in the conditions of the modern socio-cultural situation, striving and able to influence the change in this situation in accordance with its socially significant life principles and values . A successful person is, first of all, an active person, able to realize his creative and personal potential in the most preferred area for him, freely adapting in society.

THE KEY IDEA ON THE BASIS OF THE DEVELOPMENT OF THE PROJECT There are no untalented, and, therefore, people who are not gifted by nature, and with skillful influence it is possible to develop these talents and bring up gifted children. Giftedness is manifested in success, in any activity, and therefore it is important that the child develops in an environment conducive to the development of his talent. It is necessary to give the child the belief that he is unique and can do a lot - this is an important step in order to see the giftedness, first of all. And having seen, not to lose and try to develop, direct in the right direction. The most important thing is to decide that this, first of all, is necessary for the child himself, his parents, mentors, and to provide all possible assistance in this.

MODEL (IMAGE) OF THE SCHOOL A school that develops together with the city, region, state The territory that is a social institution and is open for effective interaction with the society of success where conditions are created for maintaining and strengthening health that forms the civic consciousness of the individual where they study actively and with dignity in which it is interesting to study children, to work as creative educators in collaboration with parents and social partners, in which every student is successful, where everyone is helped to realize their potential

Involvement of all students in socially useful activities with the aim of their successful socialization Creation of a developmental complex in the form of research laboratories, creative workshops, leadership sites, sports clubs that provide students with the opportunity to identify and develop their inherent abilities Creation of a model of a competitive school that provides quality educational services in in accordance with the requirements of state education standards. Improving the structure of innovative activities of the school, which ensures the formation of key competencies of students. Modernization of the state-public management of the school, ensuring the investment attractiveness of the school. Project Objectives

PRIORITY DIRECTIONS - SUB-PROGRAMS "Introduction of the Second Generation Federal State Educational Standards" "Development of the system of extracurricular activities and additional education" "Healthy school" "Individual curriculum as the basis of self-determination of the senior student" "Gifted children" "Must be a citizen". "The system of school children's self-government". "Ensuring the state-public management of the school." "Family" "Preschool"

A SYSTEM OF DETECTION, FORMATION AND DEVELOPMENT OF STUDENTS "ZONES OF SUCCESS" Individualization of the educational process Creation of a situation of success Organization of collective activities and work in cooperation groups Design of individual educational routes Development of project and research activities of students Development of extracurricular activities and systems of additional education Active forms and methods of the educational process Organization specialized training of high school students based on individual curricula Providing psychological and pedagogical support of the educational process Socialization of students

DEVELOPING COMPLEX NOO Design workshops Creative sites: Theater studios; "Musical drops" Sports sections: "Magic ball"; Sports games Research laboratories: "Clever and clever"; "I live in Russia"; "ABC of health"; "Entertaining English"; "My friend is a computer"; Lego

Developing complex LLC Clubs: Local history club "Istoki" Project sites: "Names of heroes on the map of the city"; "Chemistry around us"; "The ABC of Health" "Green Path"; "Starry sky" Labor workshops: "Live, my friend book" Research laboratories: "In the world of words"; "Journey into the world of the English language"; "Entertaining experiments in chemistry"; "Medicinal herbs" Research laboratories: "In the world of words"; "Journey into the world of the English language"; "Entertaining experiments in chemistry"; "Medicinal herbs" Sports sections Creative associations: Theater studios; "Musical drops"; Art Studio "Rainbow"

The idea of ​​the project, as a rule, is born from the teacher. But he creates a problematic situation in such a way that it seems to the student that this problem occupied him no less and he has been trying to solve it for a long time, though he did not know how to do it.
The results of project activities can be presented at the competition: at the class level, school level and above. There are projects that look advantageous at the competition and can win prizes. Which project will be obviously winning, the teacher is prompted by intuition and experience of participation in competitions of project activities. The project does not have to be bright and large-scale, the main thing is that the topic is close and interesting for the student. Therefore, the teacher decides for himself what he wants: to teach the child to work on the project or to win the competition (which, however, does not reduce the value of the work, but, on the contrary, increases the students' self-esteem).
For example, you can find out how indoor plants affect the physical and psycho-emotional state of a student, conduct an experiment, and then plant those indoor plants in the office that positively affect a person’s emotions and physical health. You can work in the theater through project activities. The result will be puppets created using some technology, scripts and performances for first-graders (the creative side of the project). The significance of such a project from any aspect of pedagogy can hardly be overestimated.

How to properly organize project activities?

The success of any activity (including project activities) depends on its proper organization. The rule of “trinity” is important here - the cooperation of the teacher, student and parent. The teacher has the function of guiding, correcting, advising a team member, and most importantly, an inspirer and strategist. The student and the parent act in tandem, where the child is an ideological executor, and the parent helps to find the necessary information, and sometimes materialize ideas.
When working on a project, we consider the formation of various combinatorial groups to be the most correct direction: teacher + children, teacher + parents, teacher + children + parents.
Let's say, twice a week, the teacher conducts classes with children on developing a project at the child level, teaching children to plan, collect information, introduce research methods, etc., and once a week (for example, on Friday evening) - according to the scheme : teacher + parent + student, where the basic principles, rules, project structure, actions of each are specified.
In this case, the project is considered at the level of the child, but with a double safety net: on the part of the teacher and on the part of the parents.
Such an organization is also good because parents actively participate in the life of their child, their common creative interests go beyond the circle of usual home communication.

What is the structure of the project?

Article publication sponsor: AMERICHIP is an American corporation, an international leader in the development and production of innovative advertising technologies, with branches around the world, including in Russia.

Project activities at school

Advertising made on the basis of innovative technologies from Americhip Corporation goes beyond the usual formats, allows you to present any brand, product or service in a bright and original way. Do you think press video ads are fantastic? This is reality! With the help of innovative Video-in-Print technology, you can view videos directly from the pages of the magazine. And that's not all! Properly combining audio and video advertising, paper architecture, illuminated and even touch advertising, you can build a truly enchanting campaign to promote any product or brand. You can learn more about modern advertising technologies from Americhip Corporation on the website americhip.ru. Don't miss your chance to take your business to the next level!

Let's take a closer look at all these stages.

1. Statement of the problem

The problem can come from the child (for example, by conducting a survey in the classroom, you can find out all the problems that concern students), or it can be directed by the teacher, that is, the teacher creates a situation that will show the interest or disinterest of children in this problem. If the situation is accepted, we note again that the problem becomes personal and already comes from the child himself.

2. Project theme

The theme (name of the project) should reflect its main idea. For example, the project is called "A Million Scarlet Roses". Children talk about the fact that the name is taken from the famous song by A. Pugacheva. By this they explain the legitimacy of the choice of the name of the project. The problem that prompted the development of the project is related to the fact that one of the most wonderful flowers presented to beloved women, mothers, friends, dies almost immediately.
It is important that when developing a project, a problem must first arise, then the topic of the project is determined. The presentation is built differently: first, the topic is voiced, then the problem that determined the name of the project.

3. Purpose of the project

After the most significant was selected from a number of problematic issues, the goal of the project is determined.
For example, if you have a desire to collect your collection of wonders of the world in the class, a number of problematic questions may arise:

- What architectural structures can be recreated in a school environment?
- What material is better to use for a particular structure?
– What material is best suited for modeling? - etc.

By choosing the most meaningful for you, you can determine the purpose of the project: for example, what material is best suited for modeling architectural structures.

4. Project objectives

Most often, tasks are considered in the following vein: tasks related to theory (theoretical tasks: study, find, collect information); tasks related to modeling or research (simulate the object under study or conduct an experimental study); tasks related to the presentation (carrying out a competent defense of the project).
When developing a project, the teacher not only sets tasks, but also discusses them with the children (even better - with the participation of parents). In the defense of the project, the tasks must be announced.

5. Hypothesis

A hypothesis is put forward based on the goal. Returning to the modeling of architectural structures, we can put forward the following hypothesis: suppose plasticine is the most optimal material that can be used in a school setting.

By examining the properties of the material, one can confirm or disprove this hypothesis.

6. Work plan

Before starting the practical development of the project (that is, having already decided on the goals and objectives, but not yet starting to act), we must introduce the children to the research methods that they will use when working on the project:

think for yourself;

look at books

ask adults;

turn to the computer;

observe;

consult with a specialist;

to make an experiment;

In defense, we voice the relationship between research methods and the tasks set. This is the plan of action (that is, the practical implementation of tasks through methods).
For example, in defending a project, children tell the following: “In order to collect information (this is a theoretical task), we asked adults: mothers, grandmothers, neighbors; we read books and encyclopedias; we turned to the Internet; we consulted with a specialist,” etc. At the same time, the children name the methods that they used to solve a theoretical problem related to the search for information.
To solve the second research or modeling problem, children talk about what research they did or what they modeled.
Here it is important to clearly state the results of the experiment or explain the need for modeling with an explanation of the validity of the choice of material.

Example 1. In the Million Scarlet Roses project, children conducted two experiments: "Rose - Water", where they studied the effect of water on the condition of roses, and "Roses - Chemical Additives", where they studied the effect of chemical additives on the longevity of cut roses. The conclusions of the study were clearly voiced and tables and graphs based on the results of the experiments were presented as evidence.

Example 2 In the defense of the project “Educational Program “Spain””, modeling was performed instead of research. The children put together the "Ladder of Spanish Images", where the brightest images of Spanish culture were presented. Each of the speakers (no more than three people can participate in the defense) spoke about his part of the work and explained why he used just such material to represent his image (fabric, plasticine, a certain technique, etc.).

It should be noted that if several people participate in the project, then at this stage each speaker must necessarily talk about his personal contribution to the development of the common project - in other words, briefly present his “subproject”.
We considered the implementation of the work plan for solving two problems: a theoretical problem and a problem related to modeling or research. The third task, if you remember, was to present the project. The implementation of this task goes on throughout the defense of the project.

7. Project product

The logical outcome of any project should be the presentation of the product of the project - some material (though not always) substance, which must necessarily be significant and useful. The idea of ​​the project, the work on the resolution of goals and objectives, the inspiration that accompanied you throughout the work - all this should be reflected in the product of the project.
It could be a book where you have collected the most important and useful information about the topic of the project; an album where an algorithm for performing a certain operation is presented; a disc with a recording or demonstration of an important stage of the project; scenario of the event you have developed, catalogue, film, etc. But in any case, everything that will be presented as a product of the project should be significant not only for you (as for the creators and developers of the project), but also for other people whose interest will somehow be in contact with the topic of your project.
For example, the product of the Million Scarlet Roses project was a brochure that collected not only interesting information on roses, but also useful information: advice on caring for roses and the results of a study of water and chemical additives that affect the longevity of roses. This brochure was printed in several copies, and the children gave it to friends, jury members, and teachers.
The product of the project “Educational program “Spain”” was a large illustrated book-folding bed, which can be used to study Spain “from and to”. The "ladder of Spanish images" presented in it is useful not only for those who are interested in Spain, but also for all those who want to learn how to correctly identify the main images of any other country (state symbols, architecture, literature, dances, cuisine, holidays, etc. .).
Thus, the product of the project is the materialized result of all your work, which confirms the importance of the project in modern life.

8. Conclusions (outcome) of the project

The work on the project ends with summing up: whether you were able to achieve your goal or not, whether the hypothesis was confirmed, whether you are satisfied with your work. You can make plans for the future.
It is important to note that the stages of project protection completely coincide with the stages of development, differing only in conciseness, accuracy and conciseness.

Publishing House — "Panorama of educational cooperation»

Publishing House"Innovations and experiment in education"
www.in-exp.ru
Editorial staff of the journal "Innovative projects and programs in education"
Editorial staff of the journal "Experiment and Innovation at School"
Editorial staff of the journal "Municipal Education: Innovation and Experiment"
LLC "Innovations and experiment in education"
Education Center No. 641 named after Sergei Yesenin, Moscow
Editorial office of Nastava and Vaspitanie magazine (Belgrade, Serbia)

Held in 2012:

All-Russian competition - 2012
"Panorama of educational cooperation"
Dates:
from March 16, 2012 to April 10, 2012

Panorama of educational and educational systems, technologies, approaches, methods, techniques and methods of productive work of a student and teacher, teacher and student, educator and pupil, teaching staff of an educational institution

Since the competition is a correspondence competition, it is not the result of pedagogical activity that is subject to assessment, but the ability to present one's experience or project

Individuals and legal entities who have submitted an application for participation in the competition are allowed to participate in the Contest.

• Teachers, educators, teachers, educators, tutors, methodologists, heads of educational institutions of all types and types, regardless of departmental affiliation and organizational and legal forms
• Methodists of district methodological centers, methodologists of municipal methodological centers, methodologists of district methodological associations
• Directors of educational institutions of all types and types that carry out development processes.
• Educational institutions of all types and kinds, carrying out development processes

Materials for participation in the competition can be downloaded on the website http://in-exp.ru under the heading "CONTESTS".

International scientific and practical conference
"Modern education: experience, problems, development prospects"
Moscow, Russia, 2012, April 1. The form of conducting is correspondence, electronic.

The materials of the conference will be published in the collection of scientific and practical works of the conference and posted on the website of the Publishing House "Innovations and Experiment in Education" www.in-exp.ru.
Following the results of the conference, the participant receives a collection of works and, with additional payment, a certificate of participation in the international conference, (after examination) a diploma "The best work of the international conference - 2012".

• New goals and values ​​of education
• Innovative processes in modern education
• Increasing the level of readiness of teachers for innovative activities
• Problems of using information technologies in the educational process
• Remote education
• Innovative resource for the development of a modern lesson
• Project activities in education
• Competency-Based Approach in Education
• Health-saving education: experience, problems, development prospects
• Inclusive education

(You can also suggest your own rubric)

Conference materials must be sent to conference participants by E-mail: [email protected] until April 1, 2012 .
Materials for participation in the conference can be downloaded on the website http://in-exp.ru under the heading "CONFERENCES".

Organizing Committee of the CONFERENCE:
Executive Secretary -
Denisova Ludmila Stepanovna [email protected]
tel. 8 903 119 55 97
Director of the Publishing House, Professor —
Sidenko Alla Stepanovna [email protected] Tel. 8 903 138 39 96 website http://in-exp.ru

We invite you to take part!

The publishing house publishes three magazines: Municipal formation: innovations and experiment»(index in Rospechat 72415), "Experiment and innovation in school"(71940), "Innovative projects and programs in education"(71941).

Our magazines are registered by the Ministry of the Russian Federation for Press, Television Broadcasting and Mass Media (Certificate of Registration of the Mass Media dated June 01, 2007), magazines have been published since 2008.

Over the years of its existence, the journals have united around themselves a large number of researchers and practitioners of the Russian Federation working on a variety of problems of pedagogy and education. Many authoritative scientists of Russia — academicians and corresponding members of the Russian Academy of Education from different regions of Russia, whose professional interests are related to the field of education — collaborate with the journal as authors: Verbitsky A.A., Zagvyazinsky V.I., Zeer E.F., Zimnyaya I. .A., Kuznetsov A.A., Lazarev V.S., Novikov A.M., Novikov D.A., Slobodchikov V.I., Feldshtein D.I.

How to prepare a project?

and many others. On the basis of an agreement with the Scientific Electronic Library (dated 2009), full-text materials of journals are placed in the RSCI database, processed and available to subscribers on the Internet. Since January 2009 they have been placed on the website of the Publishing House www.in-exp.ru.

The pages of the journal cover a wide range of issues related to the content of the innovative activities of educational institutions of various types and types.
The publications are practice-oriented. In them you can find answers to many questions:

1. What can be the legal and regulatory framework of the local level, which ensures the development processes in the educational institution?
2. How to effectively manage the quality of the educational process in an educational institution?
3. What is an innovative project, what are the features and mechanism of its creation?
4. What can be a teacher's creative workshop?
5. What are the features and mechanism of formation of universal educational activities?
6. What should a teacher know in order for a student to master key competencies as universal ways of learning activities?
7. How to create a portfolio of achievements of students, teachers, educational institutions? and many others

The journals deal with: issues of the theory of innovation and experimental activity; issues of practical psychology, the experience of introducing the second generation of the Federal State Educational Standards, innovations in educational institutions of various types and types; pedagogical workshop; experimental sites; Correspondence school of a young scientist-practitioner, etc.

Online http://in-exp.ru on the "Main page" there are conditions for publications in journals.

1 Golovina E.O. one

1 Branch of RSPPU

1. Bespalko V.P. Pedagogy and progressive learning technologies. - M., 1995.

2. Petrovsky N.V. Education in the context of modern education. - Pedagogy, No. 1, 1996.

3. Bordovskaya N.V., Rean A.A. Pedagogy. - St. Petersburg: Peter, 2000.

4. Slastenin V., Isaev I. et al. Pedagogy: Textbook.

Innovations, or innovations, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation. Innovations do not arise by themselves, they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous, it needs to be managed. In the context of an innovative strategy for a holistic pedagogical process, the role of the school principal, teachers and educators as the direct carriers of innovative processes increases significantly. With all the variety of teaching technologies: didactic, computer, problematic, modular and others, the implementation of the leading pedagogical functions remains with the teacher. With the introduction of modern technologies into the educational process, the teacher and educator are increasingly mastering the functions of a consultant, adviser, and educator. This requires them to have special psychological and pedagogical training, since in the professional activity of a teacher not only special, subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, teaching and education technologies. On this basis, a readiness for the perception, evaluation and implementation of pedagogical innovations is formed.

The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student.

In understanding the essence of innovative processes in education, there are two most important problems of pedagogy - the problem of studying, generalizing and disseminating advanced pedagogical experience and the problem of introducing the achievements of psychological and pedagogical science into practice. Consequently, the subject of innovation, the content and mechanisms of innovation processes should lie in the plane of combining two interconnected processes, considered so far in isolation, i.e. The result of innovative processes should be the use of innovations, both theoretical and practical, as well as those that are formed at the intersection of theory and practice. All this emphasizes the importance of managerial activity in the creation, development and use of pedagogical innovations. The point, therefore, is that the teacher can act as an author, developer, researcher, user and propagandist of new pedagogical technologies, theories, concepts. The management of this process ensures the targeted selection, evaluation and application in one's activities of the experience of colleagues or new ideas and methods proposed by science.

The need for an innovative orientation of pedagogical activity in the modern conditions of the development of society, culture and education is determined by a number of circumstances.

Firstly, the ongoing socio-economic transformations have necessitated a radical renewal of the education system, methodology and technology for organizing the educational process in educational institutions of various types. The innovative orientation of the activities of teachers and educators, which includes the creation, development and use of pedagogical innovations, acts as a means of updating the educational policy.

Secondly, the strengthening of the humanization of the content of education, the continuous change in the volume and composition of academic disciplines, the introduction of new academic subjects require a constant search for new organizational forms and teaching technologies. In this situation, the role and authority of pedagogical knowledge in the teaching environment increases significantly.

Thirdly, a change in the nature of the attitude of teachers to the very fact of mastering and applying pedagogical innovations. In the conditions of strict regulation of the content of the educational process, the teacher was limited not only in the independent choice of new programs, textbooks, but also in the use of new methods and methods of pedagogical activity. If earlier innovative activity was reduced mainly to the use of innovations recommended from above, now it is becoming more selective and exploratory in nature. That is why an important area in the work of school leaders and education authorities is the analysis and evaluation of pedagogical innovations introduced by teachers, the creation of conditions for their successful development and application.

Fourthly, the entry of general educational institutions into market relations, the creation of new types of educational institutions, including non-state ones, create a real situation of their competitiveness.

These circumstances served the development at the beginning of the 20th century of a new field of knowledge, innovation - the science of innovation, within which the laws of technical innovation in the field of material production began to be studied. The reform of the system of higher education in Russia is characterized by the search for an optimal correspondence between the established traditions in the domestic higher education and new trends associated with entering the global educational space. There are a number of trends here.

So, innovative trends in university education:

1. Development of a multi-level system in many Russian universities. The advantages of this system are that it provides greater mobility in the pace of learning and in the choice of a future specialty. It forms the ability of the graduate to master new specialties on the basis of the received university education.

2. Powerful enrichment of universities with modern information technologies, wide inclusion in the Internet system and intensive development of distance learning for students.

3. Universitization of higher education in Russia and the process of integration of all higher educational institutions with leading universities in the country and in the world, which leads to the emergence of university complexes.

4. Transfer of higher education in Russia to self-financing.

5. Inclusion of Russian universities in the renewal of higher professional education, taking into account the requirements of world standards. Therefore, there is a transition of the Russian university to the mode of experimental work on approbation of new curricula, educational standards, new educational technologies and management structures.

Thus, innovative processes in education are a manifestation of the development of a new educational paradigm, characterized by the development of a creative, innovative approach to the organization of the educational process. Nowadays, trends in the development of the world educational space are predicted, types of regions are distinguished on the basis of the interaction of educational systems and their response to integration processes.

How I came up with topics for school research projects

All countries are united by the understanding that modern education should become international. Those. university education is acquiring features of multicultural education. It develops the ability to evaluate phenomena from the perspective of another person, different cultures, a different socio-economic formation.

Bibliographic link

Golovina E.O. Innovations in modern education // Successes of modern science. - 2013. - No. 10. - P. 74-75;
URL: http://natural-sciences.ru/ru/article/view?id=32967 (date of access: 10/21/2018).

The concept of pedagogical innovation

Definitions of the term "innovation" are quite diverse. According to the English-Russian dictionary, "innovation" is an innovation, an innovation, a change. A concise explanation of the term "innovation" is given in the Concise Dictionary of Modern Concepts and Terms under the general editorship of V. A. Makarenko: an economy that ensures the change of generations of equipment and technology; 2) new equipment, technology, which is the result of the achievements of scientific and technological progress; 3) development, synthesis of new ideas, creation of new theories and models, their implementation; 4) political programs, which, as a rule, have an individual, unique character; 5) in linguistics - a neoplasm, a relatively new phenomenon, mainly in morphology.

At the first stage of the innovation process, all innovations can be divided into two groups: material and technical and social. Educational innovations are social innovations. A sign of social innovation is a larger scope than technical innovation, dependence on personal qualities, the subject of change is the people themselves, their position, status, habits, relationships.

Educational projects: topics, developments, examples

Slastenin and L. S. Podymova single out absolute novelty, relative novelty, pseudo-novelty and inventive trifles. The most common in educational activities is relative novelty.

The innovation movement is a significant factor in the renewal of the education system. The very concept of "innovation" means a new formation. Innovations, as a rule, arise at the junction of several problems and solve fundamentally new tasks, leading to continuous updating of the educational process.

Pedagogical innovation is understood as new knowledge that reflects the essential side of synergistic processes in education and systematically affects the fundamental components of pedagogy, radically transforming their modern and future meanings - a paradigm, concept, theory, system, technology, etc. Innovations form a new way of thinking and activity among teachers and students.

The essential meaning of innovative pedagogy is its aspiration to the future based on the development of the creative potential of the student's personality. An important characteristic of innovative pedagogy is the stage of “generation of pedagogical innovation” in the form of new ideas and knowledge generated in the course of educational and scientific work, in a continuous process of transition from subjective belonging to objectification of the new by the activity of an innovative teacher. The objectification of the new is understood as the materialization of an innovative idea, its development and transition to the stage of replication, perception and development by other individuals.

The generally recognized method of modernization of educational institutions is innovation. Innovations in education are a natural and necessary condition for its development in accordance with the constantly changing needs of a person and society. Contributing, on the one hand, to the preservation of enduring values, on the other hand, innovations carry the rejection of everything outdated and obsolete, they themselves lay the foundations for social transformation.

Innovative education today is the process and result of such educational and social educational activities that stimulate and design a new type of activity for both an individual and society as a whole.

The content of innovative education is humanized, personality-oriented, structured by educational areas, integrated in new and traditional subjects in education and social education, aimed at self-development, self-realization, self-actualization of the individual. Technology of education, based on increasing the role of the teacher as an organizer, an accomplice in the educational process, built as a dialogue of students, with an active subjective position of the student's personality.

An innovative educational environment is an educational space of an educational institution, united by a corporate culture, which has a complex effect on the development of an individual, promotes pedagogical creativity, and the formation of non-traditional thinking among students.

A distinctive essential characteristic of an innovative educational environment is the synthesis of the fundamental factors of personality development - the environment of life, education, self-education and self-education in one format, aimed at realizing the creative potential of each student's personality. The innovative educational environment is becoming the leading factor in the formation of creative thinking both among individual subjects and corporate pedagogical communities. Such thinking is based on the synthesis of the conscious and the unconscious (L. S. Vygotsky), the unity of consciousness and activity (S. L. Rubinstein, A. N. Leontiev), stimulated by the innovative educational environment of the school, personal, professional and social motives of subjects and objects educational process. One of the main characteristics of innovative thinking, as the highest type of creativity, is the independence of its carriers from traditional options for solving problems and the aspiration of their ideas and projects to the future.

Innovative processes in education

Concept of innovation, innovation process

Innovation — the end result of innovative activity, which has received implementation in the form of a new or improved product sold on the market; new or improved process used in practice.

Innovations - these are ideas, processes, means and results of improving the pedagogical system considered in an inseparable unity.

The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student.

Innovation is necessarily progressive innovation that moves the practice forward.

Innovation process - the process of transforming scientific knowledge into innovation, a sequential chain of events during which innovation matures from an idea to a specific product, technology (intellectual product) or service and spreads through practical use.

Directions of innovative activity in education.

Some innovative processes are primarily associated with the study, generalization and dissemination of pedagogical experience, others give preference to the problem of developing and implementing pedagogical innovations.

The main directions of innovative transformations in the pedagogical system are theory, technology(content, forms, methods, means), control(goals and results), educational establishments.

Directions of innovative activity

Updating the education system, methodology and technology for organizing the educational process in educational institutions of various types (innovative orientation of the activities of teachers and educators, including the creation, development and use of pedagogical innovations);

Search for new organizational forms, learning technologies;

Analysis and evaluation of pedagogical innovations introduced by teachers, creation of conditions for their successful development and application;

The entry of general educational institutions into market relations, the creation of new types of educational institutions, including non-state ones; An analysis of a large number of general and private innovative projects made it possible to classify the following as general pedagogical innovations:

Not a new, but constantly relevant and far from exhausted general idea and practical technology for optimizing the educational process, covering the system of pedagogical science and pedagogical practice;

Humanistic pedagogy in the totality of its theoretical positions and practical technologies;

New ideas based approaches to the organization and management of pedagogical processes;

Technologies based on the application of new ideas and means of informatization, mass communication.

Classification of innovations

By type of activity:

Pedagogical (providing the pedagogical process);

Management (providing management of educational institutions).

By validity period:

short-term;

Long-term;

By the nature of the changes:

Radical (based on fundamentally new ideas and approaches);

Combined (based on a new combination of known elements);

Modified (based on the improvement and addition of existing samples and forms);

By scale of change:

Local (changes of individual participants or components independent of each other);

Modular (implementation of interconnected groups of several local innovations);

Systemic (complete reconstruction of the system as a whole);

By scale of use:

Solitary (carried out once);

Diffuse (repeating);

According to sources:

External (source outside the educational system);

Internal (source within the educational system);

liberal;

Administrative;

initiative;

Depending on functionality:

§ innovations - conditions that ensure an effective educational process (new content of education, innovative educational environments, sociocultural conditions, etc.);

§ innovations-products (pedagogical tools, technological educational projects, etc.);

§ organizational and management innovations (qualitatively new solutions in the structure of educational systems and management procedures that ensure their functioning).

Depending on the area of ​​implementation or implementation, innovations can be:

§ in teaching technologies, in the sphere of educational functions of the educational system;

§ in the structure of interaction between participants in the pedagogical process, in the system of pedagogical means, etc.

school projects

In terms of scale and socio-pedagogical significance, innovations can be distinguished:

§ Federal

§ Regional

§ sub-regional or local, intended for educational institutions of a certain type and for specific professional-typological groups of teachers

Criteria for evaluating innovations

The set of criteria for pedagogical innovations:

§ novelty(there are several levels of novelty: absolute, local-absolute, conditional, subjective, differing in the degree of fame and scope);

§ optimality(means the expenditure of forces and means of teachers and students to achieve results. The introduction of pedagogical innovation into the educational process and the achievement of high results at the lowest physical, mental and time costs indicates its optimality);

§ high performance(means a certain stability of positive results in the activities of teachers. Manufacturability in measurement, observability and fixability of results, unambiguity in understanding and presentation make this criterion necessary in assessing the significance of new techniques, methods of teaching and education);

§ possibility of creative application innovations in mass experience (if a valuable pedagogical idea or technology remains within the framework of a narrow, limited application, then in this case we can hardly speak of a pedagogical innovation).

Related information:

1. V2: Cognitive processes
2. VII. "PASSIONARITY": BIOLOGY AND OTHER INTERCONNECTED PROCESSES
3. A) LAW RF "ON EDUCATION", PRINCIPLES OF STATE POLICY IN THE FIELD OF EDUCATION. DRAFT LAW OF THE RUSSIAN FEDERATION "ON EDUCATION"
4. Certification of leading and teaching staff in preschool education
5. b) Mental processes and mental formations
6. Ticket 20. Karst processes, the conditions for their development, the main forms. pseudokarst
7. BIOGRAPHICAL APPROACH IN ADULTS EDUCATION
8. Fast processes are used for partial wastewater treatment. Most
9. In engineering psychology, the main subject of labor is the "operator" - a person interacting with complex equipment through information processes
10. In Russia, there is a need for legal education based on the foundation of theoretical, or scientific, jurisprudence
11. In the creation of the dominant as a vector of purposeful behavior, both the processes of unconditional (conjugate) inhibition and
12. Variation of mass phenomena and average values. As noted earlier, the mass social phenomena and processes studied by statistics have, as common to the entire population,

Municipal budgetary educational institution

city ​​of Novosibirsk "Secondary school No. 64"

630066, Novosibirsk-66,

Chemskaya street, 38,

tel: 317-17-47,

Email -

For the competition innovative projects

"Innovations in education"

Nomination "Ensuring the implementation of the Federal State Educational Standard"

Project

« Spiritual and moral development of students in the lessons of the Russian language, literature and extracurricular activities in the context of the implementation of the Federal State Educational Standard LLC

Mironova Marina Alexandrovna,

teacher of Russian language and literature,

teacher-psychologist, first qualification category

Novosibirsk 2017

Abstract page 3

Relevance of the study, object of study, subject of study, goal, tasks page 4

Research hypothesis, research methods page 6

Characteristics of the educational institution page 7

Pedagogical conditions for the implementation of the project page 8

Methodological basis for project implementation p.9

Legal framework of the project p.10

Stages of project implementation p.10

Estimated results page 11

Methods for evaluating results p.12

Project Implementation Methods p.14

Project Implementation Work Plan p.20

Social partnership p.24

Project Resources p.25

Research results page 26

Conclusion p.29

Sources of information p.30

annotation

The modern general education school is qualitatively updated, using the relationship of traditional and innovative approaches to the organization of a holistic educational process as a joint creative activity of a teacher and a student.

The project "Spiritual and moral education and development of students in the lessons of the Russian language, literature and extracurricular activities" presents a technology for integrating classroom and extracurricular activities of schoolchildren.

The project is designed for 4 years (students of 5-9 grades). Created on the basis of the "Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen", "Federal State Educational Standard for Basic General Education".

The focus is on the psychological characteristics of schoolchildren, the use of the basic needs of a teenager in order to re-emphasize positive spiritual and moral values. The “Concept” says: “School age is most susceptible to emotional and value, spiritual and moral development, civic education, the lack of which is difficult to make up for in subsequent years. Experienced and assimilated in childhood is characterized by great psychological stability.

The project presents creative tasks, taking into account the age characteristics of the child, in accordance with the requirements of the Russian language program. Options for selecting texts for presentations, dictations, vocabulary work, and work with text are proposed. Variants of work on spiritual and moral education and development of students in literature lessons, video materials were selected for discussion in class hours, in additional lessons.

The relevance of research

Today, a person is in demand, not only capable of self-organization, self-determination, personal creativity, dialogic communication, owning a culture of mutual understanding and interaction, but also endowed with the highest moral meanings, and therefore spirituality.

In legal acts, the child is defined as the main value of education, but only a spiritually developed person is able to solve the most difficult tasks of the creative development of society. In this regard, in modern personality-oriented pedagogy, the search for optimal ways for the spiritual and moral development of students is of particular importance.

Ensuring the spiritual and moral development of a Russian citizen is a key task of the modern state policy of the Russian Federation.

The spiritual and moral development of Russian citizens is a paramount task of the modern educational system and represents a social order for general education.

Object of study: the interrelated activities of the teacher and adolescent students in their spiritual and moral development in the lessons of the Russian language and literature, in the lessons of speech development in the course of the Russian language, as well as in class hours and additional lessons.

Subject of study: the content and types of pedagogical activities that ensure the process of spiritual development and formation of students in the process of studying the Russian language, literature and extracurricular activities.

Purpose of the study: Substantiation of the pedagogical conditions for the integral spiritual and moral development of adolescents.

Tasks:

give a theoretical justification for the regularities and age-related characteristics of the spiritual and moral development of the individual, taking into account psychology and pedagogy;

identify a set of pedagogical conditions that intensify the processes of spiritual and moral development of adolescents;

to develop a system of creative tasks in the lessons of speech development in the course of the Russian language, contributing to the development of spirituality and subjectivity of adolescents in the educational process;

for literature lessons and extracurricular activities, select materials (texts, creative tasks, video materials) that contribute to the understanding of moral concepts, the formation of a system of values ​​and personal attitudes of a teenager.

Research hypothesis

This method of adolescent activity in the lessons of the Russian language, literature and extracurricular activities will be an effective means of spiritual and moral development of the individual.

Research methods

experimental

Diagnostic

Conversations with students

Observation

Comparative analysis of creative works and real behavior at different stages of personal and age development

Fixing the results

Characteristics of an educational institution

School No. 64 is located in a residential area on the Severo-Chemsky residential area of ​​the city of Novosibirsk. This is one of the oldest schools in the city. Date of foundation -1908

Our educational institution has 957 students: 17 grades of elementary school, 16 grades of basic school, 3 grades of secondary school. The number of teachers is 54 people. They are qualified, well-trained specialists. Under the guidance of teachers, students achieve success at subject Olympiads, in creative and sports competitions at various levels.

The school takes part in various competitions and projects:

district and city competitions of professional skills "Teacher of the Year", "Class Teacher", "Young Hopes" (diplomas of laureates and winners);

pilot project "Introduction of the Federal State Educational Standards LLC", pilot site of the innovative educational project "Consulting Center for the Implementation of the Federal State Educational Standards" (since 2012).

To date, 287 students of grades 5-8 are involved in the pilot project "Introduction of the Federal State Educational Standards LLC", which is 70% of the main school, 40 teachers, which is 82% of the teaching staff and more than 500 parents.

The school works in an innovative mode: in 2012 - the winner of the regional competition "The Best General Educational Institution of the Kirov District", 2013 - the winner of the regional competition of innovative projects in the nomination "Gifted children"; city ​​pilot site "Introduction of GEF LLC", 2014 - winner and laureate of the regional competition "Innovative methods and technologies in education".

Pedagogical conditions for the implementation of the project

Pedagogical conditions imply a system of certain methods of organizing the pedagogical environment, activating the processes of creative personal development:

suggesting topics for essays and studies that encourage expression in the word of the inner world;

learning through images and stories in which the child is an active participant;

implementation of a number of Gestalt rules: “here and now”, “as if”, etc.;

the use of psychological mechanisms of external and internal projection "figure-background", as well as new, original genres of creative works.

In the course of studying literary works, schoolchildren enrich their inner world by comprehending the spiritual and moral wealth of domestic and world culture, which is an important component of overall spiritual development. But, comprehension of "foreign" spiritual experience is not enough for the formation of individual properties and development of each child. You also need your own spiritual and personal experience. Its acquisition in the conditions of schooling is facilitated by creative tasks that are addressed directly to the beginning - I of the child and activate his personal development.

Watching video materials helps teenagers comprehend the phenomena of the surrounding reality and their own inner world, “experiencing” and “living” their own experience.

Pedagogical interaction based on the principles of trust and creativity is of great methodological importance for determining the pedagogical conditions for the spiritual and moral development of adolescents. Creativity provides an opportunity for self-expression and self-realization, trust is an important condition for the realization of the personal potentials of adolescents.

Methodological basis for project implementation

They are reflected by the principles of personality-oriented education:

principle of nature

cultural conformity,

individual-personal approach,

value-semantic orientation of education.

Personality properties are not “set”, but “required” - pedagogical support relies on the internal sources of student development. The student is valuable in himself, significant as he is.

A variety of options for knowledge and patterns of behavior is offered, referring to the natural need of a person to choose - this contributes to the expression of the inner world of the individual. The world is revealed to students thanks to the work of their consciousness, the teacher does not present it in a form ready for understanding, but works with the worlds of the student's consciousness.

Legal framework of the project

Stages of project implementation

Stage 1 Search and preparation (2012-2013)

The process of collecting and systematizing theoretical material on the research problem, developed a program and methods for diagnosing the spiritual and moral development of schoolchildren.

Stage 2 Experimental (2013-2016)

Experimental work was carried out aimed at the spiritual development and development of adolescents in a single educational system.

Stage 3 Theoretical-generalizing (2016-2017)

The obtained data were analyzed and the results of the study were summarized.

Expected Results

The level of spiritual development can be represented as a sequential movement along the steps of the increasingly complex activity of the adolescent's self-consciousness:

self-expression .

Self-knowledge.

Grade 6 (11-12 years old) younger teenagers; adolescents entering the pre-crisis period of development. Awareness of the life of one's soul, the ability to determine its compliance / non-compliance with moral laws, to master the ability to regulate one's spiritual movements.

Self-understanding and self-esteem .

Grade 7 (12-13 years old) - an intensive increase in crisis moments of development. Understand the meaning of moral categories, their significance for a person, the orientation of a teenager towards positive spiritual and moral values, mutual understanding, kindness, friendship, the formation of a value system and the acquisition of one's own spiritual experience, awareness of oneself as a member of society, moving away from direct copying of adult assessments to self-esteem, support on internal criteria, knowledge of other people and oneself.

Grade 8 (13-14 years old) - rethinking one's place in society, one's meaning, one's position, one's capabilities, identifying oneself with society. Self-affirmation, the ability to express one's point of view, the ability to control one's own thinking, self-awareness. Formation of a value attitude to the world, history, society, other people, oneself. Comprehension of spiritual laws, the formation of a personal position, a spiritual attitude to the whole diversity of being.

Self-actualization and self-development.

Grade 9 The position "I am the main one" changes to the position "What do I mean."

Methods for evaluating results

Self-knowledge (low, medium and high degree) - "Diagnostics of the need for self-realization" Modification by I.A. Akindinova

Self-understanding and self-esteem (adequate, underestimated or overestimated) - test "Determining the level of self-esteem"

Self-regulation and self-correction (internal and external, manifested in real behavior) - Questionnaire "Style of self-regulation of behavior" (sspm)36

Self-actualization and self-development (destructive, static, weakly dynamic, medium dynamic, highly dynamic) - "Assessment of abilities for self-development"

The results are also evaluated by the method of evaluating creative work, observation and personal interview with the child.

Project Implementation Methods

Spiritual and moral development means the meaningful formation of the child's personality, the formation of a system of values ​​in him that determines the position of a person in relation to the final questions of being, the meaning of life, who is aware of the responsibility for the present and future of his country.

At each level of spiritual development, it can be represented as a successive movement along the steps of the increasingly complex activity of the adolescent's self-consciousness.

The issues of spiritual development and the formation of personality acquire particular relevance in adolescence, which is accompanied by the active development of personal properties, the formation of the image of one's own Self, the desire for self-expression and self-knowledge.

The main content of adolescence is the transition from childhood to adulthood. The main activity of adolescents is the activity of intense self-knowledge, which is inextricably linked with the activity of self-expression and self-esteem.

In the school educational process, the teaching of such a subject asspeech development in the course of the Russian language, which is closest to verbal creativity and the inner world of a person, is mainly oriented towards the formal side of the development of written speech.

I believe that the main condition for the spiritual and moral development of a person is the immersion of a person in his inner world, awareness of himself as a person, the awakening of moral feelings, emotions, introspection of internal states, the formation of a system of values, so I pay special attention to the lessons of speech development in the course of the Russian language, as well as classroom topics.

The most acute issues of spiritual and moral development arise in adolescence, when the processes of active self-knowledge are underway. The younger adolescence is characterized by sensitivity to verbal creativity as a means of self-expression and self-development.

In the 5th grade I offer children to perform creative tasks aimed at understanding the emotional sphere, acquiring personal experience of perceiving reality. Writing essays-miniatures on the topics:“What does joy sound like?”, “How does a birthday smell?”, “What color is autumn (winter, spring, day)?” etc.

Completion of creative tasks“A story from the perspective of another” - “What did the wounded dove say?”, “What did the kitten Vaska say about himself?” etc. - contributes to the development of spiritual sensitivity, empathy. The child is overcoming the "alienation" of knowledge, often there is a reassessment of their own behavior and attitude towards others, which is tracked in children's writings. A good tool for psychodiagnosing the emotional state of a child is a story on behalf of any subject in the classroom, for example:"I am chalk", "I am a flower", "I am a blackboard" and etc.

In the period (10 - 13 years), adolescents have an unconscious need for spiritual and personal development. There is an intensive search for one's own Self and relationships with other selves are being built. A teenager needs to learn to be aware of the life of his soul, be able to determine its compliance / non-compliance with moral laws, master the ability to regulate his spiritual movements, since mental abilities act as organs of formation and ways of realizing a person's spirituality.

In 6th grade I invite children to write a story about themselves with elements of introspection:"When I Was Little", "A Case That Became a Lesson", "My Discovery" etc. The implementation of these study works contributes to the self-knowledge of adolescents. As well as writing essays-reincarnations“I am the last autumn leaf”, “I am the summer rain” . Writing these works gives the child the opportunity to reflect on his place in the universe, to develop a common spiritual worldview.

In 7th grade I offer the performance of creative tasks that help the child understand different aspects of his personality. Communication with peers is of paramount importance at this age. Communicating with friends, adolescents actively master the norms, goals, means of social behavior, develop criteria for evaluating themselves and others.“My I am so different”, “I am smart”, “I am like a friend”. Essays-reasonings on the topics:“What makes friendship?”, “What gives rise to enmity?” and etc.

The implementation of these creative works teaches children to understand the meaning of moral categories, their significance for a person, helps to orient a teenager towards positive spiritual and moral values, mutual understanding, kindness, friendship, contributes to the formation of a value system and the acquisition of their own spiritual experience.

The main feature of adolescence is the child's emergence into a new social role, awareness of himself as a member of society, their gradual departure from direct copying of adult assessments to self-assessment, and reliance on internal criteria. The main form of self-knowledge of a teenager is comparing himself with other people: adults, peers. Self-awareness not only makes possible a deeper knowledge of other people and oneself, but also rebuilds the entire inner world of the child, which is manifested in his interests, values ​​and behavior in general.

In 8th grade actively usemedia lessons . View social videos:"Values ​​of modern youth" "Kindness will save the world", "Modern heroes of Russia" and etc.; social experiments of the Rakamakofo project:Invalid sentence”, “Money decides everything?”, “Child in the cold”, “Indifference to the blind” and etc.); documentaries: "The Great Mystery of Water", "How Our Word Will Respond", etc.; feature films: “Correction class”, “Rally”, “Class”, etc. arouse genuine interest among students, children are happy to join the discussion, subsequently perform creative work, where they express their opinion on the stated problems using various types and genres of essays .

The basic need of a teenager of this age category is satisfied - the need for self-affirmation, the opportunity to express their point of view

The ability to control one's own thinking, acquired with pedagogical help, can turn the mind from an "enemy" into a "friend", thus providing access to self-awareness. Quite often, teenagers turn to questions of finding the meaning of their lives, that is, to a value attitude towards the world, history, society, other people, and oneself.

The comprehension of spiritual laws opens the way for a teenager to the formation of a personal position and his personal self, a spiritual attitude to the whole diversity of being. This allows him to consciously form his character, to become himself, to decide for himself.

In 9th grade I suggest that children independently choose video materials, works of art, topics for discussion, and creative projects that interest them. The basic need of adolescents of this age is being realized: “What do I mean?”

Word is the most subtle, versatile and effective tool for spiritual development. I draw students' attention to the richness and high spirituality of the Russian language, I emphasize that some words of the Russian language are not translated into any language of the world and are native Russian, for example:virtue, valor, gratitude.

In Russian language lessons, I use a number of texts (dictations, expositions, linguistic, spelling, punctuation analysis, etc.) that carry information and influence the understanding of the moral values ​​of life.

In order to help a child to understand and comprehend the essence of any moral concept, it is necessary to consider it in all shades, in relation to others, close and opposite to it. When going through the topic “Synonyms”, “Antonyms”, a technique is suitable that allows you to understand the essence of a moral concept through comparison, comparison with others, close and opposite to it. For example:compassion, respect, care, sensitivity, empathy, honor, dignity, mercy .

In literature lessons I pay special attention to the consideration of the national educational ideal in different historical eras.

So, when studying Old Russian literature, I focus students' attention on such a component of the self-consciousness of a Russian person asImage of Holy Orthodox Russia . The highest values ​​in the Christian tradition -mutual love of God and man and philanthropy . These highest values ​​determine the substantive significance of other moral categories: mercy; friendly, responsible attitude towards others; kindness, generosity, responsiveness, the ability to forgive, accept others as they are, without condemnation and slander, etc.

When studying the literature of the 18-19th century, I draw attention to the moral legal norms of that time, the main of which wasconcern for the Fatherland . The use of meta-subject technology in a literature lesson makes it possible to consider the basic concepts- love, meaning of life, freedom, responsibility , to discuss the "eternity" of many moral topics.

I pay special attention to the consideration of the personal qualities of the hero of a work of art, a comparative analysis of positive and negative personality traits. For example, the story of A.S. Pushkin's "The Captain's Daughter" is a good example for such moral concepts ashonor, dignity, pride, self-respect . When reading the story "The Stationmaster" I draw attention to the spiritual and moral issues:humanity, humaneness, philanthropy. "Eugene Onegin" A.S. Pushkin allows you to reflect on such moral concepts aslove, loyalty, moral ideal.

I suggest that children independently give definitions to concepts, this makes it possible for a deeper understanding and understanding of its essence. For example, to independently define the conceptslove, happiness, gratitude and others. pick up verbs, adjectives, participles for them. In grades 7-9, write essays-reasoning, revealing the meaning of these concepts.

The organization of a holistic educational process as a joint creative activity of a teacher and a student involvesintegration of classroom and extracurricular activities. On classroom hours it is planned to watch and discuss video materials, work on which will be continued at the lessons of the development of speech in the course of the Russian language, as well as at the lessons "Art of communication", "Elective course of the Russian language". Conducting class hours about the Second World War, about Russia, about Holy Russia involves subsequent creative tasks in the lessons of the Russian language and literature, in the lessons "The Art of Communication", "Elective Course of the Russian Language". Excursions to the "Shelter for Homeless Animals", to the Monument of Glory, to the museums of Novosibirsk, etc. with subsequent discussion and formulation of one's own opinion, using the knowledge gained in the lessons. Writing creative projects and speaking at NPCs at the school and district levels.

Work plan for project implementation

self-expression

Grade 5 (10 - 11 years old) - the transition from childhood to younger adolescence.

Creative works: “What does joy sound like?”, “How does a birthday smell?”, “What color is autumn (winter, spring, day)? “A story from the perspective of another” - “What did the wounded dove say?”, “What did the kitten Vaska say about himself?”, “I am an abandoned dog”, “I am a homeless kitten”.Psychodiagnostics - a story on behalf of any subject in the classroom, for example: “I am chalk”, “I am a flower”, “I am a blackboard”, etc.

Video footage: Feature films: "Puppy", "White Silence". Clips: "Wonderful Animal Rescue", "Boomerang of Kindness"

cool watch : « Kindness as a category of eternity» , "The most beautiful of women is a woman with a child in her arms" "True friends of man", "We are responsible for those whom we have tamed", cool watch about WWII.

Diagnostics - Self-expression (zero, low, medium, high degree) - assessed by the creative work of students

Expected Results

The development of spiritual sensitivity, empathy. Overcoming the "alienation" of knowledge, reassessing one's own behavior and attitude towards others, searching for one's own Self and building relationships with other selves.

self-knowledge

Grade 6 (11-12 years old) - younger teenagers; adolescents entering the pre-crisis period of development.

Creative works: A story about myself with elements of introspection: “When I was a child”, “A case that became a lesson”, “My discovery”

Writing essays-reincarnations "I am the last autumn leaf", "I am the summer rain."

Video footage: Doc. films "How Our Word Will Respond", "The Great Secret of Water".

cool watch : “Without friends I am a little bit”, “Man and nature”, “Garbage on the street is dirt in the soul”, “Draw your dream”, cool WWII watch.

Diagnostics - Self-expression (zero, low, medium, high degree) - is evaluated according to the creative work of students. "Diagnosis of the need for self-realization" Modification by I.A. Akindinova

Expected Results

Awareness of the life of one's soul, the ability to determine its compliance / non-compliance with moral laws, to master the ability to regulate one's spiritual movements.

Self-understanding and self-esteem

Grade 7 (12-13 years old) - an intensive increase in crisis moments of development.

Creative works: “My I am so different”, “I am smart”, “I am like a friend”, “What makes up friendship?”, “What gives rise to enmity?”, “Happy person”

Video footage : Social experiments "Kindness will save the world"

"Honor", "Face to Face" Clips: "Hero of Russia Solnechnikov" Art. films: "Kids", "Ben X"Doc. films "Wild Children", "One Day Sanka"

cool watch : "Man is a social being""The ability to control oneself"

“About masculinity and femininity”, “How to become happy?”, “The origin of morality”, class hours about the Second World War, “Our origins”

Diagnostics - Self-expression (zero, low, medium, high degree) - is evaluated according to the creative work of students. "Diagnosis of the need for self-realization" Modification by I.A. Akindinova. "Determining the level of self-esteem." Questionnaire "Style of self-regulation of behavior" (sspm)36

Expected Results

Understand the meaning of moral categories, their significance for a person, the orientation of a teenager towards positive spiritual and moral values, mutual understanding, kindness, friendship, the formation of a value system and the acquisition of one's own spiritual experience, awareness of oneself as a member of society, moving away from direct copying of adult assessments to self-esteem, support on internal criteria, knowledge of other people and oneself.

Self-regulation and self-correction

Grade 8 (13-14 years old) - rethinking one's place in society, one's meaning, one's position, one's capabilities, identifying oneself with society.

Creative tasks: Reflection essays “Honor and Dignity”, “What encourages people to sacrifice themselves for the salvation of others?”, “Attitude towards the homeless”, “Mean deed”, “Indifference”.

Video footage : Clips: "Modern Heroes of Russia", etc.

Social experiments of the project "Rakamakofo": "Invalid sentence", "Money decides everything?", "Child in the cold", "Indifference to the blind".

Cool watch: “Masculinity and femininity”, “If a friend suddenly turned out to be ...”, “The ability to forgive - weakness of character or strength?”, “Spiritual ascetics of Russia”, “Heroes of Russia”, cool hours about the Second World War.

Diagnostics - Self-expression (assessed on the creative work of students). "Diagnosis of the need for self-realization" Modification by I.A. Akindinova. "Determination of the level of self-esteem." Questionnaire "Style of self-regulation of behavior" (sspm)36. "Assessment of abilities for self-development"

Expected Results

Self-affirmation, the ability to express one's point of view, the ability to control one's own thinking, self-awareness. Formation of a value attitude to the world, history, society, other people, oneself. Comprehension of spiritual laws, the formation of a personal position, a spiritual attitude to the whole diversity of being.

This allows him to consciously form his character, to become himself, to decide for himself.

Self-actualization and self-development

Grade 9 (14-15 years old) The position "I am the main one" changes to the position "What do I mean".

Creative tasks : Essays of journalistic style: article, essay, newspaper article; essay-reasoning, essay-reflection. Themes: "Love", "Happiness", "Generosity", "Kindness", "The Meaning of Life"

and etc.

Creative projects : "Social media. Benefit or harm?”, “School bullying”, “Youth subcultures”, “Teens and parents. Is mutual understanding possible?”, as well as projects on topics of interest to teenagers.

Video footage : Videos: "Values ​​of modern youth"

Hood. Films: “Correction class”, “Class”, “Joke”, etc.

Cool watch: “Russia-Spiritual Country”, “Russian Saints”, “Who to be? What to be, cool WWII watch.

Diagnostics - Self-expression (assessed on the creative work of students). "Diagnosis of the need for self-realization" Modification by I.A. Akindinova). "Determining the level of self-esteem." Questionnaire "Style of self-regulation of behavior" (sspm)36). "Assessment of abilities for self-development"

Expected Results

The comprehension of spiritual laws opens the way for a teenager to the formation of a personal position and his personal self, a spiritual attitude to the whole diversity of being. This allows him to consciously form his character, to become himself, to decide for himself.

Social partnership

The pedagogical project is carried out in close cooperation with the Ministry of Education of Russian Language and Literature Teachers of MBOU Secondary School No. 64, with the Social and Psychological Service of MBOU Secondary School No. 64, as well as in partnership with the following institutions:

Municipal Psychological and Pedagogical Center "Pelikan",

Novosibirsk Institute of Clinical Psychology,

Psychological counseling "Doctor for the soul".

Project resources

Methodical, program resources:

Federal state educational standard of basic general education;

Federal component of the state standard of general education in the Russian language and literature;

The concept of spiritual and moral education and development.

Material and technical resource

Information and Library Center

Reading room, computers with Internet access, modern book depository

Computer connected to the Internet

100%

interactive board

Multimedia projector

document camera

A laptop

Office equipment

TV set

Research results

Experimental work was carried out on the basis of MBOU secondary school No. 64.

The study involved students 5-9B (28 students) class.

Working in this class as a teacher of the Russian language and literature, a class teacher and a teacher-psychologist allowed us to partially test this project and present some results. It should be noted that this class was the weakest in the parallel, the social composition is heterogeneous, children from incomplete families predominated, there were “guardians”, large families, children from dysfunctional families. At the beginning of the study, there were “outcasts”, “outcasts” in the class. By the end of the 5th grade, the problem of "outcasts" was solved. Moreover, children from other schools who transferred to the educational institution because of the bullying of their classmates successfully adapted in the classroom.

At present, according to ped. of the collective “9B children are the most friendly, open”, “it is pleasant to communicate with them”, “calm”, “never allow themselves disparaging statements about each other”.

According to the parents of students in this class, “... the teenage period was easier than that of the eldest son ...”, “... I was so afraid of the teenage crisis in my child, but so far I don’t see anything terrible ...”, “... I can talk with my daughter in an adult way I am very interested in talking to her…”

As a teacher of the Russian language and literature, I can note that the motivation to study the subject is persistently “high”, of course, writing creative works, the opportunity to “express oneself”, express one’s point of view, as well as writing creative and research projects of social psychological, spiritual and moral topics.

As a class teacher, I can say with confidence that children are oriented towards spiritual and moral values ​​(mercy, kindness, tolerance, generosity, the ability to forgive, respect, etc.), all students in grade 9B are able to express their point of view, manage their own thinking, realize themselves themselves, evaluate and correct their behavior and the behavior of their classmates. They are in the process of comprehending spiritual laws, a spiritual attitude to the whole diversity of being, which, in principle, a person strives for all his conscious life.

Self-expression (zero, low, medium, high degree) - assessed by the creative work of students

Each creative work of students, starting from the 5th grade, was evaluated for the child's ability to formulate his own opinion, his own vision of a particular issue, the data was entered into a table, at the end of the year the results were summarized.

Self-actualization and self-development (destructive, static, weakly dynamic, medium dynamic, highly dynamic)

The assessment of self-development abilities was assessed on the basis of the creative work of students, by observation and interview with the child, and using the methodology: “Assessment of the ability to self-development”

Conclusion

This project indicates the need to take into account the age stages of the spiritual and moral development of the child. It is necessary to create space for the choice of moral deeds, the organization of the emotional and cognitive process of mastering spiritual and moral values. It is important to help the child to discover the human world from the position of the highest universal moral laws and through this spiritual and moral world to bring him to self-knowledge, to awaken conscience, responsibility, organizing the educational process so that each child “lives out” his education in the search for values, creation, creative work , good deeds.

The hypothesis of the project was confirmed that this method of teenagers' activity in the lessons of the Russian language, literature and extracurricular activities will be an effective means of spiritual and moral development of the individual.

According to the results of the study, it can be seen that the goal and objectives of this project have been achieved.

The project was tested on students in grades 5-9B, diagnostic studies showed results that can be used to judge the further use of this method in the lessons of the Russian language, literature and extracurricular activities.

Information sources

Federal state educational standard of basic general education;

Federal component of the state standard of general education in the Russian language and literature;

The concept of spiritual and moral education and development

Rudaya.T.I. "Pedagogical conditions for the spiritual and subjective development of adolescents in the process of verbal creative activity"

portal-slovo.ru/pedagogy/43990.php

"Assessment of abilities for self-development"

Questionnaire "Style of self-regulation of behavior" (sspm)36

Municipal educational institution -

Secondary school No. 1

Innovation project

"Joint activity of the teacher and parents on the personal development of younger students through research and project activities"

Position held:

Primary school teacher

Place of work: MOU secondary school No. 1

G. Red Kut

2010

1. Rationale for the relevance of the project. 3
2. Purpose and objectives of the pedagogical project. 5
3. Project activities:

I stage – study of literature on research

and project activities. 6

II stage - planning work with students on

Based on the results of psychological

Pedagogical diagnostics. eight

Stage III – description of the obtained results. nine

IV stage - the effectiveness of the project. eleven

IV . References. fourteen

Success in Pedagogy

It is only general.

(folk wisdom)

I. Rationale for the relevance of the project.

The concept of modernization of Russian education has identified the most important task for the activities of teaching staff: the achievement of modernthe quality of education.Currently, there is a new understanding of the main goal of education. The teacher should take care of the formation of a certain set of competencies in the student, the ability for self-development.

The main principles that solve modern educational problems, taking into account the demands of the future, are: the principle of activity and a holistic view of the world, the principle of continuity, minimax and variability, the principle of creativity, the actualization of the subjective position of the child in the pedagogical process.

When solving any educational problem, we cannot do without interaction with the family, without various cooperation with parents. Because the main directions of the reform of the general education school orientate teachers towards strengthening assistance to the family and raising its responsibility for educating the younger generation, towards the widespread involvement of parents in educational work with students.

It is very important to see the teacher and show the parents how their interest in the success of the child affects and how they can manifest themselves, because in practice parents are very often content with a passive role in the educational process at school.

In this regard, research and project activities with elementary school students are currently of great interest, which involves the joint work of the teacher and parents aimed at the personal development of the child.

There is an opinion that research activities are not provided for in the first grade, as this is problematic: children are too small for designing. I believe that this activity is possible, moreover, it is necessary for all participants in the educational process. We all know how hard it is for a first grader and his parents to adapt at school, and for a teacher to interest a student and his parents in joint educational activities.

In my opinion, joint research activities with first-graders and their parents is an effective way to solve the problem.

II. Purpose and objectives of the pedagogical project.

Objective of the project - organize joint research and project activities with students and their parents, and track how it affects the personal development of first graders.

Project objectives:

1. To study the methodology of joint research and project activities with parents for elementary school and propose an algorithm for joint activities with parents.
2. Conduct psychological and pedagogical diagnostics of the class
3. Show the educational result of joint research activities of students, teachers and parents.
4. Show the effectiveness of collective projects to unite the class team of students, parents and teachers.
5. Develop a children-adult project on the program "Conversation about proper nutrition" throughout the year.

Expected Result:

1. Implementation of various forms of participation of parents in the project activities of schoolchildren:

1. motivational - encourages his child, shows his own interest;
2. informational -assistance in finding the necessary information;
3. organizational -time allocation, planning the child's activities;
4. technical - material installation.

1. Personal development of first-graders, the formation of key competencies of students in solving problems: information and communication, aesthetic and technological, educational and interaction competence.

1. The growth of the activity of parents in joint activities at school and the style of determining the interaction of the teacher with students, with parents.

III. Project activities.

I stage – study of literature on research and design

Activities.

Getting acquainted with the literature on the topic, and the works of teachers from different cities of Russia, I concluded that this topic is not only relevant at the present time, but also very popular in the pedagogical environment. A lot of experience has been accumulated, methodological literature has been published, in which one can find answers to many questions.

Teachers from Omsk MOU "Gymnasium No. 140", T.V. Korobeynikova and E.V. Mitryasova lead their story, starting with the history of pedagogy:

“... The idea of ​​using research has been known since the time of Socrates. The organization of purposeful learning, in which the student put in position the study of a certain problem and had to independently find a solution and draw conclusions, appeared in pedagogy at the end of the 10th century.

The representative of classical didactics, K. D. Ushinsky, singled out two main ways of learning: "passive learning" - through teaching and "active learning" - through one's own experience.

And although he did not include elements of future material in the current educational process, he understood the importance of perspective as a whole. This was expressed in one of the didactic rules of teaching "from the known to the unknown, from the close and familiar to the distant and unfamiliar." In my opinion, K.D. Ushinsky was right. Today we rely more on "active learning", as modern children are more open, their curiosity, desire to observe, independently make discoveries - one can only envy.

E.V. Krivobok and O.Yu. Saranyuk, from Volgograd, made thematic planning of extracurricular time by class for the academic year, where special attention is paid to research activities. They believe that

“Research activity contributes to the development of cognitive activity of schoolchildren, teaches them to think and make independent conclusions. The gentle help of the teacher is needed here not only in order to find out the possible reasons for the failure, but also in order to convince the child not to be disappointed and to continue the study.

Very interesting are the works of A.I. Of particular interest is the methodological manual "Methodology of research teaching of younger students." It contains answers to many questions. AI Savenkov speaks convincingly about the importance of the teacher's work in this direction, which is very important, and about the child's readiness for this activity.

“... It is no secret to anyone that the children's need for research is biologically determined. Every healthy child is born an explorer. An unquenchable thirst for new experiences, curiosity, the desire to observe and experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. He is tuned to the knowledge of the world and wants to know it. It is this inner desire to know through inquiry that gives rise to exploratory behavior and creates the conditions for exploratory learning.”

At the same time, there is not enough material on how research activities affect the personal development of a child of primary school age.

From the first grade, the child, due to his curiosity, has little life experience, which means that there is also the possibility of activating interest in learning through his own experience, also called “research”. An important role in this activity is played not only by the teacher, but also by parents, a psychologist, and a social pedagogue. But there are practically no methodical proposals on this problem. Based on what has been studied, we can propose the following algorithm for joint activities with parents.

Algorithm for working with parents on the project:

1. Parent meeting "What is project activity."

Choosing a project topic and developing an action plan.

1. Participation of parents in the children-adult project

"Eating Right Talk"

1. information search (teacher + student + parents);
2. counseling parents and children during the project

(increase in personal confidence);

C) discussion and debriefing.

3. Protection of the results of the work of the groups and the direction of the project to

Regional competition under the program "Conversation about proper nutrition".

II stage - planning work with students based on the results of psychological and pedagogical diagnostics.

According to the psychological test, they can be divided into two groups - they are phlegmatic (11 a.m.) and sanguine (9 a.m.). Students in such groups show perseverance in bringing their cases to the end. They are the most successful in their activities. The leading hemisphere is the left one (there are 18 left-hemispheric and 2 right-hemispheric children in the class), which means that they need strict work according to the algorithm. And according to psychologists, left-hemisphere children have a very good desire for independence, penetration into the depth of knowledge, a very high need for mental activity. These are the children with whom this work can be successful from the first grade. The statements of psychologists convinced me: such students need to be given new interesting tasks, they need to be constantly included in active work. Creation of projects and research is their strong point, because there is perseverance, an interest in bringing things to the end and a desire for independence, which will serve as a purposeful personal development of younger students. This means that heuristic, problematic, research, design and creative methods are recommended in working with the class.

This is facilitated by the Educational system "School 2100", according to which I have been teaching for ten years. It is focused on the creation of modern personal education in a mass school.

Psychological and pedagogical data were taken into account by me in organizing the work on the project:when forming interest groups. With these recommendations of the psychologist, I began a joint parent meeting with the students of the class.

III stage - description of the results.

It was important to explain to children and parents:

Why is this needed?

What is a project?

What is research?

The discussion took place in two stages:

The children were asked to do this in class in the lessons of the world and technology;

Parents at home (photographing children, visiting the library with the child - in order to search for information).

What can a first-grader, who also cannot read, do? I'm going to argue - all! After all, children in the modern world are much more curious and in the first grade they already have, albeit small, but life experience. They know a lot of vegetables, fruits, berries, which they not only saw in the pictures, but also tasted. They had to find out:

What is the use of them? Why would a person eat them?

At home with his parents, the student cut out pictures of vegetables and fruits from children's magazines. The library collected poems, riddles, articles. Here, not only children, but also parents became interested. Discussions began among mothers and fathers, and their families, (this could be heard when meeting at consultations):

Which vegetable is the healthiest?

How many fruits can our family eat in a month?

What discovery did they make for themselves when they were looking for the most useful vegetable

Or a fruit for a person?

Interesting discoveries were made by the first-graders themselves:

1. all vegetables and fruits are healthy;

1. many vegetables and fruits were imported from other countries a long time ago for further cultivation in our area;
2. in one vegetable or fruit several vitamins;
3. an apple must be eaten completely, since there are seeds in the very core, and they contain iodine, which is necessary for a person;
4. in order for our body to work like a “clock”, you need to eat pumpkin, etc.

When a lot of information had accumulated, everyone sat down at the negotiating table together to figure out how to arrange it so that it was not only interesting, but also useful. The result is a visual"encyclopedia", handmade by first graders and their parents.

Stage IV - project performance.

Each family made a contribution to the common cause. Someone acted as an organizer, someone as a performer, which means that they became independent and responsible. Many families began to communicate, share advice. The children saw themselves and their classmates as a good and knowledgeable friend. Parents began to go to school more often, they became interested not only in how their child studies, but also what he does after school. Parents realized that for the growth of a healthy and intelligent child, you need to consume vegetables and fruits. Many families have changed their home menu, all children receive hot meals at school every day, as this is actively supported by parents. The result of activities within the framework of the project ""Vegetables and fruits are useful products for a first grader",is school attendance by students - 98% of students attend school without passes (we are talking about passes for a good reason). They are healthy, which is very good.

Through conversations with students, parents; observing their activities in the course of collective work; Upon completion of training in the first grade, a number of conclusions were made. More than 50% of the students in the class were able to plan their actions, reflect on their own behavior, and felt the need to receive recognition from their classmates. Working in the conditions of the project allowed to expand the relationship between the students. They took their work seriously, mastered the rules for working with books, explanatory dictionaries, and encyclopedias. Children included family members in the work, which allowed parents to look at their child from a different perspective; to see what he wants, what he is interested in, what he aspires to.

The final conversations with students and parents were interesting. This is not only an opportunity to exchange opinions, but also to sum up the results of the study, to systematize the knowledge gained, to see mistakes; predict future work. For a more accurate result of the study, each student answered what he learned or where else difficulties arise.

- Was it difficult to do research during the project?

Children answered by naming specific difficulties, for example:

1. It's hard for me because I don't read much, sometimes I don't understand the meaning of words. And you also need to be careful and observant.

1. And I’m even interested, because you can make a discovery that is very close to you.

We all know perfectly well that successful joint work with parents is possible with a common understanding of goals and objectives. After all, it is necessary to form a unified image of the world of the child. Based on the results of the work, questionnaires were conducted and the opinions of all parties involved in the educational process on uniform issues were analyzed. The results were studied, and it was proposed to discuss them at the parent meeting. The successes of each of the children and the problems that we need to work on together were identified.

The analysis was carried out individually for each child, then a generalization was made for the whole class. In the form of a table "Formation of skills". (see Appendix 1).

The conclusions of the psychologist are also interesting (testing was carried out in March 2009 according to the methodology of S.R. Nemov “Socio-psychological self-assessment of a group as a team”). The class, as a team, is a close-knit, friendly team. Students try to be together, all the tasks assigned to the class are solved together, together. Children work in a coherent and organized way, whatever they start and bring it to the end. The interests of the class as a whole are put first, not their own. In 80% of students, a cheerful tone of mood always prevails. They are full of energy, active, feel a sense of pride in the team. An atmosphere of care and trust reigns in the class, each of the guys in the team is confident in himself, knows his own merits, and is free to express his own opinion. All these facts indicate a favorable psychological climate in the classroom.

The children-adult project was sent to the Regional competition under the program "Talk about Proper Nutrition". As a result of the competition, our friendly team became a laureate and as a reward we received a Diploma from the Ministry of Education of the Saratov Region.

The first teacher and family should become a strong support for the child for further success. Along with the dynamics in the formation of personal characteristics in comparison with the first year of study, I note the development of the child's need for recognition of others, not only classmates, but also children from parallel classes; manifests a creative attitude to reality.

Research and project activities create conditions for the cognitive development of children; fosters a sense of sympathy for peers and interest in their actions; promotes the mastery of various methods of action in order to develop independence; promotes the development of imagination and creative manifestations of younger students. This means that it influences the purposeful personal development of younger students.

A student can learn to act only in the process of the action itself, and the daily work of the teacher in the classroom and after school hours, the educational technologies that he chooses, form the functional literacy of primary school students.

In working with parents, “understanding” is incredibly important, union and understanding with parents give unlimited opportunities to the teacher.

“In ancient times, there lived one family, and peace, love and harmony reigned in it. The rumor about this reached the ruler of those places, and he asked the head of the family: “How do you manage to live without ever quarreling, without offending each other?” The elder took a piece of paper and wrote something on it. The ruler looked and was surprised: the same word was written a hundred times on the sheet -"understanding".

References:

1. Gospodnikova M.K., Polyanina N.B. Project activity in elementary school. - Volgograd. Publishing house "Teacher", 2007.
2. Krivobok E.V., Saranyuk O.Yu. Research activities of younger students. - Volgograd. Publishing house "Uchitel", 2008.
3. Potashnik M.M., Levit M.V. How to prepare and conduct an open lesson. Modern technology. - Moscow. Pedagogical Society of Russia, 2003.
4. Savenkov A.I. Methods of research teaching of younger schoolchildren. - Samara. Publishing house "Educational literature", 2004.
5. Feldstein D.I. Priority directions for the development of psychological and pedagogical research // Educational system "School 2100" - Moscow. Balass, 2006, p.14
6. Feldstein D.I. Personal development is the most important factor of social progress // Educational system "School 2100" - Moscow. Balass, 2006, p.38
   

   Until May 15, inclusive, the acceptance of applications for, which is carried out by the HSE and the Rybakov Foundation with the support of the Agency for Strategic Initiatives, continues. Over the past three years, more than 2,000 projects have been submitted to the competition, many of which are now well known in the professional community and beyond.

   Individual developers and teams of 2 to 6 people, regardless of professional affiliation, can participate in the competition. The winner of the competition receives a travel grant to present his project anywhere in the world. In addition, the partners of the competition usually award various incentive prizes to the finalists and provide them with consulting support.

   So, this year the Far Eastern Federal University has introduced a new nomination - "Educational technologies that compress space and time." “We are six thousand kilometers and seven time zones away from the capital, so we are interested in technologies for the simultaneous presence of users in the educational space, technologies for managing teams of educational projects distributed in space, technologies for remote talent identification,” says Dmitry Zemtsov, Vice-Rector of the University. The winner in this nomination will receive an order for the implementation of their solution in FEFU in the amount of up to 350 thousand rubles.

   In the previous three years, KIvO incentive prizes were awarded by the Moscow Polytechnic University, the Agency for Strategic Initiatives, the Moscow City Pedagogical University and other organizations.

   In April 2017, about twenty project leaders who participated in KIvO in different years were noted on the Map of Innovation Leaders in Education, prepared by the Center for the Promotion of Innovation in Education "SOL" on the basis of interviews with experts. Those whose activities are related to innovations in education, who plan to participate in KIvO, will certainly be able to take into account their experience in their own professional development. Here are some of these projects.

   "Lifestyle" (winner of KIvO-2014)

   Intensive socialization programs, designed mainly for high school students - vacation camps in the city and beyond, training, working on ideas. The project is based on the idea that people do not choose a profession, but a way of life, so they need an environment for life experiments. According to the author of the project, Diana Kolesnikova, KIvO "was the first positive feedback on what I do."

   School of digital creativity "Codabra"

   Courses for teaching children how to create their own computer games, mobile applications and interactive animations. In the classroom, children work in teams, distributing roles among themselves, brainstorming, coming up with ideas for projects, helping each other to implement their plans. There is a format when children study together with their parents. One of the school's slogans is "Stop playing, let's create!"

   "Moscow through the eyes of an engineer" (winner of KIvO-2015)

   Excursions, lectures and master classes for children about architectural monuments, about how the city works from the point of view of an engineer. Children are taught project work skills and an engineering way of thinking. Since 2014, the project has been at the top of the TripAdvisor rating among entertainment companies in Moscow. The author of the project, Airat Bagautdinov, advises future KIvO participants not to focus on trying to win, but to make the most of the competition environment in order to find a partner or investor.

   "Teacher for Russia"

   The Russian version of the American program "Teach For All", which is being implemented in dozens of countries, including the UK, India and China. From among the best graduates of universities, primarily non-pedagogical ones, those who are ready to work as a teacher for two years in schools located in the "outback" are selected. The program provides training for future teachers and additional financial incentives.

   EduNet crowdsource project "Education of the Future"

   An open community of people interested in updating the education system and creating a set of educational resources: a personnel and methodological center, a modern Internet platform, a model of a new type of school, a conglomerate of educational projects and methods. Customers, creators and consumers of educational services interact in a self-regulating network space.