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Introduction. The article presents the results of the analysis of pedagogical research on the problems of organization of project activities in primary school in accordance with the requirements of the Federal state educational standard. The purpose of the article is to characterize the existing approaches to the application of the project method at the primary level of education, to identify the existing difficulties arising in the course of project activities.
Materials and methods. To achieve the goal, such methods as questioning and conversation were used.
Results. The survey allowed us to formulate the main problems that arise in the course of project activities. One of these problems-is the lack of training in most cases, special training design. The second problem is related to: difficulties that arise in younger students in the formulation of the problem and in finding information. Note that children try to find information for projects mainly on the Internet, and rarely turn to books, encyclopedias and dictionaries. The third problem is the low degree of autonomy in the preparation of projects. Therefore, the project activity does not solve its main task – the formation of metasubject skills. Children's actions are limited to obtaining information on the subject of the project and preparing a speech (presentation), and in some cases by mechanical memorization of the report..The survey allowed us to formulate the main problems that arise in the course of project activities. One of these problems-is the lack of training in most cases, special training design. The second problem is related to: difficulties that arise in younger students in the formulation of the problem and in finding information. Note that children try to find information for projects mainly on the Internet, and rarely turn to books, encyclopedias and
dictionaries. The third problem is the low degree of autonomy in the preparation of projects. Therefore, the project activity does not solve its main task – the formation of metasubject skills. Children's actions are limited to obtaining information on the subject of the project and preparing a speech (presentation), and in some cases by mechanical memorization of the report.
Discussion. It is noted that in the process of project activities at the stage of primary General education in primary school children should be formed primarily metasubject skills. The acquisition of new knowledge by students in the course of work on the project is not the main, but a by-product of the activity. Age features of younger students do not allow them to perform all the design actions on their own. Therefore, the main task of the teacher is to teach children the individual actions necessary for the design. The second task is to promote the creative abilities of children, which will be reflected in the selection and preparation of the project product. The third task is to form the ability to present the results of your information search. One of the ways to implement these tasks is to include in the educational process of primary school courses of extracurricular activities in preparation for project activities.
Conclusion. Implementation of special work on the formation of the ability of younger schoolchildren skills to set forth a problem of the research, to carry out an informational search, to work with text, to find ways of solutions to a problem, to build a sequence of their actions to achieve the goal. The presentation of the product of the project will allow to turn the project activity into a means of expanding the horizons of students in various fields of knowledge, into a means for the formation of metasubject skills.
project activity, method of projects, technology of project activity
- the main approaches to the organization of project activities
in primary school are studied;
- the problems that arise in the subjects of the educational process in the course of project activities at the stage of primary General education are identified;
- proposed solutions to these problems.
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