CLASSIFICATION OF EDUCATIONAL PROJECTS

Abstract

The article covers the analysis of the historical development of the pupils’ project activity in the pedagogy of the educational establishments around the world. Training programs as a method of study are divided in the following way: in accordance with the level of pupils’ activity (active ones), pupils’ interaction with someone or something (interactive ones), the nature of cognitive activity, or the degree of participation in the productive (creative) activities (problem, partly search and research ones), the source of knowledge (verbal, practical, visual ones), didactic purposes (methods of acquiring new knowledge, formation of skills and abilities, the ways to apply knowledge in practice as well as the check and the assessment of knowledge and skills. The evolution of training projects classification from E. Kolings (in accordance with the form of pupils’ activity) and E. H. Kaharov (under the substantive direction) to the modern ones was provided. The type of projects on various parameters were featured. It was found out that the main parameter which determines the final form of the product is the pupils’ activity. By pupils’ activity, projects are divided into: creative, role (game), research, informational (familiarization-oriented), practice-oriented (applied), guided ones. The ways of the implementation of the competence-based, activity-based and person-centered approach in the process of ensuring pupils’ training projects in chemistry in the secondary schools of Ukraine were considered. By the certain examples, different types of projects and their place in the study of chemistry at the elementary school were characterized. The need to follow the ecological and evolutionary approach to the integrated natural science, studying the interrelations “structure of matter – properties – application – impact on the environment – the personal attitude” was notified.