ORGANIZATION OF PROJECT-BASED ACTIVITIES BY A MODERN SCHOOL TEACHER

Abstract. This article is devoted to the peculiarities of organizing project activities by a teacher in a modern school. The author considers the key role of the teacher when working with students on a project, identifies certain requirements for the teacher through  the project approach, and also considers the forms of project-based learning in the classroom. The article can be useful not only for students of pedagogical universities, but also for young teachers at the start of their career as a teacher.

Keywords: Pedagogy, psychology, school, project, training.

The teacher of a modern educational institution performs a diverse range of functions, the main of which is education and provision of knowledge. Over the past decade, the education system has seen a dangerous trend of declining student motivation. Teachers 'experience and research have shown that non-standard forms of learning support students' interest in the subject and increase motivation to learn. Interest in the subject and the desire to master it largely depend on what teaching technology is used, how the teacher teaches, and how students learn from him. Therefore, we can state that the use of the project method by a teacher is one of the most popular modern teaching technologies that allows optimizing educational work, improving the level of learning material assimilation and the quality of knowledge, as well as developing students ' cognitive interests more effectively. In this paper, we will analyze this problem in three aspects:

1. The role of the teacher in organizing project-based learning in the educational space.
2. Features and requirements for a teacher when organizing projectго-based training at a school.
3. Forms of organizing project activities by teachers.

The project method is a pedagogical technology focused not on the integration of current knowledge, but on their application and acquisition of new ones. Active involvement of students in the creation of various projects gives them the opportunity to learn new ways of human activity in the socio-cultural environment. JohnDewey stated: "A child's childhood is not a period of preparation for the future life, but a full life. Therefore, education should not be based on the knowledge that will be useful to the child at some point in the future, but on what the child needs today, on the problems of his real life." The main task of project activity as learning is for children to study the surrounding, modern life together with the teacher. In the work "Metod pedagogicheskogo proektirovaniya: istorii i sovremennost', E. M. Karagina notes that "pedagogical project management is a complex process. The task of the teacher during the design process is to play the role of a consultant. It is difficult to resist giving suggestions if the teacher sees that students are doing something wrong. But it is necessary to answer questions from schoolchildren during consultations" [4, p. 120]. In her opinion, "the men no teacher is the driving force that helps the student to develop their creative potential" [4, p. 12-2]. Karagina comes to the conclusion that "a teacher turns from a carrier of knowledge into an organizer of cognitive activity" [4, p.12-8].  Based on the above, we can conclude that the teacher acts only as a "curator" of the project. It helps students choose a topic, approves the work plan, and approves the material that children will use when preparing the project. In other words, it only organizes work, but in no case undertakes to perform it together with students. He is their guiding vector, and nothing more.

It should be noted that the organization of project activities in a modern school has certain features and requirements for both the project itself and the teacher. Ignatieva G.A., in her article "Project forms of educational activity of general education school students", reveals a number of specific actions that" correspond to the basic project steps: diagnosis of a problem situation, updating knowledge, goal setting, conceptualization, forecasting and modeling, project presentation, reflection " [3, p. 7].  In addition, one of the most respected specialists in the field of project activities E. C.Polat clarifies that this is "a way to achieve a didactic goal through the detailed development of a problem (concept), the completion of which should be a real, practical result, framed in a certain way." At the same time, the" method of achieving a didactic goal "is based on specific teaching methods at various stages of project development, such as" methods of joint activity of teachers and students aimed at solving learning problems, that is, didactic tasks " [7, p.30]. According to E. S.Polat, the project method (as a pedagogical technology) "... includes a set of research, search, problem-based methods that are creative in their very essence " [7, p. 3-2]. The educational project of our time is a didactic tool aimed at activating students 'independent activity in the field of cognition and creativity, as well as at forming students' personality qualities and the ability to work with the search and structuring of material. Project activity requires the teacher not so much to explain "knowledge" as to create conditions for expanding the cognitive interests of children, and on this basis – opportunities for their self-education in the process of practical application of knowledge. That is why the teacher-project manager, must have a high level of general culture, a complex of creative abilities. And above all – a developed imagination, without which it can not be a generator of the development of the child's interests and creative potential. Thus, we can see that when working on a project, the teachers must meet a number of basic requirements. They should be a leader, specialist, enthusiast, and coordinator, meaning they should play several roles in this work. The teachers must have a high level of general culture and a complex of creative abilities.

Project-based training can be organized through various forms: a lesson, an elective course at the pre-professional level, specialized training, group, individual, pair forms of work to form students ' skills in project and research activities. Glukhareva O. G. in her article "The influence of project-based learning on the formation of key competencies in high school students "notes that" such classes for students are a transition to a different psychological state, a different communication style, positive emotions, a sense of oneself in a new quality — a pioneer, a researcher. All this allows them to develop their creative abilities, evaluate the role of knowledge and see its application in practice" [2, p2. 2-0].  Introduction to project activities is carried out by performing creative works using computer technologies (Word, Excel, Access, PowerPoint, Pascal), as well as preparing reports and abstracts on the topics studied. Projects can be completed: a presentation for primary school students on traffic rules (in PowerPoint), the Access program  for creating a database of literature, in a program for working with MS Word text for creating a portfolio of projects. To prepare for project protection, you can use the program for creating MS PowerPoint presentations. The results of working on projects in extracurricular activities are essays, essays, electronic manuals, mathematical models, multimedia products, and so on. After analyzing the experience of organizing project activities of schoolchildren by practical teachers, we found that the implementation of projects can be different. Thus, the teacher chooses how to implement the project, and together with the children implements the project.

Summing up, we can say that the project method is focused on the independent achievement of students ' goals; it contributes to the formation of skills and gives students practical experience. If it is used correctly, the teacher will be able to achieve high results in learning. The use of project activities in teaching in modern schools is becoming increasingly relevant. This is not accidental, because with the help of the project, you can implement all the educational, educational and developmental tasks facing the teacher. The project method allows you to integrate different types of activities, making the learning process more fun, interesting, and therefore more effective. Educational and project activities contribute to the formation of a new type of student who has a set of skills and abilities for independent constructive work, knows the ways of purposeful activity, is ready for cooperation and interaction, and is endowed with experience in self-education.