Project method as a new method of teaching and learning English

In the 21st century, the intensification and modernization of education requires the introduction of such innovative technologies that pursue the goal of creative education of the individual in the intellectual and emotional dimensions. Such innovative technologies are: developmental learning, design, problem learning, level differentiation, test system, game learning, immersion in a foreign language culture, learning in cooperation, self-education and autonomy, integration. With this target setting, cognitive universal actions are one of the leading components of the educational standard. This is explained by the fact that one of the components of a child's mental development is his cognition, which implies the formation of a scientific picture of the world, the ability to manage his intellectual activity, mastery of methodology, strategies and methods of teaching, the development of representative, symbolic, logical, creative thinking, productive imagination, memory, attention, reflection.

The technology of problem-based learning involves the independent solution of cognitive and creative tasks through critical rethinking and augmentation of knowledge and skills; and allows you to realize the conditions for the formation of cognitive universal actions in students: creating an atmosphere of co-creation in communication, the inclusion of the child's emotional sphere, personal interest of the student, joint search for truth, self-assessment, selfcorrection, self-sufficiency.1

In the process of “learning – teaching” there is a constant interaction between teacher and students. Each of the students carries out the teaching, which has a pronounced personal coloring, in different ways: one cannot demonstrate the assimilation of knowledge, the other, on the basis of previous experience, on the contrary, shows phenomenal abilities, and the third has mastered a certain style of attitude to the subject and stubbornly “does not want” study. It is impossible to deny the personal perception (or not perception) of the teacher by the student and vice versa, which also affects the progress in learning.2.

The project method is a way to achieve a didactic goal through a detailed development of a problem, which should end with a very real, tangible, practical result. The basis of the project method is learning in the course of drawing up and executing projects, that is, some educational tasks that students solve in their imagination or in practice and have specific goals.

In the pedagogical encyclopedia it is noted that “the project method is a learning system in which students acquire knowledge and skills in the process of planning and performing gradually more complicated practical tasks - projects”.

The project method originated in the 1920s. in agricultural schools in connection with the idea of a labor school developing there more and more broadly. In the USA, Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, the Netherlands and many other countries, where the ideas of the humanistic approach to education by George Dewey, his project method was widely disseminated and gained great popularity due to the rational combination of theoretical knowledge and their practical application for solving specific problems of the surrounding reality in the joint activities of learners. “Everything that I learn, I know what I need it for and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.

Project learning was aimed at finding ways, ways of developing active independent thinking of the child, in order to teach him not only to memorize and reproduce the knowledge that the school gives, but also to be able to apply it in practice. The general principle, thus, on which the project method was based, was to establish a direct connection between the educational material and the life experience of students, in their active cognitive and creative joint activities in practical tasks (projects) while solving one common problem.

The project method reflects the basic principles of a personality-oriented approach, humanistic pedagogy, which are also declared as priorities in all regulatory documents.

Nowadays, the project method is used because it makes it possible to consider the problem in its development, using the latest pedagogical technologies.

The project method always presupposes a problem. The project method is always pragmatic in nature: it involves not a simple consideration, research of the designated problem, not just a search for ways to solve it, but also the practical implementation of the results obtained in a particular product of activity.

The ratio of the problem and the practical implementation of the results obtained and the solution or consideration makes the project method so attractive for the education system.

Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, one or another activity. This is the way of cognition, the way of organizing the process of cognition, achieving the set didactic goal.

Instructional design is the process of working on an educational project, the process of achieving the intended result in the form of a specific “project”.

By definition, a project is a collection of certain actions, documents, preliminary texts, an idea for creating a real object, subject, creating a different kind of theoretical product. It is always a creative activity.

The project method in school education is viewed as a kind of alternative to the classroom system. The student's modern project is a didactic means of enhancing cognitive activity, developing creativity and at the same time the formation of certain personal qualities.

The project method is a pedagogical technology focused not on the integration of actual knowledge, but on their application and acquisition of new ones. The active involvement of the student in the creation of certain projects gives him the opportunity to master new ways of human activity in the socio-cultural environment.

The project method is based on the development of cognitive and creative skills of students, the ability to independently design their knowledge, the ability to navigate in the information space, the development of critical thinking.

The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. This approach is organically combined with the group approach to teaching.

The project method always presupposes the solution of some problem, which envisages, on the one hand, the use of various methods, on the other hand, the integration of knowledge, skills from various fields of science, technology, technology, and creative fields. Working according to the project method involves not only the presence and awareness of a problem, but also the process of its disclosure, solution, which includes clear planning of actions, the presence of a plan or hypothesis for solving this problem, a clear distribution of roles (if we mean group work), i.e. .e. tasks for each participant, subject to close interaction.

The project method forms students’ communication skills, a culture of communication, the ability to formulate thoughts in an accessible and concise manner, to tolerate the opinions of communication partners, to develop the ability to extract information from different sources and process it using modern computer technologies, creates a language environment that contributes to the emergence of natural needs in communication in a foreign language.

The project form of work is one of the most relevant technologies that allow students to apply the accumulated knowledge of the subject.

Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech, understand and hear each other when defending projects

Person-centered learning by means of a foreign language presupposes, on the one hand, the use of educational communication, cooperation and active activity of the student in the classroom, and on the other hand, the teacher needs to find a way to “introduce a real foreign language into the class, include the student in real language communication, without leaving the classroom, simulate the real process of entering the culture in educational process.