Ready-made individual projects on history. The plan of the creative project on the history of Russia. Stage I: Preparation

research project

"The story of my family in the history of the war"

Subject(s): History, local history

Extracurricular work

Objective of the project

6) teach schoolchildren to compose electronic presentations research and presentations for subsequent defense;

7) help students decide on a career choice

8) prepare students for successful passing the exam in history for further education in universities.

Participants in grades 5-8

Used textbooks and tutorials:

• Balyazin V.N. An entertaining history of Russia - M .: publishing house "First of September", 2001
• Varakina I.I., Paretskova S.V. extracurricular activities on the history of Russia, grades 10-11. - Volgograd, "Teacher-AST", 2005
• Kozlenko S.I. Story. All-Russian Olympiads. Issue 1- M.: Enlightenment, 2008
• Plotkin G.M. Materials and cognitive assignments on national history - M .: Education: Proc. lit., 2000
• Stepanischev A.T. 300 tasks on the history of Russia from ancient times to the present day: Didactic materials - M .: Drofa, 2001
• Trakien
• Utkina E.V. School Olympiads. Story. Grades 5-9. - M .: Iris-press, 2006
• 100 great mysteries of the 20th century / Author-comp. N.N. Nepomniachtchi - Moscow: Veche, 2009
• 100 great secrets of Russia of the 20th century / Author-comp. V.V. Vedeneev - M .: Veche, 2009
• 100 great secrets of the Third Reich / Author-comp. V.V. Vedeneev-M.: Veche, 2009
• 100 great wonders of the world / Author - comp. N.A. Ionina - M.: Veche, 2009

Used methodological literature:

Used Books

1. Barteneva N.P., Dvornikova O.L. Research activities of students // Teaching history at school - 2005 - No. 3 - P. 31-39

2. Butusova S.N. Fundamentals of research activities // Teaching history and social science at school - 2008 - No. 2 - P.25-30

3. Ivanova L.F. Project work in teaching social science // Teaching history and social science at school - 2007 - No. 2 - P.36-39

4. N.N. Names on the obelisk (from the experience of organizing research work of students) // Teaching history at school - 2010 - No. 3 - P. 26-29

5. Kolenchenko E.M. Organization of educational and research activities of schoolchildren //http://festival.1september.ru/articles/569355/

6. Kropaneva G.A. Educational and research activity of schoolchildren as a technology of developing education //http://uspi.ru/study/inteach/kurs_intel_3/inet/researcher/5.htm

7. Mugalimova L.A. "The use of research methods for solving problems in mathematics lessons and extracurricular activities //http://muglian.narod.ru/obrtex.html

8. Prytkova S.V. // http://gov.cap.ru/hierarchy.asp?page=./94353/109022/761554/761570/765429

9. Development of research activities of students: Methodical collection. M.; public education, 2001. 272p.

10. Rafikova S.A. Historical and family studies in the educational process // Teaching history at school - 2010 - No. 4 - P. 39-44

11. Tyrina N.E. Extracurricular work in history. Project and research activities of students in the creation of family pedigrees //http://festival.1september.ru/articles/514468/

12. Tysko L.A. Research activities of students in the process of teaching social science // Teaching history and social science at school - 2006 - No. 4 - P.14-22

13. Fomina T.Yu. Problems of formation of research skills of a teacher of history // Teaching history and social science at school - 2009 - No. 5 - P.45-53

Used equipment:

Computer, projector, screen

Used CORs:

Electronic textbooks

1.Lessons world history Cyril and Methodius. Ancient world

2. Lessons of the world history of Cyril and Methodius. Middle Ages.

3. Lessons of the world history of Cyril and Methodius. new time

4. Lessons of the world history of Cyril and Methodius. The latest time.

5. Lessons of national history of Cyril and Methodius until the 19th century.

6. Lessons of national history of Cyril and Methodius 19-20 centuries

7. History of Russia 20th century in 4 parts

8.From the Kremlin to the Reichstag

9. Encyclopedia of the history of Russia.

10. Knight at the crossroads. Interactive problem book on the history of Russia 9-19 centuries.

11. USE history

12. An entertaining story part 1

13. Entertaining story part 2

14. Romanov dynasty

15. History of Russia from ancient times to the end of the 16th century.

Short description:

One of the main ways to involve students in educational research is the study of family archives, the compilation of a genealogy and writing the history of one's family, which has been tested by the war. And through the study of family history, the goal of increasing interest in the history of the small and large Motherland and inclusion in serious research activities is achieved. Novelty methodological development first of all, in the fact that it presents the structure of individual pedagogical influence on the formation of students' research skills through systematic theoretical and practical classes.

Introduction

“If a person in school does not learn to create,

then in life he will only imitate and copy.

L.N. Tolstoy. ¹

Relevance of the program

The current stage of the development of society is characterized by an increase in the requirements for the level of development of the individual. Today, society needs educated, creative, active young people and makes a social order for the formation of a literate and socially mobile person who is aware of his historical, cultural, spiritual belonging to the Motherland, understands his civil rights and obligations, clearly imagines his potential opportunities, resources and ways to implement the chosen life path, ready to serve the Fatherland. Life itself puts forward an urgent practical task - the education of a person-creator, creator and innovator, capable of resolving emerging social and professional problems in a non-standard, initiative and competent way. The emphasis is shifted to the formation in children of the ability to think independently, acquire and apply knowledge, make decisions, plan actions, cooperate effectively, and be open to new contacts. From year to year, the information flow in various fields of knowledge is increasing. The introduction of the USE requires not only standard knowledge, but also the ability to analyze historical situations, work with a variety of sources, formulate and argue one's position. The ability to self-knowledge develops only V research activities, so the topic of research work with students has been and will be relevant.

Novelty of methodical development

For five years, the school has been purposefully working to attract students to research activities. History teachers also play an active role in this direction. Since 2007, systematic work has been carried out on the study of the Great Patriotic War, in extracurricular activities, subject weeks, conferences, classroom hours. The peculiarity of the program is that all classes of the school participate in the project, to one degree or another, in contact with the theme of the project.

One of the main ways to involve students in academic research is the study of family archives, the compilation of a genealogy and writing the history of one's family. And through the study of family history, the goal of increasing interest in the history of the small and large Motherland and inclusion in serious research activities is achieved.

The novelty of the methodological development is, first of all, that it presents the structure of individual pedagogical influence on the formation of students' research skills through systematic theoretical and practical classes.

I have accumulated some experience in organizing educational and research activities for schoolchildren. Research as a method and as an independent technology is used by me both in the classroom and in extracurricular work on history. My experience in organizing teaching and research activities of students in history lessons and after school hours is summarized at the municipal level. Her practical results were devoted to the speech at the regional regional conference in January 2009, at the meetings of the Ministry of Defense of teachers of history, geography, social studies in 2009-2010.

Leading theoretical ideas, principles and technologies

The development of research activities of students in different time was the subject of special concern of the pedagogical community and scientists. How and by what means to solve the problem of developing the research skills of schoolchildren? How to interest students in this difficult activity? Many educators and scientists have been looking for answers to these questions. I also tried to solve this issue while working on this development.

What is student research? There are different opinions of scientists and educators about the essence and significance of research activities.

According to A.V. Leontovich, Chairman of the Organizing Committee of the All-Russian Competition for Youth Research Works. V.I. Vernadsky, the etymology of the word “research” contains an indication of extracting something “from the trace”, i.e. restore a certain order of things by indirect signs, random objects. “... research, unlike design, construction and organization, is the most “delicate” type of activity in relation to the object, its main goal is to establish the truth. ...development of the ability to take a research position is the most important task of education and upbringing as a means of evaluating one's activity, its possible consequences. The source of research as a type of activity lies in the desire for knowledge inherent in human nature.

According to A.S. Obukhov, deputy editor-in-chief of the Personality Development journal, “mastering the research principle of cognition of reality can become one of the ways for a teenager to enter the cultural space.” ³ He speaks “of the possibility and reasonableness of research activity as a form of interpersonal interaction between a teacher and a student, during which the cultural traditions of scientific knowledge are transmitted.”4 A.S. Obukhov believes that “it is the teacher who sets the forms and conditions of research activity, thanks to which the student develops an internal motivation to approach any problem that arises before him from a research, creative position.

Alekseev N.G., candidate psychological sciences, believes that it is “through the teacher, through his attitude” that students “are to a certain extent imbued with the purpose of research activity.”6 He sees the significance of such activity in the fact that “children receive a creative impulse or a desire to expand and the ability to enjoy the expansion of their own horizons.” 7

Gurvich E.M., Candidate of Geological Sciences, sees in the research activity of students “a mechanism for the formation of ideas about the multiversion nature of the world and the creation of skills for polyversional study of situations.”8 In her opinion, it is very important that “in the course of studying the subject, moving from one research task to another, the guys moved from the search for simple and easily detectable versions to deeper versioned layers and learned to consider this approach not only as a method inherent in this science, but as a universal method for studying situations in various areas of life.”9

According to Borzenko V.I., Candidate of Physical and Mathematical Sciences, the main function of educational research is "initiating students to cognize the world, themselves and themselves in this world." He defines the research activity of students as "a creative process of joint activity of two subjects (teacher and student) to find a solution to the unknown, during which cultural values ​​are transmitted between them, the result of which is the formation of a worldview." The teacher in this case acts as “the organizer of the form and conditions of research activity, thanks to which the student develops an internal motivation to approach any problem that arises before him from a research, creative position.”10

Mirimanova M.S., candidate of psychological sciences, believes that research activity is one of the means of “educating tolerance through sociocultural interpersonal interaction.”11 She believes that students’ research activity not only “forms their responsible attitude to business and to the surrounding reality”, but also “creates the necessary conditions for the development and personal growth, forming and honing such an important mechanism as reflection .... What we manage to get with our own head and hands always brings some specific result and plus something else very important and valuable, namely individual development. ”12

The researcher of this topic Kharitonov N.P., analyzing the structure of research papers, notes that they should contain “mandatory elements scientific research: goal setting; formulation of tasks; choice of methods for collecting and processing factual material; conducting observations, experiments and experiments; analysis and discussion of the material obtained, as a result of which the researcher receives answers to the questions posed in the tasks. He also cites the difference between teaching and research and research work: “Teaching and research work is carried out by students under constant supervision and control by teachers and often using simplified data collection and processing techniques developed taking into account the age and experience of the novice researcher. The results that can be obtained in the course of such work are often known to managers in advance. Research work implies “greater independence of students in the choice of methods, and in the processing of the collected material. Such work is carried out by schoolchildren who already have some research experience, and the leaders act as consultants and, if necessary, help to different stages fulfillment.”13

Daniltsev G.L., expert of the All-Russian Competition for Youth Research Works. V.I.Vernadsky, notes the most important criteria for evaluating research papers: “so that the topic of the work corresponds to the goals and objectives of the study; the method of work was aimed at collecting material for solving problems and was described in sufficient detail; materials were presented in accordance with the methodology and corresponded to the goals and objectives of the study and were presented in full; conclusions and conclusions were correct, consistent and confirmed by the collected materials.”14

When writing a research paper, information technology plays a very important role. Demin I.S., Candidate of Economic Sciences, notes “several main blocks that include the skills necessary for a researcher: the design of scientific work, methods and forms of data presentation, computer processing of research data, principles of working with large amounts of information.”15

As Stefanenko T.V., a teacher of geography, notes, educational and research work is integral part local history. She believes that the purpose of the work being carried out is “education of a sense of patriotism, the development of creative abilities, the formation of the personality of children on the basis of national traditions.”16

Thus, having studied different points opinion on the issue of research activities of students, one can support the opinion of Postnikova T.F., a teacher of biology, that “research work is an excellent field of activity for students, in the course of which the following tasks are solved:

1) solution of practical, socially significant tasks;

2) self-realization of the individual;

3) humanity in relation to the surrounding world;

4) knowledge of the problems of their region;

5) cooperation, fostering a sense of responsibility for any business;

6) the ability to design and predict a way out of the current situation;

7) communication skills in a team"17

I agree with the opinion of the history teacher Kolenchenko E.M. that “research activity is an activity, connected with the solution by students of creative, research problems with a previously unknown solution and suggesting the presence of the main stages characteristic of research in the scientific field.

The principles of the pedagogical process underlying the methodological development:

The principle of harmonic education of personality;

The principle of gradualness and consistency in mastering research skills, from simple to complex;

The principle of success;

The principle of proportionality of the load to the level and state of health of the preservation of the health of the child;

The principle of creative development;

The principle of accessibility;

The principle of focusing on the characteristics and abilities of the child;

The principle of an individual approach;

The principle of practical orientation.

The development of "Research activities of students in history" is based on technologies focused on the formation of general cultural competencies of students:

Developmental learning technology;

Technology of individualization of education;

Student-centered technology;

Competence and activity approach.

In my research activities with students, I personally set the following tasks:

1) expand and deepen students' knowledge of history;

2) to give students the skills of research activities;

3) to form the skills of public speaking, to have and defend their civic position;

4) develop the communicative qualities of the personality of schoolchildren;

5) find and analyze information from various sources;

5) to teach schoolchildren to make electronic presentations of research and speeches for subsequent defense;

6) help students decide on a career choice

7) prepare students for the successful passing of the Unified State Exam in history for further education in universities.

To accomplish my goals, I developed:

The program of activities of the school museum dedicated to our countrymen - participants in the Great Patriotic War, Afghan and Chechen hostilities.

A feature of research work with students is that I use the technology of research activities in working with high school students (grades 9-11), project - in working with middle-level students (grades 5-8).

Main part

I. Stages of work on the study

1. Motivation

The work begins with the identification of students who have an inclination and desire to engage in research activities. In my practice, I involve those students who

Have the desire and ability to do research

purposefully prepare for passing the exam in history for admission to universities

· show an interest in history and are systematically engaged in an educational association of history connoisseurs.

There can be no coercion. An important role in identifying such students is played by class teachers and parents who know better than anyone the possibilities and aspirations of students and can help them with advice and action. Usually, before the summer holidays, interested students come to the teacher and specific topics are personally determined with each, based on the interests of the students.

For the success of the implementation of research work, it is important to motivate both students and teachers for this. Based on the survey, the following motives of students to engage in research work were identified: interest in the subject; the desire to deepen their knowledge, broaden their horizons; communication with future profession; satisfaction with the work process; desire to assert themselves; receive an award in a competition; enter university; I motivate my consent to manage research projects by the following: the desire to improve my professional competence; to deepen students' knowledge in their subject, to form a positive attitude towards it; to teach schoolchildren ways of learning activities as the basis for their success in further studies; get a higher qualification category.

2. Teaching research techniques

Research work is a rather complex activity, both for schoolchildren and for those who lead them.

The association includes students who have expressed a desire to engage in research activities and who are fond of history, so groups are formed of different ages, from grades 5–8. In the classroom, the algorithm for conducting the study is revealed, the difference between the educational study and creative work from the abstract is given. Students get acquainted with the stages of conducting research, types of sources and forms of working with them, as well as research methods, types of presentation of results and their protection. Members of the association learn to compile a bibliography, a research plan, collect and summarize material, conduct a sociological survey, questioning, write abstracts, make a report, prepare and present to the public a presentation on a chosen topic. Each lesson in the educational association consists of three parts: theory, practical work, individual consultation. Homework involves the application of knowledge gained in the classroom in the performance of specific research work.

3. Choice of research topic

Work on a research project begins with the choice of a topic, although its formulation is not born immediately. What determines the choice of topic? Practice shows that this is due to the fact that the student is most interested, or that he has suitable material for research. Sometimes the topic is chosen on the advice of teachers or parents. Choosing a research topic is not an easy task. Sometimes students come up with topics that they clearly can't do. Often the topics are abstract in nature. And it happens that the topic is interesting, but there is not enough material for research. And here the student needs the advice of a teacher.

An analysis of the topics of research work carried out by students shows that the range of their interests is very wide: "blank spots" of domestic and world history of different periods, local history, culture, etc. Many works are related to family history - a promising and relevant area of ​​modern research. Therefore, with students for research work, we choose topics that

relevant, i.e. are the demand of the time (dedicated to anniversary events, for example, in 2015 - topics dedicated to the 70th anniversary of Victory in the Great Patriotic War

will be of interest to the students themselves and the audience (for example, “Recognized as enemies of the people” (repressions in the Khimki region in the 30s of the XX century)

associated with history native land: republics, districts, villages, schools (for example, "The history of the creation of a monument to the memory of Afghan soldiers")

connected with the history of the family, clan, since such a topic is always relevant and interesting to the author (for example, "The history of my family", XX century in the history of my family")

· not too global, but small, but relevant and interesting topics (for example, “My great-grandfather is a participant in the Great Patriotic War”).

We do not immediately formulate the exact name of the topic, but we are trying to figure out which period of history, to which topic the student's interests are closest. Sometimes works can be at the intersection of sciences if students plan to enter law, history, social and other faculties.

4. Planning and organizing research work

Having decided on the topic in the most general form, the work supervisor offers the student an approximate list of sources and historical literature, recommends studying the materials available in the libraries of the school, district, including media materials, scientific literature, Internet resources. During the first consultations with the student, we get acquainted with the traditional structure of the research work:

1) introduction, which formulates the relevance of the chosen topic,

2) purpose and objectives, methods, object and subject of research;

3) a conclusion in which the main conclusions are made.

At the same time, the results of the study must comply with the goals and objectives set in the introduction of the main part, which describes the study itself on the main issues with brief conclusions at the end of each paragraph;

The success of student research largely depends on its clear organization. Under the guidance of the teacher, a schedule is drawn up for the implementation of educational research: the time frame, the amount of work and the stages of its implementation are determined. Within 1-2 months, meetings with the head are held regularly. The student makes brief notes, analyzing sources, identifying different points of view on the topic being studied. We also play an important role in the study public opinion by conducting a sociological survey among the residents of the city, questioning school students, interviewing famous people of the region and the city.

After studying various sources, conducting sociological surveys, the topic and questions of the study are formulated more specifically, and the topic, of course, is narrowed, and the problematic issues are concretized. So a work plan appears, and the student begins to write the text. I always recommend that you write the main part first, as the goals and objectives may change somewhat in the process of formatting the text. Then a conclusion is written as a summary and conclusions of the work done, and, finally, an introduction. The final title of the topic is formulated at the very end of the work. And the leader often helps in this, since it can be difficult for the students themselves to concretize the topic.

Thus, in the course of research work, many things present significant difficulties for students:

Identification of the topic and research problem;

setting goals and objectives, determining methods, object and subject of research;

· right choice research methods, study of public opinion and sources;

selection and structuring of the material;

Compliance of the collected material with the topic and objectives of the study.

Therefore, the pedagogical guidance of educational research is carried out at all stages of the work, but it is most significant at the stage of formulating the topic, goals, starting points, as well as when analyzing the performance of the work (preliminary, clarifying and, finally, final).

5. Forms of submission of research papers

Research projects are presented by the authors in different forms, depending on the goals and content: it can be a full text of an educational research with abstracts and an electronic presentation, a report (i.e. a text for oral presentation), a poster presentation (design of visual material, text and illustrations ), electronic presentation. The following requirements are imposed on the design of the research results: the presence of a title page, table of contents, introduction, main part, conclusion, footnotes, design of applications, bibliographic list. The introduction clearly defines the objectives of the study, relevance, degree of study of the topic, methods and object of study, literature review. In the main part, the results of the study are presented in a logical sequence. In the conclusion, the main results of the work should be stated: the conclusions should be concise and clear, consistent with the goals and objectives of the study.

6. Levels of presentation of research papers

The work performed is presented at various levels. Students present their research at lessons, class hours, school, district, city conferences, and also participate in various creative and subject competitions of research works of the region and the city, achieving success in them. When presenting your research paper to an audience, the following points are important:

Good, clear, expressive speech of the speaker

short but meaningful presentation. Mandatory items: presentation of the topic, goals and objectives, methods, object and subject of research, literature used, brief conclusions on the main issues

Designing an electronic presentation on the topic of the speech. It must meet the following criteria: designed in one background, have no more than 15-20 slides, have a minimum of text, illustrations, photographs, diagrams, contain summary all main sections of the work

· Confident and informative answers to the questions asked.

The forms of holding competitions are very different: correspondence remote, full-time, part-time. The forms of presentation of research papers are also different: in paper and electronic versions, in the form of reports, poster materials, essays. Electronic presentations of works have become widespread, being the most vivid and modern form presentation of research results. Writing, electronic submission, and public defense are essential skills for any research writer.

So, the work on the research work can be divided into 3 main stages:

1. preliminary - choosing a topic, setting goals and objectives, determining methods, object and subject of research, a range of possible sources

2. conducting research

3. registration of the results of the work, its presentation

I. Promotion of educational research

The administration of our school attaches great importance to the stimulation of teaching and research activities. Students receive moral and material encouragement for success in the performance of work: they are awarded with diplomas, gifts. This is how the intellectual elite of the school is formed and the prestige of knowledge is maintained. Teachers are also encouraged for the pedagogical leadership of students' research through a system of incentive payments, cash bonuses, as well as certification for qualification categories.

II. Research work with students in history lessons

In the organization of research activities of students in the classroom, several stages can be distinguished.

1) various methods of diagnostics in order to differentiate students by cognitive interests, practical needs, by level of training and by abilities: questioning; testing; individual conversations; observation and analysis; conversations with parents and students, consultations with teachers, a psychologist.

Result: differentiation of students by abilities and creative orientation, accounting individual features and the level of development, training, competence.

2) the development of interest in the subject, the creative abilities of students, self-education skills occurs in the course of cognitive, creative and project activities in the history classroom.

Stands in the history office (“The Sacred Name is Russia”, “This Day in History”, “Anniversary Events”, “The Great Patriotic War in Events and Persons”, “Young Historian's Corner”), expositions “Monuments of Culture”, are not only informative, but also encourage creativity and research. The constantly updated stand "Today in the Lesson" contains materials of the teacher and students, the results of their creative and project activities, magazine and newspaper novelties on certain topics. Creative and design work of students in the classroom and outside of school hours (drawings, diagrams, poems, interviews, historical writings, essays, reports, presentations, etc.) contribute to the development of interest, abilities, independent work skills, search. Demonstration of an example is of great importance for the formation of interest in the subject. historical figures who managed to prove themselves, achieved certain results in creative intellectual activity.

The result is the development of interest in the subject, the creative abilities of students, self-education skills, mastering the basics of project activities, preparing presentations.

3) preparation and conduct of non-traditional lessons.

In each class, we conduct several lessons of summarizing the most interesting studied material with students in an unconventional form: a lesson - a trip, a lesson - a business game, a lesson-presentation, a lesson - a seminar, etc. At the same time, students in preparation for such classes are required to conduct a small research work. Individual topics or issues are studied using various sources of knowledge: documents, reference books, encyclopedias, Internet sites. Students in all grades (from 5 to 11) at the beginning of each school year are given the opportunity to choose a topic for research during the school year and then speak to classmates in the form of a project, presentations, reports, messages.

For example, in grade 5, when studying the topic “The Art of Ancient Egypt”, an advanced task is given in 3 groups to prepare a presentation and speech on a specific topic: “Pyramids”, “Painting”, “Temples”, and one student, at his request, prepare a presentation on the topic "Tomb of Tutankhamen"

The result of non-traditional forms of conducting classes is a steady interest in history, a more complete assimilation of program material, the development of oral and written speech skills, the ability to work with various sources of information, drawing up a plan, abstract, developing skills and abilities of mental activity, highlighting the main thing, analysis, generalization, participation in the discussion of the problem, one's own judgment, mastering communication skills, improving the quality of knowledge and competencies.

4) organization of teaching and research activities in regular lessons.

The research method is also used at various stages of the combinedlesson: repetition, learning new material, reflection and when doing homework. Research homework allows you to conduct a small study study. Home history essays are of great importance for the development of creative and research qualities.

Here is a list of some essay topics performed by students:

in the 5th grade - "One day of the Egyptian farmer (nobleman, or artisan, or pharaoh)," Journey to Ancient Egypt”, “Journey to one of the countries of Western Asia”, “Journey to Ancient Greece”, “Journey to Ancient Rome”, “How I participated in the uprising of Spartacus”;

· in the 6th grade – “One Day of a Knight”, “Journey to a Medieval City”, “How I Participated in the Crusade”, “How I Participated in the Hundred Years War”, etc.

in the 7th grade - “My attitude to the turmoil”, “Stepan Razin - a folk hero or a robber?”, “My attitude to Peter I”, “What I remember from the history of Russia in the 17th-18th centuries”, “My favorite historical hero” etc.

in the 8th grade - “How I participated in the Patriotic War of 1812”, “What I remember from the history of Russia in the 19th century”, “My favorite historical hero”, “My attitude towards the Decembrists”, “My attitude towards the populists”, etc. d.

in the 9th grade - “My attitude to the Stolypin reform”, “My attitude to the revolution of 1917”, “My attitude to civil war”, “What I remember from the history of Russia in the 20th century”, “My favorite historical hero”, etc.

The result of this stage is an increase in motivation for learning, the development of independence in learning, the inclusion of students in active educational and cognitive activities; formation of skills and abilities of educational, research and project activities; improving the communicative culture; the use of acquired knowledge, skills, methods of activity necessary for successful learning at the next educational level, for the formation of professional orientation.

Students who are actively engaged in research activities annually become winners and take prizes at district olympiads, successfully participate in district and regional conferences, competitions and olympiads, successfully

they pass the Unified State Examination in history (the results of the Unified State Examination are consistently higher than the average republican and Russian scores).

5) Formation of research skills of students

One of the most important areas in the formation of research skills is working with historical sources.

· Summaries of articles by scientists in historical journals, for example, "Teaching history at school": drawing up their plan, highlighting the main idea of ​​the author, features of the disclosure of the topic, a summary of the main points of the article.

This activity is useful for the following reasons:

1) contributes to the formation of the ability to highlight the most important aspects in the content scientific article, i.e. take notes

2) allows students to get acquainted with latest research modern scientists, helps them to orient them when choosing the subject of work

3) abstracts are additional material to prepare for the exam

On the basis of the prepared summary, students prepare an oral report (no more than 10-12 minutes), in which they highlight the research problem, the historical sources used, research methods, the degree of novelty, the most important debatable aspects of the analyzed article

This type of activity forms the skills of speaking in front of an unfamiliar audience, develops scientific oral speech, i.e. the ability to correctly formulate one's position, ask questions and answer them.

To form the skill of writing an essay on topics corresponding to the studied historical period

When preparing an abstract, 1-2 scientific monographs and 2-4 articles on a chosen topic should be used. The task is to develop the skill of historical research, not summarizing. In their work, students are invited to highlight: in blue - the text, which is an abstract of scientific literature, in black - citations, in red - an analysis of the material of scientific research made by the student himself (should be at least 15% of the volume of the abstract). Thus, the degree of independence of the work done is clearly traced and its value is determined.

So, the widespread use of the research method

creates an environment for expanding the possibilities of self-education of schoolchildren, systematization individual elements knowledge of students, development of communicative qualities, team cooperation;

Provides opportunities to use various sources of knowledge;

teaches to enter into a discussion and develop their own opinion;

· teaches the techniques of public speaking, gives the experience of literary speech;

Allows active use of information technology;

creates conditions for variability and differentiation of training;

promotes earlier profiling;

· develops research skills, creative potential of schoolchildren.

III. Research activities of students in the creation of family pedigrees

Knowledge of one's roots, knowledge of the past of one's family is necessary for every person. When we begin to understand this, then comes the realization of the importance of studying the history of our country. The study of one's pedigree is an important component in the formation of the personality of a citizen and patriot of Russia with its inherent values, views, interests, motives for activity and behavior. Therefore, I consider the study of the history of their families, the compilation of genealogies, to be one of the main areas of research activity of students. Through this work, the following tasks can be achieved:

Formation of interest in the history of the Fatherland, one's region, family and education of a citizen;

development of students' research skills;

creation and systematization by students of their family archive.

Many students do not even know the names of patronymics, and sometimes the names of their grandparents, and only a few know ancestors in 4-5 generations. That's why subject "History of my family" for students is always relevant. Today, in our school, this activity of students is realized through the work of the educational association "Young Researcher".For the second year, the participants of the educational association have been engaged in creating family pedigrees and writing the history of their families. My goal is to interest as many students as possible in the history of their families, and through this to increase interest in the study of national and world history. The research work “History of my family during the war years” consists of five stages:

1. Drafting family tree- pedigree.

4 The effect of the war on the family

5. Protecting your work in front of members of the educational association, students in the classroom, presenting the best work in school and district conferences, etc.

The successful implementation of the project “The History of My Family during the War Years” is also facilitated by lessons on the history of Russia, and the help of the student's family.

The project implementation steps are as follows:

· In the classes of the educational association, students learn the basics of research work, learn how to work with various historical sources. Learn the rules for compiling a family tree.

· Next, students collect information in the family, work with an oral source - the memories of relatives. Most important and valuable is the participation of the entire student family in the creation and preservation of family history. By studying their ancestry, students communicate more with their parents, grandparents and other relatives. Together they search for sources on the study of the history of the genus.

After receiving the first results of a family history search, students can create their own family tree(so far the original version). The result may well look like a simple table. Or maybe the result can be in the form of a picturesque tree or organizational chart.

Continuing the search work, students find additional sources of information (materials from home and possibly state archives, diaries, recorded memories, photographic documents). Personal letters, old documents, memoirs, awards preserved in the family are an important source of moral influence on the student. Studying family relics, students get acquainted with the history of the family and its participation in the history of the Second World War.

Then students study and process all found sources, classify them. Appear as explorers. The detailed biographical data collected by students on family members are studied by them and classified. Students develop short and detailed biographical information on family members. To do this, they may be given guidelines teachers.

Studying their family, its role in the war, students begin to connect the history of their family with the history of the country and come to such research topics:

«XX century in the history of my family»

“My great-grandfather was a participant in the Great Patriotic War”

Family history research by students has the following positive aspects:

· they are unique in their own way, since each family has its own history and there are no two identical destinies;

This is an independent creative process, since the history of the family cannot be copied from someone or downloaded on the Internet;

They are of great cognitive value, because they allow not only to better know their ancestry, but also to rethink the historical background against which the life of the family unfolded. The history of the Fatherland becomes more understandable and close;

have an important educational effect. A person becomes a patriot only when he is brought up on respect for his own roots, on love for a small Motherland. Equally important is the education of tolerance. After all, in the family there are probably people of different nationalities, cultures, religions. Also, the study of family history helps to unite the family, to establish relations between different generations of the family;

have scientific significance. Works form the research culture of students.

Thus, through history lessons, classes in an educational association, work with family archives, students develop interest in the history of the Fatherland, their region, and family. Students develop research skills, learn how to write reports and creative work, make pedigrees, electronic presentations, take part in competitions and make presentations at conferences. The study of one's family and its role in the victory of our Motherland develops humanistic thinking in students, a personal attitude to history. Students feel the most vivid connection with the past of their country, learn to understand the present. The research activity of students in creating family pedigrees contributes to the preservation of historical memory, the convergence of generations and allows students to familiarize themselves with the study of the history of everyday life, the history of the family, their native land and country. The preservation of family history, the study of the past of the family contributes to the formation of a civic position among students, develops a personal attitude to history.

Conclusion.

Efficiency of work in the technology of educational research

Analyzing the effectiveness of work with students in the technology of educational research, we can draw the following conclusions. Research work with students gives the following positive results:

• the assimilation of the algorithm of scientific research contributes to the formation of the scientific worldview of students;
• significantly expands the horizons and interest of students in history;
• equips students with universal methods of learning activities, gives impetus to self-development, the ability to self-analysis, self-organization, self-control and self-esteem;
• forms social experience in work and communication;
• forms the skills and abilities necessary for successful study at a university and a scientific career;
• gives both the student and the teacher the opportunity to build the learning process in a completely different way, change both the role of the student and the role of the teacher, allows you to look and evaluate the knowledge gained from a different angle;
• contributes to the professional growth of teachers, expanding knowledge, both in the field of their subject, and in pedagogical science, provides an opportunity to get to know students better, reveal their potential, and also expands contacts on a professional basis with colleagues from other educational institutions, teachers of institutes, parents of students.

It should also be noted the difficulties and shortcomings in the conduct of research work:

scientific design of the work: formulation of the topic, competent formulation of the problem, goals and objectives, definition of the object and subject, methods of historical research;

Requires a lot of effort and time of the participants in the study;

· how to make the work both independent and scientific;

How to arouse interest in writing a study, since there are few willing and able to conduct truly serious research;

· Works do not always receive an objective and well-deserved assessment, since the exact criteria for evaluating research papers, especially in the humanities, have not been worked out, which sometimes, unfortunately, leads to a loss of incentive for participants to further work in this area.

But, despite such difficulties, I am sure that the research activity of students has a future, since in modern conditions a person is required to have the ability to solve his own problems, find a way out of a difficult situation, show initiative and creativity to achieve a successful career and self-realization. The most promising for further development is the system that itself shows the ability to develop itself. To put this into practice, it is necessary to find ways of such self-development, based on specific features. educational institution. In our school, one of these methods is the organization of educational and research activities, which in this case can be considered as an educational technology that meets modern requirements developmental learning.

In practice, I was convinced of the effectiveness of this technology. This is evidenced by the results of the Unified State Examination, participation and victories in subject Olympiads and competitions at various levels, as well as the fact that graduates continue to do research at universities.. Therefore, I plan to continue research work with students in the future.

Thus, introducing students to the elements of research activity is one of the promising ways to improve historical education.

Project continuation"Our story about that war."

Subject: "Heroes of Khimki, we remember you!" 2011

Plan :

1. Carry out research work on documents evidencing military operations in the Khimki region.
2. Find out the Khimki participants who have been awarded the title of hero.
3. Conducting a quiz for grades 6-8 "Heroic pages

Our history."

1. Social poll "Is it necessary to remember the war?"
2. Results, results of work.

Project continuation"Our story about that war"

Subject : "The history of the family in the history of war" 2014-2016.

Plan :

1. Drawing up a genealogical tree - family tree and finding out who came into contact with the war.

2. Writing the history of the family and clan.

3 Description of the facts of participation of family members in hostilities or rear, partisan movement.

4 The impact of the war on the family (awards, orders, letters, funerals).

5. Protecting your work in front of members of the educational association, students in the classroom, creating a presentation, presenting the best work in school and district conferences, etc.

Plan creative project on the history of Russia.

Topic: "Bright achievements of the culture of Vladimir-Suzdal Rus"

For the period of the XII-XVI centuries.»

Teacher -

Maslova I.E.

Topic: "Bright achievements of the culture of Vladimir-Suzdal Rus' for the period of the XII-XVI centuries"

Goals:

Cognitive: introduce the concept of "creative project" and its main elements.

Developing:

To study through the implementation of the project the bright achievements of the culture of Vladimir-Suzdal Rus;

Develop initiative, interest in creative activity.

Educational:

To instill a sense of patriotism, love for the Motherland, for its culture and customs.

Methodical goal:study of the project method.

Demo material:

Film "Portrait of the Museum";

Creative projects of students;

Table "Algorithms for the implementation of the project."

Project execution algorithm

Steps from "A" to "Z" for beginners and experienced

Project: a set of planned actions taken to solve the problem of a specific target group, limited in time and resources, with concrete results.

Social project: a program of real actions, the purpose of which is aimed at solving an urgent social problem in society, and the tasks are aimed at positive results and changes in society.

The main requirements that the project must meet:

relevance- the reason, the grounds for the implementation of the project must meet the requirements of the time, a separate target group or other aspects that explain the emergence of the project idea;

time– the project must be limited in time;

resources- the project should have a clear description of the needs;

evaluation of quality and results- The scale for evaluating the effectiveness of the project is determined in accordance with your goals, but the results you are striving for must be clear, amenable to analysis and comprehension.

Projects are simple and complex, short-term and long-term, with a limited and solid budget, risky and well-managed risks, with different results. In any case, the project is aimed at solving a specific problem. The project must be systematic, logical and adequate, that is, each section must correspond to all the others (tasks must correspond to the goal, the mechanism must correspond to the goals and objectives, the budget must correspond to the goals, objectives and mechanism, etc.).

How to write and submit a project? Steps from "A" to "Z"

Step #1: Decide on an idea, analyze the problem.

What would you like to change?

What and in what way (in the most general sense) would you like to achieve?

What problem do you want to solve?

We wrote down the answer → we moved on to defining the scope of project activities, defining the problem on which you will work.
We analyzed the problem → determined what you want to change → a project idea arose → moving on to detailing and describing the project.

Step #2: Write the goal of the project.

Target - general description expected results and expectations, highest point achievements that the organization aspires to in the course of the project. A goal is a course of action to achieve a desired result.

The goal should be formulated in such a way that its achievement completely solves the problem that has arisen. The goal statement should be based on the problem statement. It can be said that the goal is the problem in reverse.

Ask questions for the purpose of your project:

Is there an exact expression of what exactly should be the result of the project?

Will we be able to see and measure the results of the project as a whole and its individual parts?

Is the goal set realistic? Is it possible to achieve the stated goal, given the available resources?

What benefit or benefit will be obtained as a result of achieving the goal by the project team, other interested parties?

Step 3: Write the tasks of the project.

Project objectives- these are specific steps that need to be taken to change the existing situation for the better, these are steps to achieve the goal.

INimportant to remember! There can be several tasks, all tasks are steps towards achieving the goal, interconnected and related to the goal of the project.

Use verbs. For example, if you need to build a house, then the tasks will be: lay the foundation, build walls, build a roof, carry out communications, make interior decoration, etc.

Check. Tasks should completely "close" the solution to the problem (the goal).

Analyze. Tasks must be effective (as a result, changes after the project are made up of concrete results).

Step 4: Checking the goal and objectives according to the smart criterion.

We look at our goal and objectives, check them according to the SMART criterion, and correct them if necessary.

For example: Goal: "Construction of a house" - can be specified according to the SMART criterion as follows: "Construction and commissioning of a 2-storey, 6-apartment building for families of young specialists in the village of Vychegda by the second quarter of 2014."

Step number 5. From the tasks we build a logical chain of actions.

Determined the goal and objectives → Let's start planning: how it will all be.

From each task we build a logical chain of actions: how we will achieve the result. Sometimes it helps to draw the entire chain of actions and tasks in order to understand the logic of the project in each direction.

For example, if we are talking about building a house for families of young professionals, then our task blocks may be related to:

direct construction

agreements with state authorities

with work with the target audience - families of young professionals

work with the press on the PR of the project and the event as a whole.

This logical chain will help us to write the project schedule in its logical sequence.

Step number 6. We write an action plan, a work schedule.

The plan defines the order in which all work will be done: it describes what, who and when will do it in a logical sequence + makes it clear what resources are needed. When planning, you can use various forms, schedules, plans.

For example: Project Implementation Plan. Example #1

Project Implementation Plan. Example #2

Project Implementation Plan. Example #3

It will also be useful to make a network plan - a schedule.

Step number 7. Consider how much our project will cost.

Each stage of the project implementation requires a certain amount of money and resources:

how much money is required to implement the project? What will they be spent on?

From what sources is it expected to receive money? Grants, subsidies, sponsorships, other?

This section of the project should correlate very closely with other sections of the project, especially the delivery mechanism and the project schedule.

A possible cost estimate for the project:

The "budget" (estimate) should be itemized.

Basic expenses:

rent of premises and utility bills

travel and transport expenses

equipment

communications and communications

holding special events

publishing expenses

Consumables

and other direct costs that are directly related to your project.

"Other expenses"- this is an optional item that is included in the budget if there are expenses that are not reflected in other items. This article should be especially carefully argued.

"Salary"- includes directly the salary of the project staff and specialists involved for a period of time under the contract, as well as "Accruals of taxes on income" - 35.8% of the total wage fund for personnel and involved specialists.

It is necessary to pay special attention to the last three columns in the budget table: “funds available”, “funds requested”, “total”. The “Available Funds” column should indicate the funds that you, your organization, invest in the implementation of the project. For example: the involvement of volunteers as staff or involved specialists - must be reflected in the budget item “remuneration” in the column “available”, and the amount will correspond to the costs that the organization would incur if paid employees participated in the project instead of volunteers. specialists.

If the organization, you or sponsors provide any office equipment for the implementation of the project, then in the “available” column it is worth indicating its approximate cost, taking into account the service life.

In the “required” column, it remains to indicate the amount of funds that the organization lacks to implement the project.

Step number 8. We write the results.

When drawing up an action plan and calculating the budget, we may have an understanding that the results may be even greater than we planned. It is important that our results are consistent with the purpose of the project.

In the project, the results can be written in text, here we suggest you fill out a worksheet to determine the results:

quantitative result(what will be done?) - records the number of services provided, event participants, recipients of specific assistance, number of books published, etc.

Qualitative result(what will change?) - should reflect the positive changes that will occur as a result of events, services, etc.

Efficiency- whether the results obtained are commensurate with the efforts expended.

The criteria for assessing the effectiveness of the project are the results that demonstrate how well the developers understand what they are striving for and how they will achieve it.

Step number 9. we make a project.

A completed project usually contains the following sections:

Brief annotation of the project: briefly describe your idea (3-5 sentences), goals, results (no more than 1 sheet A4, 12-14 font)

Detailed description of the project:

The relevance of the problem, why exactly your project is important and needed.

Goals and objectives of the project.

Target group of the project: for whom your project is designed, for whom you are doing it.

Project implementation mechanism: stages, meaningful activities, activities, etc.

Calendar plan for the implementation of the project (remember about visibility, schedules are welcome).

Budget (estimate).

Specific expected results (quantitative and qualitative), criteria and methods for evaluating results, the effect of the project in the long term.

Possible further development of the project, if any.

applications (photo materials, diagrams, sketches, etc.)

The design of the text of the project is as important as its content. Use a large font (at least 12) and one and a half spacing. Highlight the main points, structure the text to make it easier to read, use headings and subheadings, bold and underline fonts, bulleted lists, etc.

If you need to make a presentation:

no more than 1-2 slides for each section;

the font should be as large as possible and readable even from afar, the title and text of the presentation slides should be printed in the same font, it is recommended to use a font size of at least 20 in the presentation;

when using a light background, the font should be black or a very dark shade of other colors (brown, blue); when using a dark background color, the font is white;

In history lessons, the use of the project method contributes to the conscious study and consolidation of new material among students. The learning process is based on the implementation of projects on one of the selected topics. The subject of design work is so diverse that it makes it possible to implement interdisciplinary connections. When studying topics on the history of Russia, the result of the project activity of students is a finished computer presentation, website, video. Presentations and projects of students can be used by the teacher in the classroom quite widely, as a result of independent research, as the formation of information competence, allow students to develop their creative abilities, thinking.

Individual project "The story of my name: Ivan" in grade 5

Supervisor:

Project completion time: 2 weeks.

Pedagogical goals of the project:

• the inclusion in the system of value relations of a teenager of relatives who passed away before his birth;
• a deep acquaintance of the fifth grader with the history of his family on specific materials;
• establishing a connection between the history of the family and the history of the Fatherland.

Practical goal of the project: study of the contribution of one of the student's ancestors to the history of Russia.

Project questions:

1. Why was I called by this name?
2. Why was this name the most popular in my family in different generations?
3. What events preceded this family tradition?
4. Which of my ancestors bore this name?
5. What major events in the history of our country took place during the lifetime of the chosen ancestor?
6. What part did he take in them?

Project outputs: creative written work “Family traditions of my family”, Windows Movie Maker 2 presentation program (grandmother's memories, parents' stories about an ancestor, selection of photos related to an ancestor, family heirlooms, city places).

Annotation and stages of work on the project. The family theme is very delicate and problematic. In the context of the widespread social ills of the Russian family, it does not always seem correct to puzzle the child with the study of his own family roots. Therefore, this and all others individual projects should be solely the result of the voluntary choice of the students themselves. Thus, at the first stage, the teacher invites students to get involved in this research project. Project questions are designated as a topic for conversation with parents, grandparents.

The first week is the stage of collecting information (oral story, photographs, documents from the family archive, relics). By the next lesson, the student must choose and justify which ancestor and why he chose to do the work, and what will be the specific form of the project output. The teacher should discuss with the students the forthcoming presentation at the presentation of the project, and note the strongest and most attractive aspects of the information collected, which should be reflected in the presentation.

The second week is the stage of preparation for the release of the project. The content of the project can be designed in genres of varying degrees of complexity. The simplest is an essay on a topic according to a plan, indicated by any events, 3-4 questions of the project, with illustrations in the form of photographs. More complex involves the creation of a chronology from the life of the family. After the second week, a presentation of the prepared projects is held.

Routing

Possible forms of presentation of the project: demonstration of a video with subsequent answers to questions (3-4 min.).

History of my name

My name is Ivan, I am 11 years old. When I was born, my parents had no doubts about what to call me. The name was given to me before I was born. In 1901, Yakov Sitnikov, my great-great-grandfather, was lucky in Tsaritsyn to see Father John of Kronstadt on the pier. Even during his lifetime, the Russian people revered the priest as a saint, and throughout the 20th century, his portraits and works were kept in Orthodox families. The diary of Father John, which is called “My Life in Christ”, transcribed by hand, became a reference book for my great-grandmother, Darya Yakovlevna Sitnikova. It was customary to name the eldest sons in honor of John of Kronstadt. In 1922, a son, Ivan, was born into the family of my great-grandfathers. In the summer of 1941, Ivan volunteered for the front. After completing the courses of lieutenants, he becomes the commander of a reconnaissance platoon. In 1943, he spent 10 months with partisans in Belarus. Ivan died in March 1945 near Koenigsberg. It so happened that the next person to bear the name Ivan was me. I would like to grow up worthy of such a name. My dream is to become a film director and make a film about the Ivans, after whom I am named.

Individual research project "The Holy Prince Alexander Nevsky - the patron saint of Volgograd" in the 9th grade

Supervisor: Ivakhnenko V.E., history teacher.

Project goals: find out why St. Alexander Nevsky is the patron saint of Volgograd.

Tasks: study the biography of the prince and find the relationship between the history of the city of Tsaritsyn Volgograd and St. Alexander Nevsky.

The significance of the project is revealed.

The source base of the work is the life of the holy noble Grand Duke Alexander Nevsky, publications of documents, periodicals. Books were used on the history of the Russian Orthodox Church, about the history of the construction of churches in Tsaritsyn, about their destruction in Stalingrad and the beginning of restoration in Volgograd, about individual clergy and Orthodox people of the city on the Volga.

The object of the study was the Alexander Nevsky Cathedral in Tsaritsyn and the restoration of the cathedral in modern Volgograd.

Time of work on the project: December-February 2006-2007 academic year.

Working hours: 3 months.

ZUN and general educational skills:

• allocate main idea;

Motivation for knowledge, work: personal interest of the student, self-realization.

Stage I: Introductory stage

Installation lesson; goals, objectives of project activities, approximate topics and genre of the future project.

Stage II: Search and execution stage. Collection and systematization of materials

Gathering and discussing information on the topic. After a joint discussion, a basic option is chosen. The teacher helps to make a plan of action. The project structure is drawn up:

Introduction.
Chapter 1. Biography of the Holy Right-Believing Grand Duke Alexander Nevsky.
Chapter 2. The image of Alexander in literature
2.1 St. Alexander Nevsky in Russian folk and artistic poetry.
2.2. St. Alexander Nevsky in the opinions and opinions of Russian historians.
Chapter 3. Alexander Nevsky Cathedral in Tsaritsyn
3.1. "To build a cathedral in Tsaritsyno."
3.2. Cathedral in Soviet times.
3.3. The second birth of the cathedral.
Chapter 4. Monument to Alexander Nevsky.
Conclusion.

Stage III: Results and conclusions.

Our research has shown that the theme of the scientific work "Holy Righteous Grand Duke Alexander Nevsky - the patron of Volgograd" is relevant for our time, for our city.

Stage IV: Presentation

The results of the work were presented for discussion in the form of a report and a multimedia presentation.

Stage V: Evaluation of results

The project participant answered questions and shared his opinions. The teacher evaluates the students' efforts, creativity, the quality of the use of sources, the quality of the report.

Abstracts of the project.

Interest in the personality of Alexander Nevsky increased when, on September 12, 2006, on the day of the city of Volgograd, the icon of the Holy Prince Alexander Nevsky was consecrated from the air. I think that many then learned for the first time that our city has a heavenly patron - the right-believing Prince Alexander Nevsky, who, while in the Horde, visited the Lower Volga region. The year 2007 marks the 765th anniversary of the battle on Lake Peipsi, in which Alexander Nevsky's talent as a commander was manifested.

Purpose: to find out why St. Alexander Nevsky is the patron saint of Volgograd.

Tasks: to study the biography of the prince and find the relationship between the history of the city of Tsaritsyn-Volgograd and St. Alexander Nevsky.

Relevance: during a sociological survey of schoolchildren, we managed to find out that the question: “Do they know why St. Is Alexander Nevsky the patron of Volgograd?”, 70% answered no, 10% found it difficult to answer, 20% yes.

There are figures of the Russian land who become the guardian angels of their people, happy events are attributed to their protection in case of getting rid of various disasters. The prince, with the help of diplomacy, protected her from the devastating raids of the Tatar-Mongol, defended Rus' from Western invaders.

In the 19th century, three Russian emperor bearing the name of the right-believing Prince Alexander Nevsky, during the years of their reign they confirmed the exclusivity of his veneration as a saint of the Russian land. In 1918, the consecration of the Cathedral of St. Blessed Prince Alexander Nevsky, who became the decoration of Tsaritsyn Alexander Square.

In Soviet times, the cathedral housed a car depot. The cathedral was blown up in 1932. A huge pile of broken bricks helped to eliminate the backwardness of Stalingrad in paving the streets.

In the battles for Stalingrad, the image of the holy prince helped to strengthen the fighting spirit of our soldiers. In the days of the Battle of Stalingrad, the military order of Alexander Nevsky was established. The first awarding of this order took place for a feat accomplished in the Don steppes.

A monument to the heavenly patron Alexander Nevsky has been opened in Volgograd, which will soon find its final place in front of the newly restored cathedral.

Our generation should not forget the name of the Grand Duke and do everything to perpetuate his name. In our city, any street is worthy to bear the name of the ancient Russian commander and statesman Alexander Nevsky.

List of used literature:

1. Biographical dictionary of missionaries of the Russian Orthodox Church. Author-compiler priest Sergiy Shirokov. M.: Publishing House "White City", 2004.
2. Begunov Yu.K. Monument of Russian literature of the XIII century. "A word about the destruction of the Russian land". M - L., 1965
3. Dmitriev L.A. The Tale of the Life of Alexander Nevsky \\ History of Russian Literature X1 - XVII centuries. M., 1985
4. Life of Alexander Nevsky. Preparation Text, translation and commentary. V. Okhotnikova \\ PLDR: XIII century. M., 1981.
5. Life of the Holy Blessed Grand Duke Alexander Nevsky \\ Lives and works of Russians: Lives and spiritual instructions of the great ascetics of Christian piety who shone in the Russian land. M., 1993.
6. Ilovaisky D.I. Russian history. Formation of Rus': Periods of Kiev and Vladimir. Prince Alexander Nevsky. M., 1996
7. Kirpichnikov A.N. Alexander Nevsky: between West and East \\ Questions of history. 1996, "11\12"
8. Klyuchevsky V.O. Ancient Russian Lives of Saints as a Historical Source. M., 1986
9. Soloviev S.M. Readings and stories on the history of Russia M., 1989. P.144
10. Khitrov M. holy faithful Grand Duke Alexander Yaroslavich Nevsky. Detailed biography with drawings, plans and maps. – M.: Panorama, 1991
11. Materikin A.V. Cathedral of Alexander Nevsky. Pages of the history of the first Tsaritsyno Cathedral. - V .: Publisher, 2004
12. Ivanov S.M., Suprun V.I. Orthodoxy on the Volgograd land: the temples of Tsaritsyn-Stalingrad-Volgograd. Volgograd 2003
13. "Trud-Volgograd" dated March 1, 2007
14. “Business Volga Region” No. 4 February 2007, “Volgogradskaya Pravda” dated February 20, 2007.
15. "Business Volga" №7, February 2007
16. "First newspaper" of February 2, 2007.

Group project "About Citizen Minin and Prince Pozharsky" in the 7th grade

Supervisor:

Project time: September-October 2006-2007 academic year

Working mode: 2 months.

– Study the topic “Time of Troubles”, required curriculum and educational standards. But this is the charm and difficulty of the subject of history, that any topic is an endless mosaic of events, situations, household items, faces, human aspirations and ambitions, which not only teaches, but also educates.
- For education, this topic is fertile. It instills love for the Motherland, pride in one's people, who have endured the heavy burden of war, teaches empathy and involvement with past events, and, perhaps, contributes to the emergence of the beginnings of a national idea.
- In the process of project activities, further development of students, their emotionality, memory, logical and critical thinking, speech, and other creative abilities is carried out. Thus, educational project activities should ensure the development of various competencies of students.

ZUN and general educational skills:

• proficiency in writing and oral speech;
• possession of certain knowledge of history, literature;
• ability to work with informational text, additional literature;
• highlight the main idea;
• search for the required information.

Personal interest of students, self-realization

The work on the project was divided into five stages:

Stage I: Introductory stage

Installation lesson; goals, objectives of project activities, approximate topics and genre of the future project. What do we celebrate on November 4th? National Unity Day. If we look through school textbooks, we will not find in them a detailed description of the events of this day.
Until now, the day of November 4 was celebrated by the Orthodox Church as the feast of the Kazan Icon of the Mother of God, to whose intercession the militia of Minin and Pozharsky owe the liberation of Moscow from the Poles in 1612.
In 2005, this day became a public holiday. To understand its essence, let us turn to historical sources.
The work tells about the victory over the invaders and about unity in the face of external danger.
A unique case in our history - not by order "from above", but by their own will, the militia of citizen Minin and Prince Pozharsky organized themselves.
The memory of the heroism and sincere patriotism of the Russian people is very important today.

Stage II: Search and execution stage

Conclusions are drawn and an answer is given to the question: "Why do we celebrate National Unity Day on November 4?". The students also found out that in the Kirovsky district of Volgograd in 1951 a street named after Dmitry Pozharsky appeared, and in 1960 a street named after Kuzma Minin.

Stage IV: Presentation

Stage V: Evaluation of results

The teacher evaluates the students' efforts, creativity, the quality of the use of sources, the quality of the report. In addition, the presentation can be used in Russian history lessons and in extracurricular activities.

Presentation scheme:

Used materials:

Literature: P. Polevoy "Illustrated stories from national history", "Astrel" AST 2000 (according to the edition of 1892)
Paintings:
Chodov V. "Minin's call to the people of Nizhny Novgorod"
Savinsky V. "Nizhny Novgorod ambassadors to Prince Dmitry Pozharsky. 1611"
Kivshenko A. "Appeal of Kozma Minin to the citizens of Nizhny Novgorod"
Scotty M. "Minin and Pozharsky"
Smolin A. "Minin and Pozharsky"
Lissner E. "The expulsion of the Polish interventionists from the Moscow Kremlin"
Music:
Ensemble "Ivan-tea" "Song-glory to the Russian Land"
Internet resources:
www.uznay-presidenta.ru

Theme of the project: "The feat of selfless love" in the 8th grade

Leaders: Ivakhnenko V.E., teacher of history, Babkina A.N., teacher of Russian language and literature.

Educational, educational and developmental goals: study the topic "The Decembrist Revolt

For education, this topic is fertile. It brings up a sense of duty, responsibility, teaches empathy and involvement with past events.

Educational project activity ensures the development of various competencies of students.

Project type: informational, educational.

Project time: about 2 months.

Working mode: lessons and extracurricular activities.

Project support:

Textbooks and teaching aids on the history of various authors, encyclopedias, reference books, monographs on the topic, Internet resources.

ZUNs required for work in the project:

The ability to work in the information field, using additional literature, the ability to comprehend, structure information, link it with previous knowledge, find its place in the outline of the lesson.

Motivation for activity: the educational project activity itself, interest in its results, the desire to realize oneself in a common cause, as well as interest in the material being studied.

Estimated increments: new, additional, previously unused information on this topic, obtained by the students themselves and applied by them in the lesson; ability to carry out educational project activities; personal competence of students.

Methodology of the educational project on history involves, in our opinion, the implementation of a number of stages of educational activity.

I. Introduction

To launch the project, teachers conducted history lessons on the topic “The Decembrist Revolt” and literature “N. Nekrasov “Russian Women” in order to immerse themselves in the topic and in project activities.

II. Problematization

III. Students setting their goals - problems

During the discussion, we came up with the idea to study the topic by doing a learning project.

IV. We tried to imagine, to plan what result we would get. It was suggested that the topic "The Decembrist Revolt" should turn out brighter, fuller, more interesting than in the textbook.

v. The mental, ideal result made it possible to outline steps - tasks for achieving the goal:

• it was necessary to determine what parts the project would be divided into;
• during the discussion, two of them were outlined: “Portrait gallery of the wives of the Decembrists”; what made these women go to Siberia (on the example of Ekaterina Ivanovna Trubetskoy).

IV. The main work on the project began - search and research activities: collection of materials, its comprehension, structuring, design. In the course of work, problems arose for the teacher. Consultations were required, the work went beyond the scope of the lessons.

v. Designed and product project activities - a multimedia presentation and the site "The feat of selfless love."

VI. And then took place presentation our educational project

Used materials:

Literature: N.A. Nekrasov "Russian Women"
portraits:
Trubetskoy E.I.;
Volkonskaya M.N.;
Davydova A.I.;
Ivasheva K.P.;
Muravieva A.G.;
Naryshkina E.P.;
Rozen A.V.;
Fonvizina N.D.;
Yushnevskaya M.K.
Music:
For the film "The Star of Captivating Happiness", music by Isaac Schwartz, lyrics by Bulat Okudzhava.
Internet resources:
http://ru.wikipedia.org/wiki
www.wild-mistress.ru/wm/wm.nsf/bydates/2008-05-01-970051.html

Individual project "The Symbolism of the Trinity by Andrey Rublev" in the 10th grade

Supervisor: Ivakhnenko V.E., history teacher, Babkina A.N. teacher of Russian language and literature.

Project time: one month.

Educational, educational and developmental goals:

study the topic "Russian culture of the XIV-XV centuries", required by the curriculum and educational standards;

to form an idea about the features of Russian culture of the period under study;

explore the concept of the "Trinity"

Tasks:

Define

• concept;
• plot;
• iconography;
• composition;
• color symbolism;
• descriptive symbolism.

In the process of project activities, further development of students, their emotionality, speech, and other creative abilities is carried out. Thus, educational project activities should ensure the development of various competencies of students.

ZUN and general educational skills:

• possession of certain knowledge of history, literature;
• ability to work with informational text, additional literature;
• highlight the main idea;
• skills in working with a personal computer, working in the Internet;
• search for the required information.

The work on the project was divided into five stages:

Stage I: Introductory stage.

Installation lesson; goals, objectives of project activities, approximate topics and genre of the future project. In the compositions of the Old Testament Trinity preceding Rublev, the chambers of Abraham, the oak of Mamre were depicted, a table was placed with several objects on it, the figures of Abraham and Sarah were included in the works, sometimes the scene of the slaughter of a calf. Attention was focused on Abraham's feasting.

Stage II: Search and execution stage.

Collection and systematization of materials.
Gathering and discussing information on the topic. After a joint discussion, a basic option is chosen. The teacher helps to make a plan of action. The structure of the project is being drawn up.

Stage III: Results and conclusions

In Rublev's Trinity, three golden-winged angels sit in complete silence around a table with a bowl. In fact, there is no plot in Rublev's icon. The house, rock, oak in the upper part of the composition only remotely remind not of the plot, but of the place of the appearance. A new content has been incorporated into the well-known iconographic scheme.
Circle– the main compositional theme of the Trinity. An invisible circle outlined the figures of angels. Everywhere there are repetitions of smooth round ones or their mirror reflections, the consistency of which produces an almost musical effect.
The compositional center of the icon - bowl. TO the movements of the hands are directed to it, manifesting the will of the persons of the Trinity. The middle angel points to the cup. It expresses the idea of ​​the atoning sacrifice of Christ.
Medium angel in a cherry chiton and a blue cloak. Both the symbolism of color and the sewn-on sign on clothes help to recognize average figure Christ. He points to the cup, bowing his head in agreement to his father. The majestic moment of the Eternal Council is captured.
God the Father (left angel) predetermines the cup of suffering.
Holy Spirit (right angel) affirms the immutability of the sacrifice. A single decision was made: to save a person at the cost of the sacrifice of Christ on the cross. “So the icon painter gradually introduces into the depths of the mystery of redemption, reveals to the world that divine love is sacrificial love.”

Stage IV: Presentation

The results of the work were presented for discussion in the form of a booklet and a multimedia presentation.

Stage V: Evaluation of results

The teacher evaluates the efforts of students, the quality of the use of sources, the quality of the report. In addition, the presentation can be used in the lessons of the history of Russia, the Fundamentals of Orthodox culture and in extracurricular activities.

Used materials:

• Children's encyclopedia "Art", publishing house Avanta
• Teaching history at school 1997 Publishing house "School-press"
• Art 1969 Publishing house "Enlightenment"

Age of students: Grade 11.

Project time: January-February 2004

Working mode: 16 study hours.

Material and technical and educational and methodological equipment: personal computer, scanner, monitor, school and district libraries.

ZUN and general educational skills:

• possession of written and oral speech;
• possession of certain knowledge in history, computer science;
• ability to work with informational text, additional literature;
• highlight the main idea;
• to search for the necessary information;
• use a variety of didactic techniques

Motivation for knowledge, work: personal interest of students, self-realization.

The knowledge that the result of the project is aimed at: knowledge of the history of Russia, the use of accumulated materials as a teaching aid for mastering modern information technology skills.

Skill development:

• independent work with historical sources, information technologies;
• independent decision making;
• communication in role-playing interaction, information exchange;
• mental activity in designing, planning activities, working with information sources, structuring information.

The project was divided into six stages:

Stage I: Preparation

Students are encouraged to prepare a student guide to help them study this topic. The methodological manual should introduce the causes and reason for the war, the course of hostilities, and sum up the results of the war. In conclusion, students are invited to submit the work in the form of an electronic resource for viewing. The theme and goals of the project are determined.

Stage II: Planning

After defining the tasks, students are divided into four groups:

• 1 group (2 people) are studying the causes of the Russo-Japanese War;
• 2 group (5 people) the course of hostilities on land and sea;
• Group 3 (2 people) summarize;
• Group 4 (2 people) connect all the "products" together.

During the analysis and discussion of the project, an action plan is developed, an analysis of the current situation is carried out. What already exists and what needs to be done? A bank of ideas and proposals is being created. Throughout the work, the teacher helps in setting goals, corrects the work.

Stage III: Research

Options for the implementation of the project are accompanied by drawings, diagrams, maps of hostilities. Gathering and discussing information on the topic. After a joint discussion, a basic option is chosen. The teacher helps to make a plan of action. The manufacturing technology of the project is being drawn up. The teacher corrects the sequence of technological operations in each group.

Stage IV: Results and conclusions

Students, having chosen the optimal manufacturing technologies, present presentations of works, analyze the collected information, form conclusions. All work is done under the supervision of a teacher.

Stage V: Presentation

In the history lesson, the work is presented to the students of the whole class. The result was a training program on the history of the Russo-Japanese War (1904-1905). It includes maps, battle schemes, illustrative and reference materials, video materials, tests on the topic.

Stage VI: Evaluation of results

Conclusion

The development of this project is the path to self-development of the individual. Through awareness of one's own needs, through self-realization in objective activity. In addition to working with a specific topic, a wide range of personal communication links with the guys in the group, with teachers is offered. Through the creative process, there is complete and deep satisfaction from what has been done. In the process of work, creative activity develops, the social position of the child is determined, and patriotic feelings are brought up.

Used materials:

Children's encyclopedia “History of Russia. XX century”, Avanta publishing house
Teaching history at school 1997 Publishing house "School-press"
http://en.wikipedia.org/wiki
rjw.narod.ru

The theme is project activity in history lessons in the context of the implementation of the Federal State Educational Standard

History teacher MBOU secondary school d. Stary Kalkash

Kutlushina Z.S.

The project method is a way of organizing students' independent activities to achieve a certain result.

The method of projects is focused on interest, on the creative self-realization of a developing personality

Educational project

This is a self-developed and manufactured product (material or intellectual) from an idea to its implementation, made under the supervision of a teacher.

Structure of the educational project

The project is "five" P "

The purpose of the research work:

1. Problem ( statement of the problem, the components of which require a solution)

2. Design ( activity planning)

3. Information search ( collection systematization of information)

4. Product (manufacturing, product design)

5. Presentation (selection of the form of presentation, as well as self-assessment and introspection)

6. The sixth "P" of the project - his Portfolio (all project working materials, plans, interim reports)

I.S. Sergeev.

• Preparation (formulation of the topic and goals of the project);
• Planning (definition of information sources, report forms, distribution of responsibilities in the group);
• Research (gathering information, solving intermediate tasks) ;
• Registration of results and conclusions;
• Presentation or report;
• Evaluation of results and process

1. Preparatory– planning work on the project (the stage of exchanging existing knowledge on the topic, interests) :

• Expressing wishes and possible ways to resolve the main issues;
• Discussion of emerging ideas;
• Enumeration of topics of interest to students of projects;
• Formulating a project topic for a class or group of students

2. Analytical ( stage of research work of students and independent acquisition of new knowledge ):

• clarification of the intended goal and objectives;
• Search and collection of information using specialized literature, mass media, the Internet
• Exchange of information with other persons (students, teacher, parents, etc.);
• Data interpretation;
• Comparison of the obtained data and selection of the most significant

• 3. The stage of generalization (the stage of structuring the information received and integrating the acquired knowledge, skills and abilities):
• Systematization of the received data;
• Building generalizations of the logical conclusion diagram to confirm the results (in the form of abstracts, videos, presentations, etc.)

• 4. Presentation of the results obtained (stage of analysis of research activities):
• Understanding the data obtained and ways to achieve the result;
• Discussion and organization of the presentation, the results of the work on the project (at the level of the school, district, etc.)

Project types

1 . Classification of projects by the number of participants:

• Individual
• Paired
• Group

Project types

2. Classification of projects by dominant activity:

• Research
• Informational
• Role-playing (reconstruction and modeling of situations, everyday life in the era of primitiveness, "thaw", "stagnation", etc.)
• Creative (develop a tourist route, a prototype model of a fortress)

Project types

3. Classification by duration

• Mini-projects can fit into one lesson
• Short-term projects require allocation of 4-6 lessons
• Medium-term projects are carried out as part of a project team or individually over several months
• Long-term projects can be completed within a year

The teacher takes on the duties of a tutor:

• Develops a project passport, a brief description, a calendar of work;
• Is a consultant at all stages of project activities;
• Presents samples of self-learning in the development of new material (together with the student "lives" his project)

• Helps the student to carry out independent research;
• “a person who asks questions” (organizes a discussion of ways to overcome the difficulties that have arisen, through indirect, leading questions);
• teacher - coordinator of the entire group process
• He is also an expert, as he gives a clear analysis of the results of the completed project.

• Grade 5 - project - drawing "Tools of labor of primitive man", information projects "Development of writing in Ancient Rome", role-playing game "Hunting of ancient people", a story on behalf of the farmer of Ancient Egypt

Project work on history

Unknown heroes of the Great Patriotic War 1941-1945. (on the example of my countrymen)

Completed by: 8th grade student

Kutlushina Yazgul

Head: history teacher

Kutlushina Z.S.

Project work on history

Fighter of the "invisible front"

Performed:

5th grade student Khaibullina Ilnara

Supervisor:

history teacher Kutlushina Z.S. .

Project work on history

Seven Wonders of the World

Done by a 6th grade student

Alieva Albina

Head Kutlushina Z.S.

Creative project on the history of "Fashionable Europe (XVI-XVIII centuries)"

Completed by: 7th grade students

Galimova A., Khaibullina I., Denisova Yu.

Accepted: history teacher Kutlushina Z.S.

Municipal budgetary educational institution

secondary school of the village of Stary Kalkash named after Araslangulov B.K. municipal district Sterlibashevsky district R.B.

Completed by: 7th grade student Elina Galimova.

Head: history teacher Kutlushina Z.S.