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Abstract
The article features project method in teaching Russian as a foreign language to students of Iranian universities. The research objective was to study the opinions of teaching staff (13 interviewees). The research was based on the project theory and personality-oriented approach. The survey showed that most teachers consider this method an indicator of professional skill and argue that project activities affect the motivation of teachers and students. Most of them implement project method in their work. However, they also point out the following problems: a lack of time and effort to create and apply pedagogical innovations, as well as a lack of material incentives and support from colleagues; problems associated with the transition from the role of a mentor to the role of a consultant; difficulties in applying research and creative methods. The results can be used to teach Russian to Iranian university students.
Highlights
Большинство педагогов иногда реализуют проектную деятельность в образовательной деятельности и отмечают некоторые трудности в связи с применением проектной деятельности, такие как недостаток времени и сил для создания и применения педагогических новшеств; переход педагога от роли наставника к роли консультанта, сотрудника; отсутствие материального стимулирования; отсутствие поддержки со стороны коллег; трудности применения исследовательских, поисковых, проблемных, творческих методов
The research objective was to study the opinions of teaching staff (13 interviewees)
The research was based on the project theory and personality-oriented approach
Summary
Воздействие проектной деятельности на мотивацию учащихся к обучению языку, по мнению иранских педагогов (можно было выбрать три ответа): Проектная деятельность с помощью умения работать в группе повышает мотивацию учащихся (61,5 %); Активизация познавательной деятельности учащихся влияет на их мотивацию (46, 2 %);
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