Experience in Project-Oriented Professional Activities in The Digital Educational Environment of a School

Elena Egorovna Dmitrieva,V.V. Ryabov,Vladimir Vladimirovich Churin,Mark Aleksandrovich Iskumenko,Grigory Nikolaevich Kovalev

doi:10.1051/shsconf/20207901003

Abstract

Today, education is being modified to meet the requirements of the digital environment. The educational function of the school is already being implemented using digital means. Therefore, it is possible to predict attempts to implement the upbringing function of the school in a digital environment. The purpose of the present research is to test professionally-oriented projects as a measure of pedagogical support for students’ professional choice in the context of the school’s digital educational environment. The methods to study professional interests included the use of the survey form proposed by G.V. Rezapkina and the questionnaire of N.S. Pryazhnikov. The method of creating professionally-oriented projects has become an instrumental method of pedagogical support for professional choice. The results of the study included examples of tasks that could be used to organize professionally-oriented projects in the context of the school’s digital educational environment. The experience of implementing these projects shows that the development of technologies for pedagogical support of professional choice employing the digital educational environment of the school is quite promising.

Highlights

The status and prospects of digitalization of education are one of the most discussed problems of today’s pedagogy
massive open online courses (MOOCs) that have proven themselves in the higher education system [2, 3] have not yet been transferred to the general education system, attempts have been made to create a theoretical model of MOOC for primary general education [4]
The need to transfer learning to a digital environment challenges the educational process participants to focus on the development of selfregulation, which is considered as the basis of all skills for the 21st-century students [5, 6]

Summary

Introduction

The status and prospects of digitalization of education are one of the most discussed problems of today’s pedagogy. MOOCs that have proven themselves in the higher education system [2, 3] have not yet been transferred to the general education system, attempts have been made to create a theoretical model of MOOC for primary general education [4]. This is due to several limitations of distance learning, which are noticeable for students, but insurmountable for schoolchildren due to age characteristics. The need to transfer learning to a digital environment challenges the educational process participants to focus on the development of selfregulation, which is considered as the basis of all skills for the 21st-century students [5, 6]

Objectives

Methods

Results

Conclusion