Abstract
The article deals with the organization of the collective project activities at school. Leading projects, described in the article, fit into the program for the extracurricular work development. We emphasized the importance of social partnership, interaction with creative unions of the city, public associations, sports societies, etc. A new effective model of interaction between subjects of educational activity is proposed in the framework of the long-term socially-oriented projects implementation, containing educational, cultural and developmental potential. As an additional effect, we noted the development of leadership abilities of participants in educational relations.
Highlights
The study topic is relevant for the international educational community, since the growing trend of the human life autonomization carries the danger of disunity of the human community
Our understanding of an educational project is based on the needs and capabilities of a modern mainstream school, where, on the one hand, each student should be engaged in project activities, on the other hand, allocated human, material, financial resources for achieving this goal are extremely limited
In the Federal Law “On Education in the Russian Federation” the concept of “self-government” is replaced by the term “collectivity” (Federal portal “Russian education”). This approach activates the participation of the educational activity subjects in school management, since collectivity presupposes the coordination of most managerial decisions with the whole school staff, as well as the involvement of a wide range of participants in the development of these decisions and control over their implementation
Summary
The study topic is relevant for the international educational community, since the growing trend of the human life autonomization carries the danger of disunity of the human community. The project form of collective activity is aimed at uniting people. We mean a purposefully organized process of the child’s independent mastering of new knowledge, which results in a useful product. At the same time, almost any child’s activity can be given a project form. If during the preparation of the play the children studied the era, prepared the scenery, composed music and organized special effects, such a play becomes a project. In the conditions of a mainstream school and the limited resources, the organization of school-wide project activities, involving collective management, seems to us the most expedient. By project-collective management we mean collective activity in the management and implementation of school-wide projects with the involvement of all participants in the educational process and social partners of the school
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