Abstract
The article is devoted to the theoretical foundations of project technology of teaching and theways of its realization in vocational educational establishments. In particular,the author considers the content and goals of project activityof vocational school students, project types, methods of their implementation and evaluation and the role of the teacher in the organization of project activityin the process of vocational training.
Highlights
It is an obvious fact that the implementationof personal-centered teaching principles in the traditional approach to education, traditional forms, methods and learning tools is impossible today
Theoretical foundations of project learning in vocational educational establishments of Ukraine
Project technology as one of the innovative technologies of educational process today is increasingly used in the system of vocational educational establishments
Summary
It is an obvious fact that the implementationof personal-centered teaching principles in the traditional approach to education, traditional forms, methods and learning tools is impossible today. As the author has noted the purpose of project technology is the creation of conditions in which students acquire knowledge from various sourcesindependently and willingly;learn how to use them (knowledge) to meet new cognitive and practical tasks; improve communication abilities by working in different groups; develop research skills and analytical thinking. In the process of the design activity all the participants of educational process solve a number of different level didactic, industrial, educational and developmental tasks It promotes the development of students’ cognitive skills, the formationof their own abilities to construct their own knowledge, navigate in the information space etc. The head (coordinator) of the project or entrusted experts carry out continuous monitoring of project activities of students tactfully providing assistance in case of need
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