THE ORGANIZATION OF THE PROJECT ACTIVITIES OF UNIVERSITY STUDENTS: THE RESULTS OF THE SCIENTIFIC RESEARCH AND DEVELOPMENT PROSPECTS

Abstract

The article is devoted to the vital topic of training project activities of students. This activity is especially significant as it focuses on improving the quality of forming general and professional competences and their implementation in practice. Project activity as a kind of professional pedagogical activity has been forming for a sufficiently long period. In this article, the authors present the experience of the project activities in the framework of the development of basic educational program 38.03.02. Management. Materials and methods: The theoretical basis of the study, goal and objective of the study helped to identify the research methods that provided the major assistance in the research of project activities. These are the methods of system analysis, statistical methods (normative, comparative, method of tracking changes), survey (questionnaire). The results of the study: The organization of the experimental work was aimed at obtaining statistical data on readiness of students of 1-3 courses to fulfill two categories of projects, components of which are research, analytical, operational, communicative and reflexive activity. Analysis of the system of the project activity showed that all the components contribute to the development of general and professional competencies. The students ' readiness to the project activity was higher in each course with the acquisition of new knowledge, skills, experience in project activities. Discussion and conclusions : The Results of experimental work helped to trace the dynamics of the awareness by the students of the importance and the need for training project activities at the University for the development of creative thinking and self-regulation to adapt quickly in the organization. Data analysis of the research outlined the conditions which help to increase efficiency of the project activity, and identified the activity of the teacher as a consistent focus on the students’ obtaining skills of independent project work.