Project Activities of Primary School Teachers: Theoretical Aspects

Метою статті є розкриття деяких аспектів проєктної діяльності вчителя початкової школи, сутнісних ознак методу проєктів, проєктної технології. У статті використано методи дослідження: теоретичні (аналіз довідкових видань, науково-педагогічної літератури); інтерпретаційно-аналітичний метод, узагальнення. У контексті пошуку нових засобів і методів формування творчої особистості, її життєво важливих компетентностей актуалізовано проєктну діяльність як одну з найпродуктивніших складових освітнього процесу, що створює умови для творчого саморозвитку й самореалізації учнів. Проаналізовано різні підходи щодо дефініцій «проєкт», «навчальний проєкт», «метод проєктів», «проєктна технологія», сутнісні ознаки яких поглиблюють розуміння поняття «проєктна діяльність».The purpose of this article is to reveal some aspects of the project activity of the primary school teachers, essential features of project method, project technology. The article used research methods: theoretical (analysis of reference books, academic literature); interpretation-analytical method, synthesis. In the context of finding new means and methods of creative personality formation, its vital competencies updated project activity as one of the components of the educational process, which creates conditions for creative self-development and self-realization of students. There were analyzed different approaches regarding the definitions of “project”, “training project”, “project method”, “project technology”, the essential characteristics which enhance the understanding of the concept of “project activities”. It is noted that dominant idea that constitutes the semantic core of the concept of “project”, is a “pragmatic focus on the result achieved under the solution of this or that practically or theoretically significant problem”. There are selected characteristic features of the method of projects: there is a significant problem for students; first of all – children’s interests; the dominance of the principle of independence in students activities; using various forms of school activity: individual, steam room, group; communication theory and practice; communication with real life; maximizing cognitive students’ activity; development of creative students’ skills, critical thinking skills to search for information; using a variety of methods and means of training; implementation of interdisciplinary connections; integration of knowledge from various branches of science and art; training students which become subjects of the study; including elements of student-centered learning, pedagogy of cooperation, activity-based approach to teaching. There were identified resent attitudes of scientists regarding interpretation of the notion “project method”, the lack of a unified and distinct paradigm of its use, that context is understood as a method, technology of teaching, type of training and activities, the availability of scientific texts, alongside the traditional use of the term “project method” in relation to a new concept of “project technology”. It defines the essence of project technology and project activities and prospects for the further research