POSITION

About the student's individual final project according to the Federal State Educational Standard

General provisions

Goals of the final individual project

2.1. Demonstrate to graduates the ability and willingness to master systematic knowledge, their independent implementation, transfer and integration.

2.2. To identify the student's ability to cooperate and communicate.

2.3. To form the graduate's ability to solve personally and socially significant problems and translate the solutions found into practice.

2.4. Assess the graduate's ability and willingness to use ICT for learning and development purposes.

2.5. To determine the level of formation of the graduate's ability of self-organization, self-regulation and reflection.

3. Requirements for the preparation of the final individual project

3.1. A plan, a project preparation program for each student is developed by an educational institution.

3.2. The project leader can be as a teacher of this educational institution, and an employee of another organization or other educational institution, including a higher one.

3.3. Students themselves choose both the topic and the project leader.

3.4. The theme of the project must be approved by the educational and methodological association of the school of the corresponding direction.

3.5. The plan for the implementation of the final individual project is developed by the student together with the project leader. The student is guided by the deadlines and recommendations determined jointly with the supervisor. The student has the right to start work on the project starting from the 5th. 6th, etc. class.

3.6. Deadlines for project defense are set at the beginning of the academic year.

Requirements for the content and direction of the project

4.1. Projects created at the school should be devoted to one of the urgent problems of the scientific, cultural, political, legal, social life of the modern world community.

4.2. A project may consider one aspect of a chosen problem, thereby being open, giving other creative teams the opportunity to continue exploring new aspects of this problem.

4.3. Project work includes not only the collection, systematization and generalization of information on the problem raised, but also represents an independent study that demonstrates the author's vision of the problem, its original interpretation or solution.

4.4. The project should have a practical orientation, be in demand and be able to be applied in a particular area of ​​human activity.

4.5. Project assignments should be clearly formulated, goals, objectives and means clearly identified.

4.6. Possible types of work and forms of their presentation:

Table 1

6. Requirements for design work

6.1. The design work must be submitted in print and in electronic format(presentation, website, digital film, etc.).

– Definition of the purpose and objectives of the study.

– different kind reference device.

(students are required to comply with the rules and regulations of citation).

– An indication of all printed, drawn, graphic, photo, video, musical and electronic materials presented in the project.

– Division into sections or chapters, presented in a logical sequence to more clearly convey the information collected.

6.3. The composition of the materials that must be prepared upon completion of the project to protect it must include:

1) product submitted for defense project activities, presented in one of the forms described above;

2) a brief explanatory note to the project prepared by the student (no more than 10 sheets) indicating for all projects:

a) the original intent, purpose and purpose of the project,

b) a brief description of the progress of the project and the results obtained,

c) a list of sources used. For design projects, the explanatory note also includes a description of the features of design solutions, for social projects - a description of the effects / effect from the implementation of the project;

3) a brief review by the supervisor, containing a brief description of the work of the student during the implementation of the project, including:

a) initiative and independence,

b) responsibility (including the dynamics of attitude to the work performed),

c) performance discipline.

If there are appropriate grounds in the work performed, the review may also note the novelty of the approach and / or the solutions obtained, the relevance and practical significance of the results obtained.

For research projects it is obligatory to have a written report on the study (no more than 10 sheets) and an appendix, including tables, photographs, drawings, diagrams, questionnaires, etc. Mandatory structural parts of a written report are an introduction and a conclusion. The introduction substantiates the relevance of the research topic, defines the goal and objectives, adequate to the subject of study, research methods. At the end, the results are summarized research work, conclusions are drawn about the accuracy of the working hypothesis.

Written report for creative projects has its own specifics, its structure necessarily describes the author's intention, the stages of product creation, the technologies and materials used. Product creative activity(product, booklet, video clip, wall newspaper, etc.) must be presented at the defense.

Implementation Report social project should contain the following structural components: a description of the problem, goals and objectives of the project, alternative ways decisions, risks of project implementation; analytical description of available and missing resources for project implementation, estimates; the functions of the project participants are indicated in calendar plan, where the areas of personal participation and areas of responsibility of team members, points of intermediate monitoring are indicated. The planned project product at the end of the project is compared with the result obtained.

6.4. Before being submitted to the expert commission, the disk with the design work must be carefully checked in relation to the technical and demonstration parameters: the launch system, the pace of movement, the strength and purity of the sound. If necessary, the disk should be provided with an explanatory note listing the programs needed to run.

6.5. General requirement to all works is the need to comply with the rules and regulations of citation, references to various sources. In the case of borrowing the text of the work without indicating references to the source (plagiarism), the project is not allowed to be protected.

Project protection requirements

7.1. Protection is carried out:

1) at a school conference in March, which makes it possible to publicly present the results of work on projects and demonstrate the level of student mastery of individual elements of project activities

2) in the process of specially organized activities of the expert commission of MBOU secondary school No. 162 in April.

The report reflects the purpose and objectives of the project, the main stages of project activities, and the results obtained. Presentation as a presentation / presentation of the results of project work requires communication skills from students, the task that everyone has to solve is to present all the advantages of the project in the most profitable and reasonable way, taking into account the characteristics of the communication space and the audience.

7.2. Regardless of the type of the project, its defense takes place in public: after hearing the report (5–7 minutes), the audience and the jury (expert council) ask questions about the topic of the project. Compliance with the regulations indicates the formation of the regulatory skills of the student. Time protection should be planned in such a way that the student can demonstrate the finished project product or provide materials confirming its implementation.

7.3. A computer presentation is part of the project evaluation as one of the options for the visibility of protection, however, its creation and use should be dictated by the requirements of expediency and efficiency.

Annex 1

Sample Application

Director

MBOU School No. 162 of the city of Samara

Kochkurova E. Ya.

____________________________________­­­­­­­­­­­­­­

student (tsy) 8 "__" class.

STATEMENT

I ask you to allow the implementation of the final individual project (IIP) in the following direction: _________________________________________________

___________________________________________________________________________

IIP topic _________________________________________________________________

______________________________________________________________________________________________________________________________________________________

and fix as the curator of my IIP _____________________________________________________________ (full name of the curator).

"___" _________________ 20__ year ___________________

student's signature

“I am familiar with the statement, I agree with the chosen direction, the topic”

"___" ________________20__ year ___________________

parent's signature /

legal representatives

Annex 2

Memo for the student

"Explanatory note to the project"

An introduction that requires:

name project theme;

formulate the project problem that you solved when creating your project, show how it is interesting and important not only for you, but also for others;

tell what the goal of your project is, what you have achieved as a result of the work, justify that, having achieved the goal of the project, you have solved the problem of the project;

indicate which project you have made product, show the connection between the topic, problem, goal and product of your project;

give a detailed, detailed a project work plan indicating all the main stages and all smaller steps within each stage, the expected results of each stage, the timing of each stage.

In the introduction, it is necessary to highlight the words in bold type: topic, goal, problem, hypothesis (of all projects where it exists), project product, plan.

Main part.

In the main part, you should show what solution to the project problem you found and how you embodied it in the project product, provide a description of the progress of your work on the project, including justifying all the decisions you made and the ideas that you had, all the resources that you used in your project. work.

The materials from which you created the project product; people who helped you, including the guys who took part in your surveys, classroom hours, lessons, etc.; the information you used and where you got it are all resources for your project work.

In addition, in the main part, you can show your point of view on the problem of the project and justify it, referring to your own research, observations, experiments, surveys, analysis of the information you found, opinions of specialists.

Conclusion

In conclusion, you must:

Analyze all your efforts to achieve the goal of the project (what was the most difficult and easiest, what was the most interesting and memorable, what did you learn in the course of working on the project, how did your views change, etc.);

Assess the result of your project (what did or didn’t work out for you and why; did you manage to achieve what you planned when you started your project and why, how would you act to avoid mistakes if you started your work again) ;

Show the prospects for possible further work on the problem of your project (what advice would you give to someone who is interested in your work and who wants to continue developing it further, has your own interest in the problem of the project been exhausted).

List of used sources of information, where you will present:

List of used in printed sources in alphabetical order, indicating the imprint of books and articles;

Website addresses on the Internet with which you worked;

Films, museum exhibitions, etc., if they are sources of information on your project.

Annex 3

Sample Plan presentations at the defense of the project

Introduction

The theme of my project……………………………………………………………..……….

I chose this topic because…………………………………………….....……….

The purpose of my work is ………………………………………………………………………

The project product will be – ……………………………………………………..

This product will help achieve the goal of the project, as……………………

Plan of my work (indicate the execution time and list all intermediate stages):

ž Gathering information (what and how I searched for information)……………………………………

ž Manufacturing of the product (what and how was done)……………………………………….……..

ž Writing the written part of the project (as I did)……………………..…….

Main part

I started my work by…………………………………

Then I proceeded to………………………………………………………

I completed the work by……………………………………………

In the course of my work, I encountered the following problems……………………………..

To cope with the problems that have arisen, I …………………………

I deviated from the plan (indicate when the work schedule was violated)…………………

My work plan was disrupted because……………………………

In the course of work, I decided to change the project product, because……………

But still I managed to achieve the goal of the project, because…………………

Conclusion

Having finished my project, I can say that everything that was planned turned out, for example…………………………………………

This happened because……………………

If I started the work again, I would……………………………

Next year, maybe I will continue this work in order to…………

I think I have solved the problem of my project since………………

Working on the project showed me………………………

Appendix 4

Sample project score sheet.

Sample project score sheet:

________________________________________________________________

(Project name)

Performer: ___________________________________, student ___ ".." class

Project Manager: _________________________________,

Conclusion: _____________________________________________________

Date "___" _______________ 201 ...

Annex 5

Stages of work on the project.

Appendix 6

Approximate action plan for student project activities.

POSITION

about the student's individual final project according to the Federal State Educational Standard

General provisions

1.1. This provision is drawn up on the basis of the main educational program of the main general education(FGOS LLC) MBOU School No. 162.

1.2. An individual final project is the main object of evaluation of meta-subject results obtained by students in the course of mastering interdisciplinary curricula.

1.3. An individual final project is a project carried out by a student within one or more academic subjects.

The purpose of the project: "to demonstrate their achievements in the independent development of the content of selected areas of knowledge and activities, the ability to design and carry out expedient and productive activities (educational, cognitive, design, social, artistic and creative)"

1.4. The implementation of an individual final project is mandatory for each student of the 9th grade studying in the second generation of the Federal State Educational Standard.

1.5. Failure by a graduate (grade 9) of an individual final project to uniformly receive an unsatisfactory grade in any academic subject.

1.6. The defense of an individual final project is one of the mandatory components of the materials for the system of intra-school monitoring of educational achievements.

1.7. The results of the implementation of an individual project can be considered as additional grounds for enrolling a graduate of a basic general school in the chosen direction of specialized education in high school.

school project

• Life…a system of creativity. Each of our thoughts ... is a desire to create a new reality ...
• L. S. Vygotsky

• What is a school project?
• Project classification
• Project submission forms
• Stages of work on the project
• Criteria for evaluating a project (on the example of a research project)
• Project examples. Project "Who are we?"

• A form of problem learning,
• active independent activities of students aimed at creating new product. In the course of this activity, students develop new knowledge, skills, personality traits.

• By run time
• Short-term (lesson, several lessons)
• Medium-term (from a week to a month after school hours)
• Long term

• By subject area
• One subject
• Interdisciplinary

• According to the predominant activity of students
• Research (example: "Who are we?" or school as a mirror of demographic processes in Russia)
• Creative (example: newspaper "News of Moscow" for 2020)
• Role-playing, gaming (example: choosing the head of your council)
• Practice-oriented (example: compiling a guide to the sights of your area)

• Layout of a geographic feature
• Guide
• Presentation
• Visual material
• Map
• Excursion
• school museum

• school holiday
• School website
• Collection of minerals, rocks
• Newspaper, magazine
• video film
• Lesson for parallel class, junior class
• Practice report, etc.

• Organizational (formulation of the topic, goals, objectives, activity planning)
• Technological (collection and analysis of information, development and discussion of ideas, design of work)
• Final (presentation of the work, its analysis and evaluation)

• Goals (what increments should be
• from the participants of the project after its completion)
• Tasks (what exactly the project participants should accomplish)
• Project time
• Operating mode with reporting dates
• Financial support for the project

• Significance and relevance
• Correctness of methods
• Member activity
• Depth of penetration into the problem
• Evidence of conclusions
• Registration of results

• The best project is a socially significant project.
• The principle of local lore when choosing a topic is the leading one.

• active independent activity of students aimed at creating a new product. In the course of this activity, students develop new knowledge, skills, and personality traits.
• Attention! Often in the practice of the school the term "design- research activities". It can be interpreted in different ways, depending on the structure of the activity.

• purposeful activity of schoolchildren associated with the search for an answer to a question with a previously unknown solution and suggesting the presence of the main stages characteristic of research in the scientific field

• In the structure of activities, the shares of research and design are equivalent

• Design, which is the core of the activity, is preceded by research (for example: data collection, public opinion survey)

• 1 option

• Option 2

• 3 option

• The study, to which most of the time is devoted, ends with the project

• Abstract (from lat. refferre inform, report) summary any research in the form of a report or in writing
• (Dictionary of foreign words, AST-press, 1999)

• Educational essay - an independent work of the student to study, comprehend and generalize knowledge on a specific topic, problem

• Project of the 9th grade of school No. 763

• Formation of geographical culture of students, as well as key competencies:
• informational
• communicative
• and etc.

• Shaping the image of Russia
• Develop skills: plan the work of the group,
• distribute responsibilities,
• analyze your work
• correctly assess the work of comrades,
• collect, summarize and highlight the main
• conduct a survey, survey, interview, conduct a conversation, conduct a presentation,
• process information on a computer.

• Pedagogical tasks

• Find out why a census is conducted in the country. What features of the life of the population does it reveal? Why does the government need this information?
• How would the school benefit from information about students?

• Learning objectives

• Our school was the first to have a population census. We interviewed 750 students in grades 5-11. Most of the respondents treated the census takers attentively and seriously. The results of the census were very interesting. Some students answered the questions with humor, there were those who used profanity, which made it difficult to process the data. The purpose of our work was to determine the number of students in the school, their gender, nationality, place of birth, what they want to become, hobbies, eye and hair color, whether they smoke, etc. We asked students questions that were not included in the questionnaire, and based on their results have written articles such as "Modern School Lunch", "How to improve school?", "Who will cure us while we are in school?" etc.

• Place of birth and nationality
• Religion
• Our names
• Appearance
• Our dining room
• Clothes of a modern schoolboy

• Who do you want to become?

• Hobby

• Informals of our school

• Moscow-442
• St. Petersburg-1
• Vladikavkaz-2
• Dushanbe-2
• Mansurka-1
• Volgograd-1
• Novotroitsk-1
• Minsk-1
• Dresden-1
• Yerevan-2
• Penza-1
• Vanadzor-1
• Kamra-1
• Obninsk-1
• Ijevan-1
• Rostov-on-Don-2
• Tula-2
• Kyiv-3

• Zhytomyr-1
• Sochi-1
• Alma-Ata-1
• Desnogorsk-1
• Belozersk-1
• Chirchik-1
• Pushkino-1
• Efremov-1
• Potsdam-1
• Vanino-1
• Tbilisi-1
• Voronezh-1
• Lipetsk-1
• Murmansk-1
• Kirov-1
• Makhachkala-1
• Kaluga-1

• All students can be divided into two groups. The first includes those who eat in the dining room with pleasure. For example, Olga Georgievna's class is 6 B. They say that breakfasts and lunches are delicious. The food is healthy and nutritious. And Lyudmila Ivanovna considers school meals to be bad.
• Here is the opinion of the school chef Nadezhda Viktorovna: “School meals are good, although more fruits and vegetables could be given.”
• The second group includes children who do not like school meals or like only certain dishes. They say that hot dishes are not served hot at all. Porridge and mashed potatoes are simply impossible to peel off from the plate. Others find that the portions are very small.
• We have a lot of suggestions from school students about additions to the school menu: give buns, pizza, juice, fruits more often. There is also such a non-standard opinion: to sell products from Mc.Donalds, or to present school meals in the form of ready-made products, as in some schools "express meals", i.e. exclude cereals, pasta, ...
• P.S. There were children who, from the surprise that they were asked, lost the gift of speech, could not find the right words and switched to their native language: they used profanity, for example: “pi-i-i-i”; switched to youth slang (cool, cool, bullshit ...). They even offered to introduce alcoholic drinks into the menu (150 g each for courage before the test).

• Monday
• spring rolls;
• sparkling water;
• fruits.
• Tuesday
• cutlet;
• salad;
• fruits.
• Wednesday
• yogurt;
• puff;
• coffee with milk.

• Thursday
• pizza;
• fruits.
• Friday
• sandwich (with cheese, sausage);
• glazed curd;
• Saturday
• We go hungry because the cafeteria is closed.

• The question arose: why do students like or dislike going to school. It turned out that most of the guys like to go to school, because they can communicate with friends during breaks. Many people justify their positive attitude to studies by the fact that they want to become educated people. Some schoolchildren believe that it is fun, interesting and pleasant to spend school time here. But there are also those students who believe that you need to go to school to receive subsidies and good grades.
• Some children simply do not know how they feel about learning at school, while others change their attitude in the learning process. Students sometimes don't want to go to school. Some people don't like that classes start very early. They complain about boring lessons and being very tired at the end of the day. Some people are just tired of learning.
• In guys with early childhood you need to cultivate a craving for knowledge of the world around you, then interest in school will appear, absenteeism will disappear. Lessons should be held in a different form: in the form of disputes, KVN, competitions - and then it will be more interesting to study, the guys will be happy to go to school or gymnasium and try to get good grades.

INDIVIDUAL FINAL PROJECT

AS A MEANS OF GEF IMPLEMENTATION

PERFORMED

KLYUVITKINA LYUDMILA VLADIMIROVNA

Final individual project developed in accordance with the requirements :

• Federal state educational standard of basic general education
• Basic educational program of basic general education
• The program for the formation of universal educational activities

• section 1.3. The system for assessing the achievement of the planned results of mastering the basic educational program of basic general education p.108-114 is written:

Assessment of the achievement of meta-subject results can be carried out in the course of various procedures.

The main procedure for the final assessment of the achievement of metasubject results is defense of the final individual project .

The final individual project -

a learning project carried out by students within one

or several subjects

to demonstrate

your achievements.

• The implementation of the final individual project is mandatory for each student involved in the Federal State Educational Standard
• The defense of an individual final project is one of the mandatory components of the materials of the system of internal monitoring of educational achievements.

• An individual final project (IIP) must meet the following conditions:
• the presence of a socially or personally significant problem;
• the presence of a specific social addressee of the “customer” project;
• independent and individual nature of the work of students;
• the project is interdisciplinary, oversubject, i.e. not limited to one academic discipline.

Goals of the final individual project

• Demonstrate the ability of graduates and readiness to master systematic knowledge, their independent replenishment, transfer and integration.
• Reveal the ability of students to cooperate and communicate.
• To form the student's ability to solve personally and socially significant problems and translate the solutions found into practice.
• Assess the learner's ability and willingness to use ICT for learning and development purposes.
• To determine the level of formation of the student's ability for self-organization, self-regulation and reflection AI.

Tasks of the final individual project

• Learning to plan (the student must be able to clearly define the goal, describe the steps to achieve it, concentrate on achieving the goal throughout the work).
• Formation of skills for collecting and processing information, materials (to be able to choose the right information, use it correctly).
• Development of the ability to analyze, the formation of creativity and critical thinking.
• Formation and development of public speaking skills.
• Formation of a positive attitude towards activities (show initiative, complete work on time in accordance with the established plan)

• Meta-subject and inter-subject projects are welcome, the leaders of which can be several teachers.
• The work includes not only the collection, systematization and generalization of information on the problem raised, but is also an independent study that demonstrates the author's vision of the problem, its original interpretation or solution.
• The project must have a practical orientation, be in demand and be able to be applied in a particular area of ​​human activity.

The role of the teacher

• Select such types and products of project activities that would be adequate to the age of the project participants;
• Formulate the goals of the upcoming work so that they are accessible, understandable, and, no less important, interesting and meaningful to students;
• Help students find the right sources of information;
• Be a source of information yourself;
• Coordinate the entire process of student activities;
• Encourage students.

Project protection requirements

• Protection is carried out in the process of specially organized public protection of the IIP.

• The commission may include teachers, heads of the Ministry of Defense, the administration of the educational institution .

The more adults encourage independence

and the child's self-confidence

the higher the degree of self-realization of the personality in adolescence

and older age.

• The ability to independently acquire knowledge and solve a problem, which is manifested in the ability to pose a problem and choose adequate ways to solve it, including the search and processing of information, the formulation of conclusions and / or substantiation and implementation / testing decision, substantiation and creation of a model, forecast, model, layout, object, creative solution, etc. This criterion generally includes an assessment of the formation of cognitive learning activities.
• Formation of subject knowledge and methods of action, manifested in the ability to reveal the content of the work, competently and reasonably, in accordance with the problem / topic under consideration, use the available knowledge and methods of action.

General criteria for evaluating project work

• Formation of regulative actions, which is manifested in the ability to independently plan and manage one's cognitive activity in time, use resource opportunities to achieve goals, and choose constructive strategies in difficult situations.
• The formation of communicative actions, manifested in the ability to clearly state and formalize the work performed, present its results, and reasonably answer questions.

The mark for the completion of the final individual project is displayed in the column "Project and research activities" in the class journal and personal file.

In the certificate of basic general education, the mark for the final project is set in a free line.

The topic of the project and the results of its defense in the form of a certificate (certificate) must be placed in the student's portfolio

The only path leading to knowledge

– it is an activity.

Bernard Sh OU

A project is always a study, a search, a study of the unknown...

Learn a lot and

learn to do things you couldn't do before

A set of methodological materials for the development of an individual educational project at the level of basic general education

Explanatory note

I. Introduction.

A set of assessment materials for assessing the meta-subject planned results of mastering the main educational program of basic general education of the municipal budgetary educational institution "Secondary School No. 125 with in-depth study of mathematics" in the city of Snezhinsk, Chelyabinsk Region in the form of a final individual Russian Federation”(FZ No. 273), the Federal State Educational Standard of Basic General Education, the Model Basic Educational Program of Basic General Education, the Basic Educational Program of Basic General Education of MBOU Secondary School No. 125, the Development Program of MBOU Secondary School No. 125 until 2017 and the School Charter.

When developing the complex, instructive and methodological materials were used for regional monitoring of the assessment of the quality of general education and diagnostic materials developed as part of the implementation of the model of the educational system of the school, providing modern quality education on the basis of state - public administration implementation of the main educational programs of general education.

“Meta-subject planned results are inter-subject concepts mastered by students and universal learning activities (cognitive, regulatory, communicative), the ability to use them in educational, cognitive and social practice, independence of planning and implementation learning activities in organizing educational cooperation with the leader, teachers and peers, building an individual educational trajectory”1.

The achievement of meta-subject results by students is based on teaching general techniques, techniques, schemes, patterns of mental

works that lie above objects, but at the same time are reproduced when working with any subject material.

Project activities and the final individual project allow students, through the conscious and active appropriation of a new social experience"develop key competencies personality, strive for self-development and self-improvement.

Objective assessment of students' activities provides an opportunity for further development their creativity and intellectual potential.

II. The purpose of the complex.

The status of MBOU secondary school No. 125, the features of the educational system of the school, which provides the modern quality of education based on the mechanisms of state and public administration, determine target creation of the complex: development of measuring materials for the final assessment of the meta-subject planned results of mastering the main educational program of basic general education by students in the form of an individual educational project and methodological recommendations for subjects of public administration participating in the assessment process in accordance with the requirements of the Federal State Educational Standard.

III. The structure of the complex.

The set of assessment materials for assessing the meta-subject results of mastering the basic educational program of basic general education consists of the following sections:

Regulations on the project activities of students in the framework of the implementation of the main educational program of the main general

education of the municipal budget general educational

institutions "Secondary school No. 125

with in-depth study of mathematics”;

Evaluation map of the individual final project of the student at the level of basic general education;

Instructional materials for the student and a self-assessment map;

Methodical materials for the project manager;

Applications to the director's orders:

Control plan of the deputy director for academic work for the organization of project work of students in grade 9;

Consultation plan for public experts;

- a list of topics for individual final projects of students and a list of supervisors.

IV. Contents of the complex.

1. Position on the project activities of students in the framework of the implementation of the main educational program of the main general education of the municipal educational institution "Secondary school No. 125 with in-depth study of mathematics" determines all stages of work on individual final project, while training in the skills of project activities is carried out at all levels of general education. In accordance with the requirements of the Federal State Educational Standard of LLC and the main educational program of basic general education MBOU secondary school No. 125, the Regulation contains:

Requirements for the organization of work on an individual final project,

Requirements for the content and focus of individual final projects of students,

Requirements for the design of an individual final project,

Terms and stages of implementation of individual final projects,

Requirements for the defense of an individual final project,

Criteria for evaluating individual final projects.

The Regulations also present ways of presenting the intermediate results of students' project activities: speaking at a school scientific and practical conference, Litvinov's readings, at an open conference of young researchers of ZATO cities.

2. Evaluation map of the individual final project of the student at the level of basic general education

The main object of evaluation of meta-subject results is the formation of cognitive, regulatory and communicative universal educational actions among students. The main procedure for the final assessment is the defense of the individual final project by the students. The criteria for assessing the level of formation of meta-subject planned results of students, developed during the testing of regional monitoring of the quality of general education, have become the main criteria in assessing the individual final project at the basic and advanced levels. The mission of the school with in-depth study of mathematics, the tasks of the main educational program of basic general education, the results of internal monitoring of the quality of general education allow us to present the basic and advanced levels of formation of metasubject results. The assessment card defines the skills and abilities of project activities related to the criteria:

Ability to independently acquire knowledge and solve problems,

Formation of subject knowledge and methods of action,

Formation of regulatory actions,

Formation of communicative actions.

The assessment of the level of formation of meta-subject results at the basic and advanced levels is reflected in the number of points given during the defense of the project by the head of the individual final project and the expert commission. Of particular importance in this case is the development of personally significant skills and abilities of project activities acquired independently (without the help of a leader) in the process of working on a project, as well as an in-depth study of the problem and the practical orientation of the project.

3.Instructive materials for the student and self-assessment map

To work on an individual final project, students are offered the following instructional materials:

Plan form work on an individual final project: the plan is drawn up by the student independently or with the help of the supervisor after approval by the order of the director of the project topic and the appointment of the supervisor and helps to organize work on the project throughout the academic year. Project topics are posted on the school website and on information boards.

Public speaking is a test for a student, so the complex includes memo"How to Prepare a Public Speaking" and evaluation paper, which not only help the student prepare for the defense of the project, but also preliminarily assess their capabilities and make the necessary adjustments.

Requirements for the design of an individual project, a sample project passport and recommendations for computer presentation serve as informative materials and materials for monitoring the presentation of the final product of the project activity, they allow an objective assessment of the formation of the student's ICT competence.

Self-Esteem Map individual project and questionnaire“What was learned during the work on the project was developed in order to form the ability of students to objectively evaluate the product of their own work and timely correct the project. The evaluation criteria were chosen taking into account the student's experience of intermediate certification in the form of defending a project in a lesson. Self-esteem develops critical thinking, the ability to think independently, choose the right ways to solve a problem, and learn new ways of acting.

Questionnaire for students “What did you manage to learn during the work on the project?” allows the student to highlight those project skills and abilities that were obtained in the course of independent work on the project and see the prospect of their development.

Terminological dictionary serves as an assistant in writing and presenting an individual final project.

4. Methodological materials for the project manager :

observation map the progress of the individual final project, which was proposed during the testing of regional monitoring of the quality of general education;

Questionnaire - support- a form of pedagogical reflection, It is offered to the project manager in order to analyze their activities in the course of joint work with the student and is filled out after completion of the work;

Sample Plan individual consultations helps the leader to respond in time to questions that arise during the work on the project, and correct the material already developed by the student on their own;

Review Requirements for an educational project.

The opinion of the project manager, stated in the review, is of great importance for the student and must be taken into account by the experts.

5. Guidance materials and guidelines for public experts.

In the assessment of the meta-subject results of students in the form of an individual final project, public experts who are members of the commission and who are representatives of the public administration bodies of MBOU secondary school No. 125 take part. For them, developed and included in the complex:

guidelines, which include the necessary concepts and reveal the essence of the criteria for assessing the individual final projects of students, as well as the criteria for assessing the levels of formation of skills in project activities. According to guidelines consultations are held with public experts, experts study the Regulations on project activities and participate in the evaluation of projects during the school scientific and practical conference.

As information material for public experts, materials are offered that reveal the meaning of the concept of "skills and skills that are formed in the process of project activities."

6. Control plan Deputy Director for Academic Affairs for the organization of project activities of 9th grade students - part of internal monitoring and is included in the intra-school control plan. The purpose of control is to provide conditions for the successful development of an individual final project of the student and the provision of methodological assistance to the head of the educational project.

V. Conclusions and generalizations.

A set of assessment materials for assessing meta-subject planned results of mastering the basic educational program of basic general education in the form of an individual final project allows you to objectively evaluate different levels the degree of formation of project activity skills among students, as well as the ability to manage their activities, including adjusting and defining new tasks in accordance with a changing situation. The materials of the complex are analytical and educational in nature, because. in the process of assessing the meta-subject planned results of mastering the basic educational program of basic general education and in the process of working on an individual final project “learning itself takes place in the process of activity”.

Such a personal-activity approach to the development of assessment materials provides an opportunity for cooperation between students, managers, and project consultants. The complex provides participation in the evaluation procedures of all subjects of the state-public management of the school. The complex ensures the fulfillment of the requirements of the Federal State Educational Standard of General Education in terms of the system for assessing the meta-subject planned results of mastering the basic educational program of basic general education by students and can be applied in educational organizations of the region that have specialized classes, as well as with minor changes in secondary schools in the region, because the components of the complex as a whole are universal

Position

on the project activities of students in the framework of the implementation of the main educational program of basic general education of the municipal educational institution "Secondary school No. 125 with in-depth study of mathematics"

1. General Provisions

1.1. This Regulation has been developed on the basis of the Law "On Education in the Russian Federation" (No. 273-FZ), the Federal State Educational Standard for Basic General Education, the Exemplary Basic Educational Program for Basic General Education, the Basic Educational Program for Basic General Education, MBOU Secondary School No. 125 and Charter.

1.2. Project activities are understood as purposefully organized activities that bring together teachers, students, parents (legal representatives) and social partners.

1.3. Project work is an activity performed by students within the framework of one or more academic subjects (integrated project), contributes to improving the quality of education, allows you to use the acquired knowledge, master various forms and methods practical work.

1.4. The project activity of students is one of the methods of developmental (personality-oriented) learning, aimed at developing independent research skills (problem posing, collecting and processing information, conducting experiments, analyzing the results), helps develop creative abilities and logical thinking.

1.5. The inclusion of students in project activities is one of the ways to increase the motivation and effectiveness of educational activities at all levels of education, which ensures that students achieve the meta-subject planned results of mastering the main educational program of basic general education.

1.6. All pedagogical structures of the school and public administration bodies of MBOU secondary school No. 125 participate in the organization and provision of the project.

1.7.Project- this is a form of organizing joint activities of a student (students) and a leader (teacher, parents, social partners), aimed at achieving the goal and solving a problem that is significant for the student, designed in the form of a final product.

2. Purpose and objectives of project activities

2.1.Target project activities - creating conditions for cooperation, partnership of participants in the educational process, joint search for new complex knowledge, mastering the ability to use this knowledge when creating their own intellectual product that is in demand by the community; development of creative abilities, logical thinking and social maturation.

2.2.General Tasks:

to strengthen, improve and creatively develop the system of project activities that has developed in the school;

expand the areas of case study in project activities;

to strengthen the prestige of participation in project activities, to cultivate a conscious, responsible attitude to classes in the design and educational field;

expand the boundaries of the practical use of student design work;

involve social partners in project activities and strengthen various mutually beneficial contacts.

2.3.Learning objectives:

to teach planning their own activities;

to form the skill of collecting and processing information, materials, including on the Internet;

develop the ability to analyze (creativity and critical thinking);

to form and develop the ability to write a written report on independent work on an individual final project;

to form a positive attitude to work, an active life position;

to form a system of interdisciplinary integration and a holistic picture of the world.

2.4.Educational tasks:

to educate students' interest in understanding the world, in-depth study of disciplines, revealing the essence of processes and phenomena in all areas of activity;

motivate students to choose a profession, professional and social adaptation;

to form a single school scientific community with its own traditions.

3. The project as a form of final certification of students at the level of basic general education

3.1.Individual final project is an educational project carried out by a 9th grade student within one or more academic subjects in order to demonstrate their achievements in independently mastering the content and methods of selected areas of knowledge and / or activities and the ability to design and carry out expedient and productive activities (educational, cognitive, design , social, artistic and creative).

3.2. An individual final project must be feasible and correspond to the age, abilities and capabilities of the student.

3.3. The topic of the individual final project should be interesting for the student and coincide with the zone of his proximal development.

3.4. An individual final project may include one of the aspects of the chosen problem, thereby being open for its further study.

3.5. An individual final project should have a practical orientation and be in demand, be able to be applied in a particular area of ​​human activity.
3.6. An individual final project is the main object of evaluation of meta-subject results obtained by students in the course of mastering educational programs in academic subjects.
3.7. The implementation of an individual final project is mandatory for each student; failure to complete it is tantamount to receiving an unsatisfactory grade in any academic subject.

3.8. The results of the implementation of an individual final project can be considered as an additional basis for enrolling a 9th grade graduate in their chosen direction of profile education at the level of secondary general education.

4. Requirements for the organization of work on an individual final project

4.1. The general management of the project activities of students in MBOU secondary school No. 125 at the level of basic general education is carried out by the head of the natural and mathematical laboratory and the deputy director for educational work.

4.2. The leaders of the project activities of students are teachers who implement the Federal State Educational Standard of basic general education.

4.3. The leader, consultant of the individual final project of the student can be teaching staff, parents (legal representatives) of students, employees of other organizations according to the profile of the project (social partners).

4.4. The initiator in the selection of the project leader is the student.

4.5. The project manager is appointed by order of the director.

4.6. Project leaders:

Organize the work of the student on an individual final project,

Submit an application for project management of the student, a work plan for consideration by the methodological council of the school;

Seek advice from specialists at the request of students,

Conduct individual consultations with students experiencing difficulties at various stages of work,

Declare the participation of students in competitions at various levels,

4.7. Students independently choose the subject area in which work will be carried out on an individual final project.

4.8. Students, together with the leader, choose a topic, determine the result (product) of the work and its genre features, and plan activities.

4.9. An intermediate examination of the project is carried out by the committee of the methodological council through the analysis of the product of the project activity.

4.10. The deadlines for the defense of individual final projects are approved by the order of the director.

4.11. Public defense of individual final projects is carried out in accordance with the regulations for elective exams.

5. Requirements for the content and focus of individual final projects

5.1. An individual final project can be

monosubject - related to certain areas of knowledge;

meta-subject - related to a certain field of activity;

by dominant activity:

informational (search) is aimed at collecting information about an object, phenomenon, familiarizing project participants with it, its analysis and generalization of facts;

research - subordinate to the logic of a small study, has a structure that coincides with the study;

creative - offers the most free approach to the presentation of the result (performance, script, concert, show, action, etc.);

practice-oriented (applied) - aimed at social interests project participants or customer;

game (role-playing) - the participants in such projects assume certain roles, due to the nature and content of the project.

5.2. Submission of individual final projects can be carried out in the form:

computer presentation describing the product,

demonstration of a device, layout, structure (including LEGO), website or page,

script, excursion, poster reports, photo album, model, essay, collection creative works, video, map, piece of music, game, business game, business plan, etc.;

schemes, algorithms, tables, manuals (including on electronic media), a collection of exercises, workshops,

abstract, including the results of the experiment, experiments, decisions, etc.

6. Requirements for the execution of an individual final project.

6.1 The individual final project must contain:

product of project activity;

project passport with a volume of no more than 4 typewritten pages (A-4 format, Times New Roman font, size 14, spacing - 1, top and bottom margins - 2 cm, right - 3 cm, left - 1.5 cm, justified alignment, indent -1.25), which highlights:

title page showing:

Full name educational organization,

Year of its implementation;

an explanatory note stating:

Purpose and objectives of the project;

Short description the progress of its implementation and the results obtained;

List of literature and material and technical resources;

6.2. The individual final project also includes a brief review of the project leader (review).

6.3. Applications (graphs, diagrams, tables, etc.) are placed in a separate block.

6.4. All pages of the individual final project (except for the title page) are numbered.

6.6. Each section starts from a new page, the section heading is placed in the center of the page, the period after the heading is not put.

6.4. Printed material is duplicated on a disk. The cover of a folder - a case for a disk can have elements of a colorful advertising design and contain a brief annotation.

6.5. For participation in competitions of various levels, the supervisor of work organizes the execution of the relevant documentation provided for by the format of the competition.

7. Terms and stages of the implementation of the individual final project

7.1. The terms of preparation and defense of the individual final project are determined by the regulations and approved by the order of the director.

7.2. Project work schedule:

8. Summing up the results of work on an individual final project

8.1. To protect individual final projects during the state final certification of 9th grade students in MBOU secondary school No. 125, a special expert commission is being created.

8.2. The composition of the commission is determined by the state and public administration of the school (the pedagogical council, the Governing Council) and approved by the order of the director.

8.3. An individual final project can be presented at the annual school scientific and practical conference, open scientific and practical conferences of various levels.

8.5. If there are outstanding projects, the commission may prepare a special conclusion on the merits of the project with the student's presentation for the Constellation scholarship.

9. Requirements for the defense of an individual final project

9.1. The defense of an individual final project is one of the mandatory components of the materials of the system of intra-school monitoring of the educational achievements of students.

9.2. Students of grade 9 submit their project as an examination paper one week before the defense for review by the commission.

9.3. The project is defended within the time limits set for passing elective exams.

9.4. Students of grade 9 defend their project according to the schedule approved by the director.

9.5. Public defense of an individual final project is carried out orally with a mandatory demonstration of fragments of the project or presentation and should not exceed 10 minutes, the number of slides in the presentation should not exceed 16.

9.6. After the completion of the performance, the student must answer the questions of the commission (if any).

9.7. Public presentation of the individual final project of the student must contain:

substantiation of the chosen topic, evidence of its relevance,

goals and objectives of the project and the degree of their implementation,

a mandatory indication of the degree of independence of the work done,

description of the possibilities of using the product in practice in various fields of activity;

and also takes into account:

emotional impact on listeners

correctness of speech, artistry,

the ability to respond to questions, arguing your answer,

project design.

9.8. All demonstration materials for the defense of an individual final project must be pre-recorded on the computer used during the defense.

9.9. Students are given the opportunity, according to a special schedule, to test the technique and quality of the recording.

10. Criteria for evaluating individual final projects

10.1. The expert commission evaluates the level of formation of the meta-subject planned results of 9th grade students, demonstrated by them during the implementation of the individual final project based on the review of the presented product and the supervisor's review.

10.2. An individual final project is evaluated according to the following criteria:

the ability to independently acquire knowledge and solve problems, manifested in the ability to pose a problem and choose adequate ways to solve it, approbation of the decision made, justification and creation of a model, forecast, layout, object, creative solution;

the formation of subject knowledge and methods of action, manifested in the ability to reveal the content of the work, competently and reasonably, in accordance with the topic under consideration, use the available knowledge and methods of action;

the formation of regulatory actions, which is manifested in the ability to independently plan and manage one's cognitive activity in time, use resource opportunities to achieve goals, and choose constructive strategies in difficult situations;

the formation of communicative actions, manifested in the ability to clearly state and formalize the work performed, present its results, and reasonably answer questions.

10.3. When evaluating an individual final project, 2 levels of development of project activity skills are distinguished: basic and advanced, the main difference between which is the degree of independence of students in the course of project implementation.

10.4. The evaluation of the meta-subject planned results of the student during the defense of the individual final project takes place in accordance with the criteria for evaluating the individual final project by the project manager and members of the expert commission, which are displayed in the evaluation card.

10.5. The final score for each criterion and the final score for the project as a whole is determined by the number of points given by the project manager and members of the expert commission.

10.6. The decision that the individual final project was completed at an advanced level is made on the condition that:

such an assessment is set by the commission for each of the 3 criteria that characterize the formation of meta-subject results, and the formation of subject results can be fixed at a basic level;

none of the mandatory elements of the individual final project gives grounds for a different decision.

10.7. The decision that the individual final project is completed at the basic level is made on the condition that:

such an assessment is made by the commission for each criterion;

all elements of the project are demonstrated;

questions were answered.

10.8. Evaluation of the student's achievement of the meta-subject results of mastering the main educational program of basic general education in the form of an individual final project is recorded in the column "Project activity" or "Exam" in the class journal and the student's personal file. In a state document on the level of education - a certificate of basic general education - is put in a free line.

10.10. If there are outstanding projects, the commission may prepare a special conclusion on the merits of the project with the student's presentation for the Constellation scholarship.

11. Obligations and liability of the parties for violation of established norms

11.1. The leader of the individual final project of the student's work is obliged to:

Ensure constant monitoring of the progress and implementation of the individual final project,

Provide consulting support to the student;

Assist in the design and preparation for the defense of an individual final project;

Provide access to information and other resources available at the school.

11.2. In case of non-fulfillment by the head of his duties, he can be replaced by another head by the decision of the pedagogical council, with the consent of the student and his parents.

11.3. The student is obliged:

comply with the deadlines for the implementation of an individual final project;

comply with the requirements for the design of the project and its protection;

submit a written version of the defense of the project to the teacher or supervisor for verification 2 weeks before its defense.

11.4. In case of non-compliance with the requirements of this Regulation, the student is considered not to have achieved the meta-subject planned results of mastering the BEP LLC in accordance with the Procedure for conducting the state final certification for educational programs of basic general education.

12. The procedure for the entry into force of a local act

12.1. This Regulation is discussed and adopted by the Pedagogical Council and the Governing Council of MBOU Secondary School No. 125 and approved by the order of the director.

12.2. The regulation is published on the website of MBOU secondary school No. 125 and placed on the information stand within 3 days from the date of approval by order.

to a computer presentation of an individual project

(level of basic general education)

The computer presentation of the project work should not exceed 15 slides.

The title page of the presentation includes:

full name of the educational organization;

year of project development

The text of the slides should be informative and contain basic information on all sections of the project, arranged in the order in which each section is presented.

Slides should be titled.

The visibility of a slide can be provided with the help of animation, color effects, illustrations, graphs, diagrams, tables.

Computer presentations are conveniently created using Microsoft programs power point.

ATTENTION! Do not get carried away with excessive inclusion of color and animation effects, because. they divert the attention of listeners from the essence of the project.

2. Evaluation sheet of oral public speaking

FI ______________________________ class ___________

Exercise.

Carefully reread the text of the speech and evaluate it according to these criteria.

3. QUESTIONNAIRE

What did you manage to learn while working on the project?

In this questionnaire, mark with a + sign those answers to the question that you did after defending your individual final project on the exam yourself.

Plan your activities, allocate time.

Organize your workspace.

Finish everything to the end.

Obtain information and select the necessary for work.

Highlight the essential.

Get the project right.

Achieve your goals despite mistakes and disappointments.

Listen to different opinions.

Prove your point.

Create a presentation with various effects (animation, drawings, videos, interviews).

Other _______________________________________________

4. Sample plan

individual consultations in the course of work on an individual final project of a student of _________ class

__________________________________________________________

5. OBSERVATION MAP

following the progress of an individual project

(for project manager)

Organizational

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Project Protection

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Criteria for evaluating project activities

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Total score _________________

Increased level (86-100%) - 19 - 22 points

Basic level (63-86%) - 19-15 points

Low level (0-63%) - 0-14 points

Problems that arose during the implementation of the project when observing students:

________________________________________________________________________________________________________________________________________________________

6. REMINDER

for public expert

for evaluating the project work of the student

(level of basic general education, grades 5-9)

Dear member of the expert group! You evaluate an individual project of a student at the level of basic general education. We invite you to study the criteria for evaluating design work adopted in MBOU secondary school No. 125 and take into account very important aspects when scoring a project.

Administrative group