Використання технології проектів у професійній підготовці майбутніх учителів фізичної культури

Abstract

У статті аналізуються особливості використання технології проектів її позитивний ефект та можливі недоліки. З’ясовано, що технологія проектів набула поширення і популярності завдяки раціональному поєднанню теоретичних знань та можливостей їх практичного застосування для розв’язування проблем у спільній освітній діяльності студентів. Розглянуто п’ятьох різних типів технології проектів у професійній підготовці майбутніх учителів фізичної культури, зокрема: дослідницький, пошуковий, творчий, прогностичний та аналітичний проекти.

The article deals with the peculiarities of the project technology use, its positive effect and drawbacks. It has been found that project technology became popular and widespread due to the rational combination of the theoretical knowledge and their practical application for the problem solution in common educational activity of students. It has been defined that the forms of conducting classes on project technology may vary, but have to contain three components that include cognitive-mental and search-creative activity: a clear mechanism for determining functional and role interests of the class members; algorithm of project development proposed by students; mechanism of expert evaluation or game testing of a project. Five different types of project technology in the professional training of future physical education teachers are analyzed: research, search, creative, prognostic and analytical. The positive effect of various project technology implementation was analyzed: it forms skills of joint activity, teaches cooperation, develops the aim of competence; develops the sense of not only collective but also individual responsibility; project work helps students to develop an analytical, prognostic, research and creative potential; during the process of projects defense presentation skills and abilities develop as well, together with communicative and interactive competence. The drawbacks of the project technology are also identified: members do not find consensus or have different views on project development; prefer individual responsibility to collective one, trigger special attention to theirown project; project work requires a lot of time and groups do not always adhere to time limits, which lowers motivation and leads to disappointment; presentation does not always allow to prove the pluses of the project due to the underdeveloped communicative culture and weak presentation skills, thus, the members of a lesson may be frustrated with the final result.