Natalya Jemchyeva

The relevance and significance of the study are determined by the trends in the development of Russian education. This innovative education is aimed at formation of a person who is ready to changes in social environment due to development of his or her creative abilities, formation of motivation for continuous education, effective communication and collaboration abilities. Change of educational paradigms means refusal from traditional understanding of education as a way to get a ready-made knowledge. Education is a property of a person, a means of his or her development and self realization. All components of the educational paradigms require hence changes in educational approaches, methods and practices, as well as technologies and aids. These changes resulted in the recognition that the student-centered and systemic activity-oriented approaches are the leading ones in the Russian education system, which was documented in the State Educational Standard. The project activities became important on all stages of school education as a factor affecting the development of students' universal learning activities. The social project management is one of the project activities areas and it is designed to create conditions for a person to improve his/her social competences through social activities. In this connection there arises a question, what are the conditions for successful application of social project management methods in modern middle school. The aim of the research is to understand and to give a precise definition of the term 'social project management technologies' in the context of the world and Russian experience, so as review of organizational and pedagogical conditions and their successful implementation in the middle school educational process. The present research followed a complex approach, including research studies and scholarly works concerning the topic, as well as questionnaire method which made it possible to determine practical basis to apply organizational and pedagogical conditions at educational institutions. The present article reveals general elements of the social project management technologies and their stages, as well as a number of organizational and pedagogical conditions for their successful application, presents the analysis of teachers' questionnaires aimed to study real conditions in educational institutions. The theoretical relevance of the research is in characteristics of the social project management methods with reference both to project method and to leading educational tendencies in Russia. The practical relevance of the research allows us to use the obtained results for improvement of organizational and pedagogical conditions in educational institutions.