Keyword: «проектная деятельность»

The article discusses the structure of the «strong family» value, one of the traditional spiritual and moral values among students. The author analyzes the ideas of young people about the structure of this value and makes recommendations regarding the formation and strengthening of the value of a strong family. It is suggested that students' project activities may become one of the mechanisms of formation of spiritual and moral values.

The article examines the potential of project activity as a means of forming a geographical picture of the world for schoolchildren in grades 3-4. Using the example of studying the discipline «The world around us», the author analyzes the level of formation of geographical concepts among schoolchildren in grades 3-4, and also provides the opinions of primary school teachers and expert assessments of geography teachers about the possibilities of project activities to form a geographical picture of the world among younger schoolchildren.

The article considers the project approach as a means of forming professional self-determination of high school students in a dynamically changing labor market. The necessity of transition from traditional information forms of career guidance to active project activity is substantiated. The theoretical foundations of the project approach, its pedagogical functions and the possibilities of influencing the development of students' professional interests are revealed. The experience of implementing a career guidance project is presented and the results of its impact on the level of awareness of professional choice of schoolchildren are analyzed. Special attention is paid to the development of universal competencies of students in the process of project activity and the formation of readiness for professional self-determination in the context of digitalization of society.

the article discusses the theoretical and practical aspects of the organization of project activities for students with disabilities in the context of distance learning. The main groups of difficulties have been identified and organizational and pedagogical conditions have been identified to ensure the effectiveness of project work in an online environment. Special attention is paid to the transformation of the role of the teacher (tutor, facilitator) and the need to adapt the project stages to the individual characteristics of children with disabilities.