Keyword: «project learning»

The relevance of the problem of university students’ sociocultural competence formation is determined by the currently growing demand for qualified specialists who are able to use and develop information meaningfully in relation to various sociocultural contexts. Project learning, which requires active interaction with information in the process of solving problems, is one of the most effective means of forming sociocultural competence. However, in order to shift the emphasis from the "consumption" of information to its comprehension and development, project learning should be supplemented by a mechanism of meaning-making. The purpose of the article is to describe the possibility of sociocultural competence formation through the activation of meaning-making on the basis of sociocultural tasks integrated into project learning, and to develop a typology and content of sociocultural tasks through hermeneutic, role-playing and problem research methods. The methodological basis of the study is the analysis of modern scientific-methodological and psychological-pedagogical works of foreign and Russian scientists. On the basis of psychological and pedagogical patterns of meaning-making, the authors of the article clarified the content of the concepts "sociocultural competence" and "sociocultural task", which helps to regulate the terminological system of modern pedagogy. The ideas about the ways of organizing project learning using the meaning-making mechanism and hermeneutic methods have been supplemented, due to which we have a high level of personal and meaning involvement of students, the activation of understanding processes, interpretation and meaningful use of information. The main principles of activating meaning-making in project learning are highlighted: subject orientation, integration, independence, individual involvement, personal orientation, dialogue and context involvement. The key result of the study is developed by the authors typology of sociocultural tasks as a meaning-making component of project learning. The typology of sociocultural tasks includes motivational, meaning-actualizing, communicative activity-oriented and reflexive tasks that are built into different types of projects and contribute to personally meaningful comprehension, development and use of information in different sociocultural contexts.

The article discusses the main methodological approaches to the organization of project education in higher education institutions. The author examines the influence of the design and technological model on the formation of the innovative environment of educational institutions in the concept of the formation of third generation universities.