Keyword: «project method»

This article reveals the concept of linguistic didactic potential and the method of projects. The authors have revealed that this method is very effective when used in foreign language lessons, which indicates a significant linguistic and didactic potential of project activities in modern foreign language education.

The article examines the project method as a way to develop technical creativity. The most important distinctive feature of the new generation of standards is their focus on educational outcomes, and they are considered on the basis of a systemic activity approach. The project provides for the creation of conditions for the development of technical and creative abilities of students: the experience of conducting classes is presented, ways of teaching children technical modeling that form the cognitive interest of students in extracurricular activities are determined, the use of modern pedagogical methods is described in detail. The main directions for improving the quality of technical abilities are the following: development of a system for early involvement of children in the world of technical creativity, development of a technical modeling program, logistics, involvement of students in research work. The above determines the relevance of this study: how to develop technical creativity in the conditions of additional education using the project method.

The relevance of the study in the work is due to: the growing role of the Chinese language as one of the tools for expanding professional knowledge and skills among specialists of non-linguistic profiles when communicating with colleagues from the People's Republic of China in connection with the rapid transformations of a political and socio-economic nature in the Russian Federation and the strengthening of working ties between employees of international companies of the two countries; the growing contradiction between the need for university teachers of foreign languages in the use of interactive educational technologies in teaching students of non-linguistic specialties to speak Chinese in order to develop all types of foreign-language speech in the course of communication and interaction with representatives of other linguistic cultures, on the one hand, and the lack of optimal experience in the use of interactive educational technologies in teaching Chinese to students of non-linguistic specialties in higher education, on the other hand, the rapid development of interactive educational technologies for teaching foreign languages in the modern world. The aim of the study is to summarize the practice of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The work was based on a competence approach, where the content of teaching the Chinese language was aimed at developing communicative competences and on an interactive approach, which consisted in increasing the motivation of students to learn Chinese through the introduction of new effective teaching methods. The theoretical significance of the study lies in highlighting modern conceptual provisions concerning the problems of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The practical significance of the study lies in the development of a special course "Business Foreign Language (Chinese)," which includes interactive techniques for teaching speaking Chinese, and can be used by university teachers of foreign language. The results of the work are as follows: the effectiveness of teaching non-linguistic students to speak Chinese depends on the teaching methods and the conditions in which they are most effectively implemented. The paper scientifically substantiates the importance of the use of interactive educational technologies in terms of teaching foreign-language professional communication to students of non-linguistic specialties, with the inclusion of appropriate methodological techniques that can be used in higher education, taking into account the profile orientation, as well as in advanced training courses for teachers of a foreign language (Chinese).

Tбhe article discusses the concept of reader's independence and the need for its formation among primary school age students. The authors reveal the essence of the project method, consider the basic requirements applied to the educational project. This article contains the practice of using the project method in literary reading lessons.