Keyword: «project technology»

The relevance of this research is caused by the fact that nowadays there are no common methods and criteria to estimate meta-subject skills of teenagers. There are lists of universal learning activities (ULA) for primary schools, some methods have been developed and approved, some results have been analyzed and systematized, but the same process in secondary schools has just been started. At the same time, we should remember that developing and estimating of meta-subject skills in secondary school must be organized according to other rules, taking into account some special psychological features of teenagers. The age of adolescence causes some peculiarities in the process of cognition, communication, coordination of activities, self-understanding as a person and looking for one’s own place in the world. Everything should be considered to assess teenagers’ universal learning activities. The main methods of the research are studying the information about meta-subject skills assessment, analyzing the results of all-Russia, regional and school tests on ULA formation, and possibilities of their use in writing ULA development program. In this article we analyze methods of teenagers’ ULA assessment, we determine different ways of assessing them, we describe some technologies of distant educational projects in detail, we discuss ULA classification and some criteria of assessing them. We review the results of other research done on different basic and regional innovative platforms of Kirov Region Institute of Education Development, these results demonstrate the level of teenagers’ universal learning activities formation. According to this analysis, the article shows the possibilities of distant educational projects technology use for the assessment of teenagers’ ULA formation level. It can be useful to work out some programs of ULA development in educational organizations. It also may be used for teachers’ further professional education.

A method of project as one of the methods of modern pedagogical technologies is offered to use at the lessons of foreign languages. This method is offered to use for studying of general and special terminology on the subject "The Study of Maths" by the students of pedagogical specialties training at the faculty of physics and mathematics. On the one hand, use of project technology in English classes allows the students to study the general and special terminology. On the other hand, in the course of material studying students master a project technology that will allow them to use it in their future pedagogical activity.

The article is devoted to the problem of the formation of foreign language communicative competence of secondary school students. Foreign and domestic researchers consider various pedagogical technologies in teaching foreign languages. The main types of modern technologies aimed at forming students’ foreign language competence are described, theoretical recommendations for using them in a foreign language classroom are given.

The article discusses approaches to the use of educational technologies such as problem learning, project technology, differentiated learning, quest technology and critical thinking technology. A list of resource support selected for a specific technology is presented. Methodological aspects of the introduction of modern educational technologies are formulated.