Keyword: «project-based activity»

New educational standards implementation prioritizes the projective orientation of training in school education. Therefore, consideration of educational activity only as the process of obtaining ready knowledge should be abandoned. Thus, the relevance of the studied problem is substantiated by the need to develop methodical works connected with the introduction of inter-subject projects into mathematics teachers’ pedagogical activity as mathematics has a wide application field in various sciences, though, in classes, it is left behind due to time limits and insufficient mathematical apparatus school students possess. All the above mentioned specifies the goal of the paper: to define opportunities of project-based activity application in integration of mathematical and natural-science disciplines in math classes grades 5-9. The paper proves the necessity to apply project-based technology in the form of inter-subject projects in mathematics. The author provides examples of this technology using in classes that give an idea of active projecting elements using methods. Practical application of this system compensates the lack of meta-subject technologies tools in pedagogical activity as it demands the ability to work in team, communicative skills, tolerance, self-organization, abilities to set goals independently, to achieve them and to analyze obtained results. In addition, the author of the article emphasizes that the project method allows to diversify the learning process significantly, to include a creative component in it, and thus to stimulate the growth of motivation for deeper study not only of mathematics but also of disciplines integrated with it, and to carry out vocational guidance work. The material can be interesting to practicing mathematics teachers who work within the framework of the system-activity approach, teachers of other subjects interested in project activities of an intersubjective orientation, as well as to students of pedagogical specialties.

The relevance of this study is due to the public demand for cooperation between universities and businesses, which leads to significant changes in the higher education system in the light of recent geopolitical, social and economic conditions. However, at the same time, it is necessary to preserve the continuity of the key elements of higher education, which are assessed by the academic community as paramount in the formation of a sustainable interest of students. The aim of this study is to explore the potential of effective use of micro-credentials (micro-qualifications) in the system of traditional higher education. In this regard, the task list includes: description of possible ways of cooperation between universities and business; study of micro-credentials as one of the promising points of contact between university and business; identification of the main prerequisites that affect the existing paradigm of higher education. In the course of our research, theoretical methods were used (comparative analysis, literature analysis, causal analysis, forecasting), as well as empirical methods (questionnaires, data processing) on the basis of the Volga State Transport University and Samara State Technical University. The signs identified in the course of the study indicate the ongoing gradual evolution of vocational training. Namely, this is reflected in the portfolio of students, in the configuration of the higher education system and in pedagogical methodologies. In this regard, adaptability and personalization of education is realized through micro-credentials, which are implemented taking into account the unique needs and preferences of students, which allows them to accumulate experience in several areas of training and develop a more flexible combination of competences based on the needs of the labor market. Such an activity-oriented approach makes it possible to strategically select micro-credentials that complement each other. The theoretical significance of the research lies in the deepening of knowledge on the problem of finding common ground between the traditional teaching system in universities and the actualization of innovations that define the conceptual transformations of higher education. The practical significance of the research lies in the field of using the obtained data in the working programs of universities, as one of their main components of the educational program, which determines the general structure of the discipline, adapting them to the real needs of business. The scientific novelty of the study lies in the fact that the results obtained allow us to conclude that it is possible to expand the format of teaching in universities by introducing micro-credentials, while maintaining the necessary academicism and fundamentality.

The relevance of methodological support of project-based activities in the system of continuous agrotechnological education “school-university” is due to the high educational potential of this direction, which contributes to the effective development of students and strengthening of ties between educational organizations of different levels. Project-based activity acts as an instrument for the development of professional competences, creative thinking and interdisciplinary approach, which is especially important in the context of today's challenges. The aim of the study is to develop pedagogical conditions for methodological support of project-based activity on the example of the network project office of the Vyatka State Agrotechnological University and the Secondary School No. 7 in Slobodskoy. To achieve the goal, we used general scientific methods of research, including the analysis of scientific and pedagogical literature, generalization and synthesis of theoretical data, as well as questionnaire survey of teachers in Vyatka State Agrotechnological University and Secondary School No. 7 in Slobodskoy to identify the key problems of project activity organization. As a result of the study, the theoretical foundations of methodological support were established, the key problems arising among the participants of the network project office were identified, such as insufficient coordination of actions between the participants, limited resources and methodological base, as well as difficulties in the formation of students' motivation. In addition, a list of pedagogical conditions was defined necessary for successful support of project-based activities, creation of the network project office structure, formation of a team of specialists, organization of productive interaction of all participants of the educational process, support of the motivation system and development of students' professional orientation. Theoretical significance of the research consists in deepening the understanding of the problem of methodological support of project-based activity, as well as in the development of a scientifically grounded model of network interaction between school and university. Practical significance lies in the possibility of using the obtained results to improve the practice of organizing project-based activities in the conditions of network cooperation. The developed recommendations can be used by educational institutions to improve the effectiveness of project-based work, increase the motivation of participants and ensure continuity between educational levels. The proposed approaches can strengthen partnership relations between schools and universities, which creates conditions for the training of highly qualified specialists in agrotechnological industry.