Keyword: «project-based learning»

The article presents the experience of management and conduction of the projects devoted to the career-guidance using the information and communication technologies and interdisciplinary connections within the framework of the program "Business education and entrepreneurship in secondary schools". The author concludes that to the greatest extent the project activity contributes to the formation of the creative personality of students, capable of self-reliant behavior and action, self-development, self-projection, to the free flow self-definition in profession and society. In turn, the usage of the Internet technology provides the great opportunity not only for students' diversification and socialization, but also for the rise of teachers' professional competence.

The article considers topical issues of correlation and application of information and communication and design technologies in extra-curricular activities in geography. Presents theoretical and methodological bases of a technique of use of information and communication technologies in line with the processes of Informatization and the greening of geographical education. In the result of the study, designed the author's methodical use of information and communication technologies in extra-curricular activities in geography.

The relevance of the project-based learning is due to the demand of society for the training of specialists - future teachers who would be ready to solve non-standard problems that are reflected in a practice-oriented activity. The purpose of this study is the theoretical justification of project-based learning at the university for the development of personal and professional qualities of future teachers. The methodological basis of the research are the ideas of developing education and the activity-oriented approach, general scientific methods of comparative analysis, synthesis and generalization. The theoretical significance of the article is as follows: the authors reveal the concept content of the project-based learning in the university as a purposeful, organized in a special way pedagogical process of creating a case situation of subjects interaction to make a product, the quantity and quality of which corresponds to the set goal; analyze the forms of project-based learning and the professional and personal qualities of future teachers developed in the course of it. The practical significance of the article lies in the fact that the conclusions and provisions contained in it reveal the ways of organizing project-based learning at the university for the development of personal and professional qualities of future teachers, and the considered stages of organizing a particular practice-oriented project "Organization of a competition for creating a design for the pedagogical faculty environment" clearly illustrate the presented theoretical provisions. The article specifies the content of the main stages of organizing project activities, the observance of which is necessary to achieve the practical goal set in the course of the project: the stage of formulating the problem, the stage of designing a solution to the problem, the stage of planning the project implementation, the stage of implementation and the final (reflexive) stage. The content of the stage of formulating the problem is considered in detail on the example of the practice-oriented project "Organization of a competition for creating a design for the pedagogical faculty environment". The research materials can be used both in educational and extracurricular work of a pedagogical university.

The present article focuses on the experience of implementing project activities in a correctional school. The author shows that the use of project activities in the Russian language and reading contributes o the development of cognitive interest in the subject and creative self-realization of students with disabilities.