EDUCATIONAL AND RESEARCH ACTIVITIES IN THE CONTEXT OF THE FEDERAL STATE EDUCATIONAL STANDARD

Project activity in modern society is the engine of development civil initiatives. Government support for significant projects is provided through grant competitions, both for individuals and for non-profit organizations.  A modern young person should have a clear understanding of how to develop various types of projects that improve the quality of life. 

In recent years, the problem of organizing educational, research and project activities in accordance with the Federal State Educational Standard secondary general education has received significant development in the works of Russian scientists. The issues of design in education are considered in the research of V. N. Guzeev, V. I. Zagvyazinsky, E. S. Zair-Bek, G. L. Ilyin, A. P. Tryapitsina and others. Methodological developments on design in education are presented in the works of N. G. Alekseev, G. L. Ilyin, P. G. Shchedrovitsky and others [1]. They considered aspects such as project classifications, elements, feasibility, and effectiveness.

Educational research and project activities have some differences. For to understand them, it is necessary to consider how project and research activities are characterized. There are different definitions of the concept of "project activity" in research. The word "project" is of Latin origin: projectus, meaning "protruding, prominent. " This very concept contains an important meaning of project activity – to achieve a breakthrough in one area or another by creating something unique., setting a new direction, a vector of development [2]. The project activity is aimed at obtaining a specific planned result – a product with certain properties. The product is intended for specific use [3]. Researcher V. V. Kulishov identifies the following characteristics of project activity: orientation towards obtaining a specific result; preliminary fixation (description) of the result in the form of a sketch in varying degrees of detail and specification; relatively strict regulation of the deadline for achieving (presentation) the result; preliminary planning of actions to achieve the result; programming is planning over time with the specification of the results of individualactions (operations) that ensure the achievement of the overall result of the project; performing actions and their simultaneous monitoring and correction; obtaining the product of the project activity, its correlation with the initial design situation, analysis of a new situation [3].

Educational and research activities are understood by scientists as an activity It is associated with the solution of a creative, research task by students with a previously unknown solution and presupposes the presence of the main stages characteristic of research in the scientific field: problem statement, identification of contradictions between "essential" and "proper", argumentation of the relevance of the problem; nomination and formulation of a hypothesis, definition of the research plan; planning of experimental work and selection of necessary tools; search for a solution to the problem, conducting research with step-by-step control and correction of the results; presentation (presentation) of the research results,  design of the results of activity as the final product, formulation of new knowledge [4].  Project and educational research activities differ significantly from each other. They can complement each other and be the main activity of school scientific societies.

Modern scientific data indicate that the educational, research and project activities of students (the project method) are becoming integrated a component of the modern education system, reflected in the education standard [5].

FSES defines a special place for design and educational research technologies inthe formation of meta-subject results. The standard focuses on the formation of the graduate's personal characteristics (“portrait of a school graduate”), one of which is - “ready for cooperation, able to carry out educational, research, project and information and cognitive activities.” The analysis of pedagogical practice allows us to determine that many social projects of students have been successfully implemented across the entire territory of the Russia.

The “individual project” is implemented in the tenth and eleventh grades.  And in the course of studying all academic subjects, students gain experience in project activities as a special form of educational work that promotes the ability to work with information., to speak out, to prove one's point of view; to foster independence, responsibility, increase motivation and effectiveness of educational activities.

The purpose of my own research is to study the attitude of teachers and students towards the use of these types of activities. For this purpose, questionnaires were developed and 17 teachers and 11 students of grades 10-11 of Zaostrovskaya Secondary School were interviewed using the Google Forms web service. As a methodological basis for compiling. The questionnaire used the works of such authors as M. E. Ignatenko, Z. D. Belykh, K. A. Siserov, L. E. Spiridonova.

The questionnaire for teachers includes 8 different types of questions: open (to formulate the respondent's own opinion), closed (with a choice of one answer) and is aimed at identifying teachers' opinions on the place of project and educational research activities in the implementation of the FSES, attitudes towards the implementation of these activities at this level and allows teachers to understand the awareness of the provisions FSES.

An analysis of the survey data showed that for more than half of the surveyed teachers, project activities in the implementation of the Federal State Educational Standard are the most important an effective method for implementing a system-activity approach. 23.5% of respondents note that the organization of this type of activity is a tool for the formation of a management system, 17.6% of teachers put project activities as a tool for measuring personal subject and meta–subject results. Based on this, it can be concluded that teachers are aware of the impact of project and educational research activities on the effectiveness of the educational approach.

Own attitude to the implementation of educational, research and project activities. Respondents rate activities at the SOE level as positive (76.5%) and neutral (23.5%). Teachers believe that the organization of these types of activities in high school does not have negative consequences for the educational process, which indicates that respondents are positively inclined towards educational, research and project activities. Turning to the question of the frequency of using these types of activities in their subject, the same number of respondents note that they use such activities regularly or occasionally – 42.2%, and only 17.6% - rarely. None of them the teacher did not mention that he is not engaged in the implementation of educational, research and project activities. This makes it clear that teachers consider these types of activities to be productive and try to include them in the educational process. It is worth noting that teachers use project and educational research activities both on time and off time. Respondents' responses showed that teachers pay slightly more attention to these types of activities in the classroom (52%) than during extracurricular activities (48%). Respondents assess the level of proficiency in the project methodology as sufficient (47.1%), acceptable (41.2%), optimal (11.8%). From this, it can be concluded that teachers have the necessary knowledge and skills to implement project and educational research activities.

An important aspect from the point of view of pedagogical assessment of the organization of educational research and project activities are the difficulties that teachers identify. The most popular answers of the respondents were lack of time, search for an interesting topic, lack of educational equipment. 5 teachers noted that they did not observe any difficulties in creating conditions for the organization. A less popular response was the inactivity of the students. Based on this, it can be concluded that the organization of educational research and project activities involve the creation of certain conditions for their successful implementation. 

The difficulties in the organization and implementation of these types of activities, which directly affect their process, are highlighted. It should be noted that many students and some teachers do not attach importance to the role of the teacher as a guide in activities. It is the teacher who organizes the activity and creates the conditions for its successful implementation. The organization of educational research and project activities in accordance with the Federal State Educational Standard is a laborious process that requires special training from teachers and special attention from students. The prospects of the author's research lie in studying the specifics of the choice of project topics.