Foreign languages faculty

The structure of the work. The work consists of an introduction, two chapters, conclusion, bibliography.
In introduction part was given brief information of the theme of course work, was determined its aim and tasks, was shown theoretical and practical sides, was painted main ideas in course work, was given brief information in each chapter.
The first chapter consists of two parts; it includes historical and international development of project method and main types of project method.
The second chapter consists of two parts; it is devoted to the essence of project methods in teaching methods.
In part of conclusion was explicated the results of course work, and was given

CHAPTER I. GENERAL CONSIDERATIONS ABOUT PROJECT METHODOLOGY

1. 
   Historical development of project method
   

The project is one of the standard teaching methods. It is generally considered a means by which students can (a) develop independence and responsibility, and (b) practice social and democratic modes of behavior. The project method is a genuine product of the American progressive education movement. It was described in detail and definitively delimited for the first time by William Heard Kilpatrick in his essay, "The Project Method," which became known worldwide.
In the 1970s, it experienced a remarkable renaissance, especially in Northern and Central Europe. Many current movements of educational reform-the comprehensive school movement, the movement for community education, open curriculum, and practical learning-make reference to the project method as far as implementation of their programs is concerned. The same is true in the U.S. with numerous approaches to revamping education. Whenever constructivist concepts, inquiry-based learning, problem-solving, and design are discussed in vocational and industrial education as well as in other fields of American education, the "project" is considered to be one of the best and most appropriate methods of teaching. Despite a plethora of books and articles on the topic, some important points of concern exist. In particular, the conceptual distinction between the project and other teaching methods remains unclear. The situation in Germany is particularly confusing. For example, Pütt defines the project as a "methodical device," Stubenrauch as a "didactic conception," and Suin de Boutemard as a "contrafactic idea" with which the existing capitalist system can be overcome. Much of this confusion is attributed to the fact that the history of the project method has, to date, been covered superficially and contradictorily. Thus, for example, American historians regard the agricultural expert Rufus W. Stimson with his "home project plan" of 1908 as the first project pedagogue and precursor of Kilpatrick while German historians trace the origin of the project back to the university professors Charles R. Richards and John Dewey with their manual and industrial arts programs of 1900.
Recently, however, historical research has made great progress in answering the question of when and where the term "project"-"progetto" in Italian, "projet" in French, "projekt" in German, and "proekt" in Russian-was used in the past to denote an educational and learning device. According to recent studies, the "project" as a method of institutionalized instruction is not a child of the industrial and progressive education movement that arose in the United States at the end of the 19th century. Rather it grew out of the architectural and engineering education movement that began in Italy during the late 16th century. The long and distinguished history of the project method can be divided into five phases:

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  1590-1765: The beginnings of project work at architectural schools in Europe.
  
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  1765-1880: The project as a regular teaching method and its transplantation to America.
  
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  1880-1915: Work on projects in manual training and in general public schools.
  
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  1915-1965: Redefinition of the project method and its transplantation from America back to Europe.
  
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  1965-today: Rediscovery of the project idea and the third wave of its international dissemination.
  

The insight that learning through projects began three hundred years earlier than is typically assumed opens up new perspectives for its interpretation. Projects offer the ideal opportunity for pursuing questions of continuity and the spread of educational innovations. These questions are central to contemporary education reform as illustrated in the work of Cuban, Oelkers and others.