Individual Educational Project: New Opportunities for High
Quality Education
Matluba Akhmedova
1
1
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10444107
Keywords:
individual educational project, teaching the Russian language, individual work, language and speech,
efficiency.
Abstract:
The article discusses an individual educational project and its new opportunities in high-quality education. It
also analyzes its possibilities and problems of working on an individual educational project using the example
of the Russian language in non-linguistic universities.
INTRODUCTION
The study of the Russian language at a
university of the XXI century is not limited to class
activities and homework, but includes forms of
different organizational conditions, among which a
special place is occupied by an individual educational
project, which involves putting forward, proving or
refuting a hypothesis, conducting experiments, and
scientific description of the phenomena being studied.
in language and speech [5].
Conducting an individual educational project
requires the student to be able to use all the
possibilities of the educational environment, integrate
knowledge of different subjects, and act interactively
[1]. Working on an individual educational project can
motivate a student to seriously study the Russian
language. As a result, the young researcher discovers
in the material being studied what is not described in
textbooks: new, sometimes paradoxical linguistic
facts, patterns of the existence of language at different
stages of its historical development, trends in modern
speech practice, connections with the culture and
mentality of the nation.
An individual project in the Russian language
develops
students’
skills
in
collaboration,
development,
implementation
and
public
presentation of research results, a culture of mental
work, and develops research skills: goal setting,
searching, processing and systematizing information,
evaluating results, and others.
During the implementation of an individual
educational project, the student’s research thinking
develops when he is assigned (interiorized) to socially
developed and culturally preserved ways of thinking
[2]. The approximate basic educational program of
higher general education determines, among the
planned results of educational and research activities,
the formation of ideas of students of non-linguistic
universities about the methodological foundations of
scientific activity and scientific methods used in
research and project activities, about such concepts as
concept, scientific hypothesis, method, experiment
and others, about the latest developments in the field
of science, about the rules and laws governing
relations in research activities. Let us note that the
personal repeated participation of the authors in the
development and public defense of an individual
educational project as experts makes it possible to
judge that, on the one hand, students for the most part
are immersed in research activities, are carried away
by the chosen topic, the object of research, and
actively support the discussion, When answering
questions, they demonstrate independence and
knowledge of the material.
However, on the other hand, student projects do
not always meet the requirements of independence
and are a compilation of other people’s texts; in their
works, which reflect the essence of the research
conducted, there are a significant number of factual,
grammatical and other errors. Many works can be
characterized as redundant, when the author cannot
focus on the chosen object of study, or insufficient,
since they do not mention the knowledge
accumulated in linguistics and its analysis in the
aspect of the research topic
.
RESULTS AND DISCUSSION
The issue of choosing the direction of an
individual educational project also seems significant.
Despite the presence on various websites of lists of
topics for research in the Russian language, students,
as experience shows, for their projects prefer to take
topics from the field of literature, and those who have
chosen the Russian language direct their views
towards speech practices. Students are attracted by
the
peculiarities
of
communication,
speech
variability, deviations from the language norm in
various spheres of human activity: in social networks,
media,
teenage
interest
groups,
marketing:
“Abbreviations in the names of trade brands”, “The
influence of Internet slang on the speech culture of
adolescents”, “Stamps and stereotypes in modern
public speech”, etc.
Comparative studies are also of interest: “Syntax
of popular songs of three generations”, “The use of
clericalisms and cliches in the speech of my peers and
people of the older generation”, “From a penny to the
euro: names of monetary units in the past and
present”, as well as an analysis of the peculiarities of
the functioning of the language in the region: “Errors
in advertising and on signs”, “Vocabulary of youth”
[4]. Let us note that individual educational projects
carried out in line with linguoconceptology are
promising. The object of such research is a concept,
and the product is a dictionary of one word.
A student is not always able to independently
choose a research topic so that it corresponds to his
interests, the capabilities of his supervisor, can be
considered in a manner accessible to the student,
based on the data of linguistic science, and at the same
time meets the requirements of novelty. This
requirement is met either by a new object of linguistic
analysis, for example, students can explore recently
created texts - works of poets and writers of their
native land, rock performers, commercials and others,
or the subject of research is studying a new facet of
an already researched text, or by new methods, for
example, using a resource “National Corpus of the
Russian Language” and others.
The issue of the topics of research projects of
senior schoolchildren should be raised in professional
periodicals. The product of an individual educational
project in the Russian language is most often a
portfolio [4], in the structure of which an important
place is occupied by educational and scientific text,
the design of which is the formulation of the goals and
objectives of the study, definition of the object and
subject, putting forward a hypothesis, headings of
different
levels,
graphic
drawings,
tables
,
bibliographical descriptions and references, etc.
causes difficulty not only for the student, but also for
the teacher - project manager. In fact, we are talking
about the research methodology and the way it is
described in an educational and scientific text, which
the teacher must have an idea about in order to
successfully guide the activities of the student-
researcher. The problem can be solved in the system
of continuous teacher education. An important issue
in the methodology for working on an individual
educational project for students is the development of
criteria for their evaluation.
An objective assessment of the research done can
be carried out if quantitative indicators are developed.
D.V. speaks about the criterion-based approach to
project activities. Zherdev and A.V. Buinachev, who
offer 5 criteria for assessing the quality of a research
project [5]: compliance with the topic; ability to work
with information; originality and independence of the
research; skillful presentation and competent design
.
In general, agreeing with the proposed criteria, we
note that the specificity of project and research
activities in the Russian language is that the language
here becomes both an object and a means of research,
and the presented portfolio, project passport,
presentation speech serve as sources that allow
diagnosing both meta-subject skills, which are to a
greater extent contained in the criterial base
developed by the named authors, as well as the
substantive results of mastering the native language
and knowledge about it
.
CONCLUSIONS
5 CRITERIA FOR ASSESSING THE QUALITY
OF A RESEARCH PROJECT
Competent design
Skillful presentation
Originality and independence of the research
Compliance with the topic
Ability to work with information
From this we can conclude that an individual
educational project in the Russian language should be
assessed according to the language criterion, which
includes determining the quality of the created
educational and scientific text, the depth of the
linguistic, philological, sociolinguistic or other
research conducted, as well as the quality of the
presentation speech: compliance with linguistic,
communication
and
ethical
standards.
The
effectiveness of design and research activities in the
Russian language can be effectively assessed in the
context of a public presentation of the completed
research to the professional expert community.
Then the questions become relevant about who
can act as an expert and what should be decisive when
evaluating the presentation of the research conducted
by the student. Of course, one cannot demand
excessive academic ability from a teenager, and we
agree with a number of scientists who believe that
“methodological reflection has yet to take shape in
the student’s mind as a reflection of his subjective
attitude to the surrounding reality” [5]. In our opinion,
public defense of an individual educational project
should demonstrate, first of all, the student’s value
attitude
towards
his
native
language,
his
independence in research and the ability to participate
in the discussion of the issues he has studied.
At the same time, we note that the defense
procedure itself, communication with experts,
goodwill and sincere interest on the part of the latter
in the results of student work - all this motivates to
further study the language, and possibly to enter the
professional community. An analysis of the problems
of working on a research project in the Russian
language will not be exhaustive if we do not mention
the current issues of the formation of academic
culture in research teaching [3], plagiarism in student
research works [2], the place of an individual project
in the system of intermediate and final certification of
students, the list of formed when performing skills
and abilities. No less relevant is the question of using
the project method when training future specialists in
the system of higher professional education, since a
student, having gone through his own path from a
researcher in the status of a student to the head of an
educational project, will provide better assistance in
the future. It is possible that today it is already
necessary to actively talk about the fact that
individual educational projects in the Russian
language and methods of teaching it can replace
coursework
in
pedagogical
universities.
In
conclusion, we note that universities in Uzbekistan
have accumulated some experience in managing an
individual educational project in the Russian
language: Russian as a foreign language or a Russian
language
specialty.
This
experience
needs
generalization and methodical interpretation.
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