On the Issue of Establishing Public Schools of the Future: A Synthesis of Subject- and Project-Based Education

1758

Abstract

The article argues that the Russian school system is limited in respect of the mastered activity types: children are mostly retelling texts or solving text tasks. At the same time, in China and the EU the polytypic activity is "built in" even in the architectural space of the school. In the school building, there are special areas for different learning activities: one for a usual lesson, another one for performances, and a third one for experiments. The author challenges the idea of the traditional division between school disciplines and project-based learning, the latter being isolated and institutionalized in the form of additional education with no goals to master generalized ways of acting. Project-based learning carries out the function of motivation: by implementing their projects school students begin to understand how to use knowledge in a practical context. Transition from a project plot to implementation is the move from design thinking to action in a situation. Integrating academic curriculum and project-based education is possible on the basis of metasubject approach: such constituents as knowledge, sign (schemes), problem, task, situation, meaning, and goals are used as tools for mastering academic disciplines and developing projects. At the same time, students acquire a special type of reflection of the cognitive and metacognitive processes in solving research and design problems.

General Information

Keywords: activity types, project-based education, metasubject approach

Journal rubric: Educational Psychology

Article type: review article

DOI: https://doi.org/10.17759/pse.2018230108

For citation: Gromyko Y.V. On the Issue of Establishing Public Schools of the Future: A Synthesis of Subject- and Project-Based Education. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 1, pp. 93–105. DOI: 10.17759/pse.2018230108. (In Russ., аbstr. in Engl.)

References

  1. Alekseev N.G. Proektnyi podkhod k formirovaniyu refleksivnogo myshleniya v obrazovanii i upravlenii [Project approach to the formation of reflexive thinking in education and management]. In Semenov I.N. (eds.), Refleksivno-organizatsionnye problemy formirovaniya myshleniya i lichnosti v obrazovanii i upravlenii [Problems of thinking anf personal formation in education and management]. Moscow: IRPTiGO, 2003, pp. 51—65.
  2. Gromyko N.V. Metapredmet «Znanie»: Uchebnoe posobie dlya uchashchikhsya starshikh klassov [Metasubject “Knowledge”]. Moscow, 2001. 544 p.
  3. Gromyko N.V. Obuchenie skhematizatsii: Sbornik stsenariev dlya provedeniya urokov i treningov. Uchebno-metodicheskoe posobie dlya uchashchikhsya 10— 11 klassov [Training of schematization: A collection of scenarios for conducting lessons and trainings]. Moscow, 2005. 500 p.
  4. Gromyko Yu.V. Metapredmet «Znak». Skhematizatsiya i postroenie znakov. Ponimanie simvolov. Uchebnoe posobie dlya uchashchikhsya starshikh klassov [Metasubject “Sign”. Schematicization and construction of signs. Understanding characters]. Moscow: Pushkinskii institut, 2001. 288 p.
  5. Gromyko Yu.V. Vosstanovlenie suverennogo rossiiskogo obrazovaniya dlya mnogonatsional’noi raznokonfessional’noi strany: proekt shkoly budushchego i russkogo universiteta novogo pokoleniya [Restoration of sovereign Russian education for a multi-ethnic, multi-religious country: a project of a school of the future and a Russian university of a new generation]. Russkaya shkola v XXI veke. Strategiya razvitiya rossiiskogo obrazovaniya v epokhu total’noi globalizatsii. Moscow, 2017. pp.101—128.
  6. Gromyko Yu.V. Metapredmet «Problema». Uchebnoe posobie dlya uchashchikhsya starshikh klassov[ Metasubject “Problem”]. Moscow, 1998. 382 p.
  7. Gromyko Yu.V. Mysledeyatel’nostnaya pedagogika (teoretiko-prakticheskoe rukovodstvo po osvoeniyu vysshikh obraztsov pedagogicheskogo iskusstva) [Thought-Activity Pedagogy]. Minsk, 2000. 376 p.
  8. Kudryavtsev V.T. Innovatsionnoe doshkol’noe obrazovanie: opyt, problemy i strategiya razvitiya (zhurnal’nyi variant knigi) [Innovative preschool education: experience, problems and development strategy]. Doshkol’noe vospitanie [Preschool education], 1997—2000.
  9. Kudryavtsev V.T. Tvorcheskaya priroda cheloveka [Creative nature of man]. Voprosy psikhologii [Questions of psychology], 1990, no. 3. pp. 113—120.
  10. Lazarev V.S. Innovatika v shkole: uchebnoe posobie dlya sistemy vysshego pedagogicheskogo obrazovaniya i povysheniya kvalifikatsii rabotnikov obrazovaniya [Innovation in school: learning guide for the higher pedagogical education and professional training for teachers]. Ekaterinburg; Surgut: Gumanitarnyi un-t, 2011. 160 p.
  11. Mysledeyatel’nostnaya pedagogika v starshei shkole: metapredmety[Thought-activity based pedagogy in high school: metasubjects]. Moscow, 2004. 31 p.
  12. Rubtsov V.V. Sotsial’no-geneticheskaya psikhologiya razvivayushchego obrazovaniya: deyatel’nostnyi podkhod [Socio-genetic psychology of developmental education: activity approach]. Moscow: MGPPU, 2008. 416 p.
  13. Rubtsov V.V., Margolis A.A. Uchitel’ dlya novoi shkoly: modernizatsiya pedagogicheskogo obrazovaniya v Rossii [Teacher for a new school: the modernization of teacher education in Russia]. Obrazovatel’naya politika [Educational policy], 2010, no. 4 (42), pp. 42—55.
  14. Rubtsov V.V., Margolis A.A., Guruzhapov V.A. Kul’turno-istoricheskii tip shkoly (proekt razrabotki) [Cultural-historical type of school]. Psikhologicheskaya nauka i obrazovanie [ Psychological science and education], 1996, no. 4, pp. 79—93.
  15. Slobodchikov V.I., Gromyko Yu.V. Rossiiskoe obrazovanie: perspektivy razvitiya [Russian education: prospects for development]. Direktor shkoly [Director of the School], 2000, no. 2, pp. 3—12.
  16. Slobodchikov V.I. Antropologicheskaya perspektiva otechestvennogo obrazovaniya [Anthropological perspective of Russian education], Ekaterinburg, 2-e izd., 2010. 264 p.
  17. Khagurov T.A., Ostapenko A.A. Reforma obrazovaniya glazami professional’nogo soobshchestva [Reform of education through the eyes of the professional community]. Moscow: Institut sotsiologii RAN, 2014. 230 p.
  18. Ustilovskaya A.A. Metapredmet «Zadacha». Uchebnoe posobie dlya pedagogov [Metasubject «Task»]. Moscow: NII Innovatsionnykh strategii razvitiya obrazovaniya. Pushkinskii institut, 2011. 272 p.
  19. Engeström Y., Miettinen R., Punamaki R.-L. (Eds.), Perspectives on activity theory (pp. 19—38). Cambridge, MA: Cambridge University Press.
  20. Hatchuel A., Masson P. Le, Weil B. C-K theory in practice: lessons from industrial applications. International design conference — design 2004 dubrovnik (May 18 — 21), 2004, pp. 245—257.
  21. Chin-Chung Tsai1, Ching Sing Chai, Benjamin Koon Siak Wong, Huang-Yao Hong and Seng Chee Tan Positioning Design Epistemology and its Applications in Education Technology. Educational Technology & Society, 16 (2), pp. 81—90.
  22. Designing the future classroom Issue 2 — August 2014. Future Classroom Lab by European Schoolnet [Electronic recurs].URL: http://fcl.eun.org/ documents/10180/16159/FCL_magazine_No_2_2014_ EN.pdf/485d930e-1b1d-40c1-86a5-2a6567857a10 ; http://fcl.eun.org/learning-zones (Accessed 10.12.2017)
  23. Edward F. Crawley and Doris R. Brodeur. The Education of Future Aeronautical Engineers: Conceiving, Designing, Implementing and Operating. Materials of 48th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition (4—7 January 2010). Orlando, Florida, 2010, pp.1—15.
  24. Engestrom Y. Activity theory and individual and social transformation. Engestrom Y. (eds.). Cambridge University Press., 1999, pp. 19—38.
  25. Ries Eric. The lean startup: how today’s entrepreneurs use continuous innovation to create radically successful businesses. Crown Publishing, 2011. 336 p.
  26. [Electronic resurs]. URL: http://www.sohu. com/a/211196079_99950984 (Accessed 10.01.2018)

Information About the Authors

Yury V. Gromyko, Doctor of Psychology, Professor of the Department of ‘Pedagogical Psychology named after Professor V.A. Guruzhapov’ of the faculty ‘Psychology of education’ of MSUPE, Head of the Master's program "Psychology and Pedagogy of project activity", Moscow State University of Psychology & Education, Director, Institute for аdvanced studies and human resource management in the name of Eugene Shiffers (Shiffers Institute), Moscow, Russia, ORCID: https://orcid.org/0000-0001-5943-8232, e-mail: yugromyko@gmail.com

Metrics

Views

Total: 2313
Previous month: 7
Current month: 18

Downloads

Total: 1758
Previous month: 6
Current month: 3