Abstract:

The value of traditional face to face learning is on decline. It is often enough to make a query in an online search engine to get required information, so today’s students do not apprehend traditional lectures. At the same time practical experience is the best way to memorize information. Things done at least once are better remembered than words. Therefore, project-based training becomes a popular trend in modern education.

Project-based learning implies real case studies, and independent case solution by the students, which motivates learners to collect and study the required data. Teacher’s role transforms form being a knowledge translator to an assistant in search for required information, and a mentor in joint project activities.

It is necessary to understand that these joint activities are not aimed at writing essays, or making conference presentations, but the goal is to obtain real, professional skills and knowledge required for the student to move across disciplinary boundaries and solve problems outside of textbook scope.

The article presents results of comparative analysis in the field of implementing project-based learning principles in modern Russia, based on review of publications on the topic.

Authors hope that their experience can help to disseminate principles of project-based learning.

Keywords:

Project-based learning, learning organization, practice-oriented approach.