Abstract:

The article is devoted to the actual problem of implementation of project technologies in the field of media education. In the information society, the importance of information increases with uncontrolled speed, which poses new challenges to the educational environment, especially in educational institutions. Education of media and information literacy, on the one hand, and professional media and information education, on the other, become key areas in the learning process of schoolchildren and students who are ready to live in a dynamic changing processes.

The purpose of the article is to analyze the successful experience of project work in the field of media education in Germany in the conditions of a full – day training system to analyze the possibilities of its implementation after adaptation on the basis of high-school pedagogy.

A key method of empirical research was the observation and included observation within the framework of studies in Germany to analyze the system of project education in full-time schools of various Federal Lands from 2011 to 2017, including research work at the Institute of teacher training and education development of the city of Hamburg, participation in the congresses of the Union of full-time schools of Germany and the society of media communications (Congress of full-day schools of Erfurt, 2011, Saarbrücken, 2012, Augsburg, 2013, Forum of communication culture and media literacy of Mainz, 2015, etc.). The key attention is paid to the study of full-time schools of Hamburg as the land where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular media educational activities of schoolchildren. The key result of the article is the described mechanics of the organization of project work in full-time schools in Germany, especially the implementation of media education projects.

In particular, these methods can also be applied in the higher education sector within the framework of the development of student project activities within the framework of specialized, as well as integrated into other areas of media education.

The theoretical significance is the review of actual scientific literature on the direction of the study, the proposal of the author's definition of the term "full-time school". The practical significance is the empirical material analyzed in the study, which gives an idea of the practice of implementing media education projects in various schools of full-time Germany.

Keywords:

Media education, media literacy, full-time school, project activities, the pedagogy of experiences, comparative pedagogy.