Brief description of the social project example. Social projects at school: topics, examples
Municipal budgetary special (correctional) educational institution for students, pupils with disabilities
"Diveevo special (correctional) boarding school of the VIII type"
607328 Nizhny Novgorod region, Diveevsky district, village Satis, Moskovskaya street, 42
SOCIAL PROJECT
TOPIC: "DESIGN OF THE SCHOOL INTERIOR"
Sewing teacher
Kuznetsova Svetlana Yurievna
2011-2012 academic year
Project leader: Kuznetsova Svetlana Yurievna, sewing teacher
Creative Group:
Kuznetsova Svetlana Yurievna, sewing teacher
Sadovnikov Mikhail Alexandrovich, carpentry teacher
Sudarkina Ksenia, 9th grade student
Sudarkina Elena, 9th grade student
Kulikova Anna, 7th grade student
Klepikova Olga, 7th grade student
Tarasova Maria, 10th grade student
Schukina Victoria, 9th grade student
Ageeva Ekaterina, 6th grade student
Dmitrieva Elena, 8th grade student
Morozkina Olesya, 8th grade student
Arzhevitina Maria, 8th grade student
Ermakova Alena, 8th grade student
Gorenkova Julia, 9th grade student
Gorokhova Irina, 9th grade student
Project implementation period: 1 academic year
Direction of the project: "Social project"
Project type:
practice-oriented
oversubject
intraschool
long-term
Formulation of the problem
In January 2011, our boarding school from the village of Diveevo was transferred to the village of Satis in the Diveevsky district. Having moved to a new building, we immediately decided that it was necessary to think about the design of the educational building.
In the former school, we had a great wonderful exhibition of children's art. The students proposed to decorate the walls of the corridor of the new building with their own works made in different circles.
Children need to be taught to feel, understand, appreciate and, most importantly, create beauty. We need to do everything necessary to make the school premises comfortable, because this is the home of our children, where they should be cozy and comfortable. Therefore, at our school a lot of attention is paid to the aesthetic design of the premises. This problem is relevant for the students of our school, since its solution forms in children an aesthetic taste, a sense of responsibility for doing their work and a desire to change the face of the school for the better, which will definitely be useful to them in independent life.
On September 1, 2011, we developed a project implementation plan with a group of children and started to work.
Objective of the project:
creation of aesthetically favorable conditions for education and recreation of pupils
Project objectives:
Providing pupils with the opportunity to test their strength in interior design;
Formation of skills of conscious perception of labor duty and a sense of social responsibility;
Development of moral qualities through the education of aesthetics of the surrounding school reality;
Creation of conditions for the formation of the boarding school students' knowledge and skills that will be required in independent life;
Creating conditions for the formation of an understanding among pupils of the importance of their personal work for society;
Instilling aesthetic taste in students.
Job hypothesis
In the process of circle activities, we decided to use the method of creative projects, because this contributes to the development of individual abilities and the identification of the creative potential of students.
The essence of this work is that each of the members of the creative group will be able to express themselves in the kind of applied art that is closer to him. All participants can choose a work to their liking, independently choosing the size of the work, materials, all color combinations and, if desired, change them.
I see my task as follows: to help students make the right choice of composition, taking into account their inclinations, interests, capabilities, age characteristics, and also to provide the necessary assistance directly during the work.
In each work, authorship is important, each work of art is an expression of the innermost "I". Performing work not on assignment, but at will, students put a piece of their soul into each
creation. Therefore, the interior that we decided to decorate should turn out to be very “warm”.
Originality of the project
When we first decided to start implementing this project, it was already clear that our idea would be original. After all, we want to decorate the interior not with factory paintings, but with works of applied art made by ourselves. Even if someone decides to repeat our project, it will be impossible. After all, each work is made at the discretion of the author, according to his idea of \u200b\u200bthe color scheme and is exclusive.
Project activity methods
There are many creative people in the world. There are also quite a few of them among children with disabilities. Without creativity, the world would be uninteresting and boring. The essence of the method of creative projects is to create something new, interesting, to develop a project, your own design, which you can’t “peep” anywhere. All people have the right to be different and see the world in their own way. The content of this system is the humanitarian and aesthetic culture and the possibility of art education for students by means of various types of applied art. It is the humanitarian mindset and the humanitarian style of activity that underlie the development of individual creative abilities of students.
In a broad sense, a social project is a model of human activity itself, aimed at changing the social situation. Essence of social designconsists in constructing desired states of the future. Social design is a type of activity that is directly related to the development of the social sphere, overcoming various social problems in the education of the younger generation. Work on the project and its implementation in school institutions allows you to put the child in a position that allows you to put into practice knowledge, choose values and a line of behavior, and perform legal and moral actions. These technologies form in children the understanding that not only their own well-being, but also the well-being of other people depends on their actions.
Project Implementation Plan
Project stage | Timing | Performers |
|
Organizational | Identification of the interests of children, formulation of the problem | September 2011 | Kuznetsova S.Yu. |
Choosing a Project Theme | September 2011 | ||
Formulation of the project goal and objectives | September 2011 | Kuznetsova S.Yu. |
|
Group formation | September 2011 | Kuznetsova S.Yu. |
|
Distribution of tasks for each group | September 2011 | Kuznetsova S.Yu. |
|
Setting project deadlines | September 2011 | Kuznetsova S.Yu. |
|
Practical | Selection of works | September 2011 | Students (project participants), Kuznetsova S.Yu. |
Performing work in technology "Counted Cross" | Gorenkova Julia Sudarkina Ksenia, Sudarkina Elena, Kulikova, Anna Klepikova Olga, Schukina Victoria, Dmitrieva Elena, Ageeva Ekaterina, Morozkina Olesya, Arzhevitina Maria, Ermakova Alena |
||
Performing work in technology "Quilling" | Sudarkina Ksenia, Sudarkina Elena, Dmitrieva Elena, Kulikova, Anna Klepikova Olga, Schukina Victoria, Ageeva Ekaterina |
||
Performance of work in patchwork technique "Quilting" | Gorokhova Irina |
||
Performing work in technology "Carpet weaving" | Tarasova Maria |
||
Performing work in technology "Isothread" | Dmitrieva Elena, Sudarkina Ksenia, Sudarkina Elena, Kulikova, Anna Klepikova Olga, Schukina Victoria |
||
Performing work in technology "Crochet " | Kulikova Anna |
||
Preparation of the required number of frames for work | May 2012 | Kuznetsova S.Yu., students (project participants) |
|
Registration of works | May 2012 | Kuznetsova S.Yu., students (project participants) |
|
Installation of fasteners | May 2012 | Sadovnikov M.A. |
|
Placement of works | May 2012 | Kuznetsova S.Yu., students (project participants) |
|
Presentation | May 2012 | Kuznetsova S.Yu. |
|
Analytical | Project Protection | May 2012 | Kuznetsova S.Yu., students (project participants) |
Identification of new problems and determination of directions for further development. | May 2012 | Kuznetsova S.Yu., students (project participants) |
Hypothesis testing
At the very beginning of the work, the interests of the children were identified, the problem was formulated, the topic was chosen and the goal of the project was determined. The creative team formed quickly. All those wishing to take part in the project were approved. We assumed that the work would be done in various techniques, so the whole group was divided at will into 6 subgroups: Quilling, Quilting, Carpet weaving, Counted cross, Crochet, Isothread. Each subgroup had a different number of students. Some participants signed up for 4 groups at once in order to complete several works. Further, we decided that we should complete this project during the academic year, i.e. in May 2012 it should be ready.
Moving on to the practical stage, all participants chose the work that they would like to do. Then we picked up the necessary schemes, materials, chose color combinations and got to work.
In the process of work, something did not work out, something did not turn out at all the way we wanted. I had to redo and fix it. It is good that the mistakes and their correction did not affect the mood of the participants and the work was completed on time. Now it was necessary to formalize them, pick up the framework. This process also took some time. Some of the work required additional finishing materials.
When the works were ready in the amount of 37 pieces, it only remained to place them on the walls of the second floor corridor. We turned to M.A. Sadovnikov, a carpentry teacher, for help. who installed the necessary fasteners for the frames.
Placed creative works all together, amicably, consulting with each other.
After defending the project, we listened to the opinion of teachers and students of the school. All feedback was positive, which made the project participants very happy.
Conclusions of the project manager on the work done
The goal of our creative project has been achieved. We have really become participants in the creation of aesthetically favorable conditions for the education and recreation of pupils. It does not matter at all that we did not decorate the walls of the entire corridor, but only part of it. The main thing is that when we get down to business, we bring it to the end.
It is very important that the most important work was done by the students. With great pleasure they made their works for the interior design of the school. And we are all very pleased that not only students and employees, but also guests of our
schools.
Prospects for further development of the project
The project provides for its further development - carrying out activities in the direction of expanding the socio-cultural space of the institution, developing and implementing a comprehensive program of social design.
When the project is resumed, steps are possible to increase the age range of involved pupils, to provide them with a greater share of independence at all stages of design, the scale of socially significant objects for improvement by the pupils of the boarding school.
Bibliography
- Kurbatova O. V. Forecasting, designing and modeling of social reality[ Text ] : Textbook / O.V. Kurbatova O.V. - Rostov n / a, 2003.
- Pakhomova N.Yu. Method of educational project in an educational institution[ Text ] : a guide for teachers / N.Yu. Pakhomova.- M.: ARKTI, 2005.
- Rozhkov M. I., Baiborodova L. V. Organization of the educational process at school[ Text ] / M.I. Rozhkov, L.V. Bayborodov. - M.: Vlados, 2001.
- Organization of project activities at school[ Text ] / Auto-stat. S.G. Shcherbakova. - Volgograd: Teacher, 2009.
Annex 1. Survey of students
Students surveyed - 88
Answered "like" - 42
Answered "do not like" - 0
Answered "very much" - 46
Annex 2. Photos and presentation
If you learn how to use this formula correctly, consider that you are on the path to Success!
Each stage islogical step in building a social project. The problem must be substantiated by objective data identified through research. The goal (end result) should flow smoothly from the problem. Tasks should display step-by-step actions and have specific quantitative and qualitative results. Each method is a tool with which a task is solved. The necessary resources are required for the implementation of each stage. In order to evaluate the result, a rating scale is needed.
An example of a logical table for drafting a project.
Questions to fill.
Project Components
Objective evidence
(data, indicators, rationale)
External conditions
(factors, prerequisites, assumptions)
Formulation of the problem
1. Why was there a need for the project?
2. Why is solving this problem a priority?
What sources of information (statistical and analytical information, publications in the press, materials of conferences, a decision of the administration, etc.) other than the applicant himself indicate that the problem exists and it is important to solve it?
Target
How realistic is the achievement of the set goal in the conditions of this region (the position of the administration, the existence of a legislative framework, the availability of additional resources, the availability of specialists, etc.)?
1. What is the goal that the project is aimed at achieving? To what extent will its achievement solve or reduce the acuteness of the problem?
2. Who will benefit from achieving the project goal?
What are the means of verifying the achievement of the project objective?
How can the reviewing organizations/individuals be sure that the project has made the expected contribution towards the goal?
Does the project provide for the collection of information/data to measure progress towards the goal?
Tasks -
Expected results
what are the specific steps (stages) on the way to achieving the project goal?
What results (their nature and quantitative measurement) need to be obtained to complete the tasks?
How does the achievement of the set goals bring the situation closer to the achievement of the stated goals?
What evidence, data and indicators confirm that the task has been solved?
What are the specific quantitative methods for measuring results that allow the reviewer to judge the progress of the project?
Does the project provide for the collection of data to monitor and correct the progress of work?
What events, conditions, or decisions outside the control of the project are necessary in order to:
The fulfillment of the tasks set contributed to the progress towards the set goal;
Achieving the planned results would lead to the fulfillment of tasks;
Methods
(activities carried out during the project)
What methods will be used to solve the above tasks of the project?
How optimally (adequately) are the methods used leading to the results specified in the project?
How cost effective are the methods used?
Why were these methods chosen?
How can one justify the necessity (expediency) of using these particular methods?
From which set of methods was the choice made?
10. What quantitatively measurable products will be obtained during the project implementation?
The application of the methods specified in the project (carrying out activities) would guarantee the expected results.
Resources
What resources - personnel, equipment, services, etc. - should be used to carry out the activities outlined in the project?
From what sources will these resources come (executor, collaborating and supporting organizations, government, foundations, etc.)?
11. What indicators allow you to evaluateefficiency of use of funds?
The allocation of the necessary resources would lead to the implementation of activities (the application of these methods)
What are the possible obstacles at each stage of the project implementation?
Result - effect
1. What specific effect can be achieved during the execution of the project, i.e. if the project is completed, what specific improvement or change should be expected in relation to the problem being solved within the project?
Now we will look at each point in even more detail.
Formulation of the problem.
The most important section of the project. It should present the problem to be solved by the project and its analysis. When formulating the problem, it is necessary to pay attention to the fact that the problems -is the absence of something , something negative, harmful, something that needs to be changed. Show the causes of this negative phenomenon and its consequences.
The problem statement should benot a simple description, but a concise analysis of its causes. The analysis of factors should be supported by quantitative indicators based on previous studies (it is necessary to use reliable sources of information).A well-designed project necessarily contains initial data - indicators, i.e. quantitative and qualitative indicators, which are the starting point for measuring the effectiveness of the project.
Describe whether the organization has attempted this type of activity and how successful they have been. Be sure to indicate how the project relates to the activities of the organization, its mission and objectives.
It is in this section that it is necessary to describe the category of beneficiaries - the target group, to which the project activities are directed and whose life will somehow improve as a result of the project. The organization must show knowledge of their problems and the availability of specialists who will work with this target audience.
The problem you are going to work on must be definedas specific as possible.
Purpose and objectives of the project.
Goal - a general description of the expected results and expectations, the highest point of achievement, which the organization strives for during the implementation of the project. The goal should be realistic, related to the problem, objectives, activities and resources of the organization. Intended goals should correspond to the highest level of result, i.e. significantly improve the situation described in the description of the problem. At the same time, the goal must be realistic. Do not include goals whose impacts on the situation cannot be quantified or qualitatively measured.
In fact, the goal isit is a unique solution to the problem an organization that has the necessary knowledge, experience, resources, actions to eliminate the negative phenomenon or its causes.
All components of the project are considered from the point of view of fitness for purpose.
Tasks to be solved
to achieve the set goals.
Tasks - a specific description of what will be done and achieved, particular results, stages on the way to achieving the goal. From the point of view of the design of the text of the project, it is better to formulate and list the tasks in the form of a list, rather than state and describe in a narrative form. Objectives are formulated as performance-based action statements that are performance-based and measurable in terms. If the project lists a number of tasks, then all of them must be interconnected and be necessary and sufficient to achieve the goal of the project.
Signs of good tasks:
Are a logical consequence of the problem;
Directly related to the project activity and aimed at solving the stated problem in order to achieve the goal (causation);
Formulated clearly and specifically, expressed not in general terms, but in quantitative and qualitative indicators that can become indicators of the success of the project;
Represent specific intermediate measurable results during the implementation of the project.
Project implementation methods.
Method is the tool by which the goal of the project is achieved.
One of the most voluminous and detailed sections of the project. Description of how the project will be carried out.
This section describes the strategy and methods for achieving the set goals, as well as the mechanism for implementing the project. The organization must answer the questions: how the goals will be achieved, how the tasks will be carried out, who will carry out their implementation, what resources will be used. The most important thing is that the expert does not have any questions.
When describing methods, pay attention to the following:
Compliance of strategies and mechanisms with the goals and objectives of the project;
Compliance of the available resources with the planned activity;
Compliance of activities with the declared results;
Realism of activities, taking into account the time frame and budget;
Innovation / possible risk;
Are the various functions defined and how they are distributed among the project staff and implementers;
Are the project activities interrelated?
Calendar plan.
The calendar plan is a detailed description of all types of activities and events, indicating the timing. In developing this section, attention should be paid to the following points:
Availability of a plan - a schedule for the implementation of the project or a phased description of the project (this can be done both in text format and in the form of a table);
Realism, feasibility of the plan;
Availability of a sufficient number of employees and their professional experience; a description of who will be responsible for carrying out each activity, what types of activities, what resources are needed to carry it out;
Ability to complete the project within the stated time frame.
An example plan - schedule is shown below:
Period
Event
date / period
holding
responsible
Month
the date
September
Expected results
Expected results are the specific results that are expected to be achieved during the implementation of the project in quantitative and qualitative terms. The description of the expected results must be approached very seriously and responsibly, as they are the criteria for the effectiveness of the project.
Main characteristics of the results:
Compliance of the results with the goal, the tasks of the project;
Measurability (quantitative and qualitative indicators);
Realism;
Feasibility / achievability.
Project monitoring and evaluation.
Strong and experienced organizations use monitoring and evaluation not only within individual projects, but also in ongoing activities to measure progress. In a full-fledged project, monitoring and evaluation are present in all sections. If a separate section is required, it should be a summary of the points already reflected in the application. The value of a separate section lies in the ability to show certain methodological evaluation systems, that is, how and by whom (an organization or an independent expert) the midterm and final evaluation will be carried out, what is the role of monitoring systems in project management, etc.
Social project
"Do good on the whole Earth!"
A.V. Gensyur
Chemistry and biology teacher at Lebyazhinskaya secondary school
North-Kazakhstan region
Are you young and full of energy?
Do you have free time?
And you want the world around you
was kinder and better
so that joy and happiness reigned in him?
Then the project “Do good on the whole Earth!” - your!(Slide 2)
Leading idea of the project:
"Everything I do is to increase the amount of goodness in the world." (slide 3)
Objective of the project:
to form the need for good deeds, compassion and responsiveness, a good attitude towards each other. Make doing good deeds a good habit, infect everyone around us with this idea. (slide 4)
Project objectives:
Objectives are the steps by which we can achieve our goal. Each step should be considered very carefully, because it is a well-planned event that brings you closer to the goal.
To achieve the goal of our project, we set ourselves the following tasks:
help for the elderly;
assistance to younger students;
promotion of healthy lifestyles.
assistance to low-income families
propaganda of traffic rules
The main task: to follow the chosen direction. (slide 5)
Project mission
– actualization of the best moral qualities of the project participants - kindness, sympathy, active help and support for those who need help.
(slide 6)
Project duration
long term
Project participants
Volunteers of the "ZEMS" detachment
Project leaders
Gensyur A.V. teacher of chemistry and biology, deputy director for educational work
Prunyan E.I. primary school teacher (slide 7)
The relevance of the project is
that the society in which we live is undergoing changes. Market relations come to the fore, such qualities as patriotism, honesty, and decency depreciate. Discussing this at the beginning of the school year, we came to the conclusion that after all, the most important thing in a person is what makes him above everything and everyone - this is kindness and mercy, which are the basis of the foundations. Good deeds need to be done not only for yourself, but also “for that guy” who does not understand these simple things. Therefore, we have a lot of work with you, friends! Our social project is aimed at the formation of moral qualities, without which any person cannot develop harmoniously.A feature of the proposed project is the involvement of the entire school staff in its implementation through the organization of the activities of the school community. The socially active activity of the community prepares adolescents for subsequent civic activities, they acquire social experience, develop the ability to independently plan and implement what is planned, and be responsible for their actions. Children learn to cooperate with both peers and adults.
(slide 8)
Project stages
Organizational
- Definition of the topic and relevance of the project
Formation of a volunteer detachment
- Definition of resource potential.
Identification of people in need of help (slide 9)
2. Practical
Volunteer activities in drawing up a work plan for the project
Training of volunteers with information materials on the topic
"Don't Lose Faith in Goodness"
Organization of charity events and volunteer raids of Timurovites
Drawing up scenarios and carrying out activities for traffic rules, healthy lifestyle
- Assistance in the restoration of books "Hear the request of the book"
- Organization and presentation of an exhibition of children's drawingsjunior schoolchildren(slide 10)
Expected Results
Gaining experience in socially active activities;
Gaining experience in moral behavior and communication;
Mastering the skills and abilities of social activity.
At the end of the project activities in 2013-2014 academic year, it is assumed that the participants of the project will take the initiative to continue it by expanding the numbervolunteer squad.Due to the fact that the project participants not only realize its social significance in the course of their activities, but also understand that the creative skills and abilities that they possess bring real benefitspeople. (slide 11)
The education in ourselves of a responsible, tolerant consciousness and behavior in everyday life is one of our main forecasts and expected results.After all, lifereally fills with meaning when there is a desire to help others - to do good and give joy. (slide 12)
Output of project activity
1. Making a photo report on the results of the work done.
2. Creationpresentations.
3. Planning the next stage of project activities.
Children of the volunteer detachment "ZEMS"
show the benefits of a healthy lifestyle by personal example, promoting a healthy lifestyle through promotions, training sessions, thematic presentations, and competitions.
Members of the detachment independently create booklets, presentations, and offer their work to students and teenagers. (slides 14-21)
For some reason, in our time, kindness
not very appreciated, people are embarrassed to be kind.
Does modern man really not need sympathy, empathy, attention, goodwill?
great french writer
Antoine De Saint - Exupery said:
"Smile unites."
So let's look at each other and smile. (slide 22-23)
Kindness, mercy, joy and concern for others form the basis of human happiness.
A person who does good to others feels happy.
(slide 24-25)
“Life is truly filled with meaning,
when you want to help
to others - to do good and give joy "(slide 26)
Campaign "Road to school"
“When the things you made bring joy
and warmly small
kids - it's doubly nice "(slide 27)
assistance in the restoration of books "Hear the request of the book";
“Feelings of humanity, goodwill, empathy,
sympathy bring up patriots in us, form civic positions,
develop respect for the traditions and customs of their people "(slide 28)
Timur movement
Do good in all the earth! Do good for others! Thank you not for the nice Hearing you near! (slide 28)
As part of the "Do Good" project
annual social actions are implemented:
Red tulips of hope
AIDS - no
No smoking day
Tolerance Day
Help for children in difficult situations
Mercy
Sending a soldier
For a healthy lifestyle
cowberry
Veteran
Letter to the driver
Book for children
Gift for a friend
Clean city
The project "Our New School" put forward important requirements for modern education: to teach how to live in a constantly changing world. The word live contains a lot: the ability to learn throughout life, to be responsible for the fate of the Motherland, the ability to self-realize one's abilities, to be happy. From a generally accepted point of view, all the identified problems will help the student to solve the educational environment of the educational institution.
Distinctive features of the educational environment of the school in comparison with the social environment as a whole are the presence of saturated favorable conditions for personal manifestations in the process of subjective formation, the variety of mastered subject roles, the personal significance of the environment for its subjects. It is also important to focus on success and leadership orientation as a form of manifestation of self-realization of the subjects of the environment, rich interaction of the subjects of the environment, the complex implementation of personal needs in the functioning spaces of the environment, pedagogical support as a factor in the successful mastering of roles and personal development in the educational environment of the school.
The educational environment of an educational institution, in particular, a school, as part of the social environment organized by professional teachers, can be considered as a microenvironment, the closest, after the family one, to a growing person entering the big social world. This environment must be modeled in such a way as to provide pedagogical conditions conducive to the personal development of the student. “The whole art of education is to put young people in conditions capable of developing in them the rudiments of intelligence and virtue” - K. Helvetius.
In our opinion, the tasks set can be solved by including children in socially significant, useful activities, in social design, which is one of the modern intensive methods of socialization of schoolchildren.The practice of implementing social projects shows that as a result, schoolchildren develop social competence (readiness for productive social interaction).The process of socialization can be represented as a sequence of solving the vital social problems that arise before the individual and the appropriation of experience in achieving certain goals.
Social design is one of the most important elements in the development of civic knowledge and skills, the expression of one's own active position in public life. Work on the project allows students to feel the significance of their activities, increases their social status at school, in the microdistrict, opens up new opportunities.Socially significant activity is associated with the development of a person's civic consciousness, patriotic feelings and understanding of one's public duty. It is the readiness to benefit people, the choice and direction of the initiative that determines the value self-awareness of a teenager as a citizen and public figure.
The practice of social design as an effective form of socialization of students in our school has already developed, so we can evaluate the results.
The main goal of children's associations of the school is the formation of a positive social experience, readiness for active social actions. Let us give examples of some long-term projects implemented by schoolchildren.
At present, the development of mercy seems to us to be a very important direction in the upbringing of children. This issue is current. The development of kindness and empathy in children serves to resist the cruel world, affects their self-education. The overall goals of the projects "From Heart to Heart", "Remember to Live" are to develop the ability to evaluate various facts of the surrounding life, choose ways to solve urgent problems, promote universal values (continuity, memory, mercy), students' awareness of their civic duties, development of personal qualities. We are talking about the manifestation of schoolchildren's concern for veteran teachers, as well as war and labor veterans.
Students earn money to help the elderly at the annual charity fair (12-15 thousand). Veterans, receiving good congratulations and gifts, feel that they are remembered and loved at school. The guys understand how important it is for veterans to realize that their feat is not forgotten, and they themselves, with their experience, knowledge, wisdom, are needed and in demand. The participants of the project felt how important it is not to lose touch with the older generation, they asserted themselves in their right to solve the urgent problems of modern society, which increased their sense of civic engagement as one of the main social values.
The project "Children and animals" involved assistance to the Chita Zoo. The guys took on the upbringing of 2 steppe corsac foxes. By participating in the project, children learn to conscientiously treat the assigned work, to find joy in selfless help to their neighbors. On duty at the zoo on weekends, they saved 3.5 thousand rubles for their wards. And the point, of course, is not the amount earned, but the fact that the guys gain life and business experience, which ensures their personal growth and self-determination.
The project “Let's Speak Correctly in Russian”, implemented in 2011, gained particular significance. The goals of the project are seen in attracting the attention of residents of the city and guests of the Trans-Baikal Territory to the need to improve the culture of speech communication. AndFrom leaflets placed in trolleybuses, fixed-route taxis, intercity buses, they learn about the correct pronunciation and grammatical structure of our speech.Schoolchildren received support from the media: Chita television and radio. This project was highly appreciated by the public and was awarded a Grant of 20 thousand rubles at the competition of social projects within the framework of the Civil Forum "Transbaikalians - Transbaikalia".Getting involved in practical activities to resolve one of the social problems, high school students were convinced that they can really influence the change in the social situation.
The technology of social design is so effective that it can serve as the basis for the concept of education within the classroom team. As an example, let's call the educational system of the 7th grade "I am a Transbaikalia". It began with the Memorial project, which involved providing assistance to veterans of the Great Patriotic War and labor. Then the guys expressed their desire to help the city in the improvement of the Memorial of Military Glory. They repeatedly cleared the territory of garbage, together with their parents and veterans participated in the planting of the Walk of Fame, in the spring they plan to set up flower beds near the Memorial. The volunteer detachment is working on the album: "Home Front Workers Awarded with a Medal for Valiant Labor During the Second World War". Materials are being collected about the military and labor past of war and labor veterans. The guys are very proud of the fact that they constantly cooperate with such a serious organization as the City Council of Veterans.
Everyone knows the expression: a state is judged by how its old people live.
Despite the fact that a lot is being done in the Trans-Baikal Territory to support war and labor veterans, to perpetuate the memory of the dead, problems remain.Veterans need human warmth, attention and support. We want to create a veterans' club at school No. 38, where older people can get together to have an interesting time, to help schoolchildren find themselves. Our project will help older people find understanding, congenial people who will fill the lives of veterans with new meaning, will make them feel needed by society and each other.
The special significance of the project is that its result is two-sided: both the older generation and the youth become socially significant units in society: veterans gain confidence in the future of their grandchildren, and young people have true ideals.
The club's program includes organizing meetings of veterans with psychologists, lawyers, holding concerts by students and teachers, impromptu evenings "by the fire" with the performance of songs and poems. We would like to offer veterans to establish control over schoolchildren who require special attention, we plan to involve veterans in evaluating the work of the school.
One of the main criteria of the educational environment, in our opinion, is the formation in schoolchildren of those value principles that traditionally act as stimuli of human life and activity that have enduring significance. Implementing together with Secondly, it is an opportunity for real participation in solving the problems of your home, yard, district, city. It is the thought that “I can do it myself and not only for myself” that inspires teenagers the most. This period of the formation of a child's personality is characterized by a pronounced need to be needed, useful to others, a desire to test one's abilities in a real business. It is the reality, the vitality of the social project that attracts schoolchildren.
Thirdly, it is collective work on a big and important matter, which forms important social skills that are extremely necessary today for work in production teams, in firms, etc.
Fourth, design participants gain invaluable choice experience and become accustomed to being responsible for it. And, of course, this is an effective test of one's own abilities and the opportunity to adjust life plans.
Thus, the purpose of the educational environment of the school is the formation of a person capable of realizing himself as a person.Social design has a great educational potential, as it enables participants to “learn how to independently solve emerging problems and overcome existing difficulties, act in conditions in which they have to rely on their own strength, master modern economic, legal, psychological, and pedagogical knowledge and special skills in specific activities.
United in time, space, movement, teachers and students, interacting, consciously create an educational environment in an educational institution, which is the goal, condition and result of their cooperation.
Social projects, the ideas of which were brought to life, can be distinguished primarily by the priority goal they pursue. Secondly, they differ in the degree and quality of influence on the life of society.
In fairness, it should be noted that the ideas of social projects cover many areas of human life. It is not always possible to maintain the "ideality" of priority goals.
Priorities and goals
Social projects, the ideas of which can be called truly social, have priority goals, as is commonly believed, a significant improvement in the life of society. For example, during the summer season in many cities, active and enterprising people organize and successfully carry out a project called “Ran” for several years now. Its essence is disclosed in more detail below, and now it is important to mention the results. In just one million-plus city, more than 100,000 people voluntarily took part in this kind of project. More than half of the people reached the finish line, while running more than 300 kilometers in total in 3 months! Social projects, the ideas of which meet with such a response, really change the life of society for the better.
One can only imagine how many people have become healthier, what a beneficial effect the running parents or relatives have on the younger generation. As a result of participation in the project, many people develop a useful habit of taking care of themselves and their health systematically. They will also make new like-minded friends, with whom it is easier and more fun to move forward.
"Anti-social" project
"Trolleybus of happiness" - this is the name of a "social" project implemented in practice, which even won prizes in a competition on this topic. Its stated goals are to modernize the higher education system by developing an ecosystem of innovations.
Based on the published information, the project managers set themselves rather prosaic tasks. By implementing the "Trolleybus of Happiness", they wanted to intensify the educational process, conduct training for masters and publicly defend themselves in the competition of similar projects.
What's in fact
In fact, the university turned to the city electric transport with a proposal: "Let's decorate your trolleybuses with the forces of our students, and together we will call it all a social project?" No sooner said than done. We allocated 4 trolleybuses, the students issued them free of charge in their free time, invited musicians, wrote to the press - it's ready! 4 colorful trolleybuses, really beautiful, drive around the city and are mobile mini-exhibitions of various themes - festive, romantic, patriotic ...
How has life in the city changed? Basically nothing. How did the spent energy and money of people, students, teachers modernize the higher education system? Basically nothing. How has the system of eco-innovation developed with the help of the trolleybus, which has been in existence for more than 100 years? It is not known for sure. Has it improved significantly as a result? It is hardly possible to say so.
General Alternative
“Run” is one of the real projects that could be called truly social. Its essence is that a person who wants to run in the morning registers in social networks. He makes a certain small cash contribution and then runs for 100 days in a row.
After each lesson, according to the rules of the project, you must upload your photos "in progress" and the chosen route. In the absence of such "evidence" data, the participant was excluded without a refund. Of course, the rules included such various small details as missing a run for a good reason and other such points, but the basic rules are as simple as two and two.
After the project, the available amount of money was divided among the remaining participants. Interestingly, they received back an amount that was 50% higher than the deposited. Many after the project did not leave their useful habit and continued to run in established groups and without a project, waiting for the next mass “run”. So, with the help of the project, people became healthier, and society united, and a good example was set for the younger generation.
More examples
Nochlezhka and Virtual Rynda are social projects whose ideas and examples could also be classified as truly social. They are implemented at the expense of charitable organizations and with the use of youth.
The first project is a network of shelters for the homeless. A map has been created with specific addresses of places where you can eat, stay overnight or get medical or legal assistance. For multimillion-dollar megacities, such a project significantly improves the social situation - there are fewer robberies, the overall crime rate is reduced, and there is less burden on law enforcement agencies. In addition, the project allows more or less tolerable control of the situation with the homeless in the city and even in some way influences the situation.
The second project allows you to place and see requests for help on an interactive map of the city. It would seem that nothing of the sort. Who is interested? But in fact, the application has proved to be very popular - because it solved the main communication problem by connecting those who need help and those who can provide it. Moreover, anyone can join the project. He will be aware of the requests around him and will have a convenient opportunity to get help in case of emergency.
Youth sphere
An important role in the popularization of social projects is played by the ideas of social projects aimed at students and pupils. They allow you to increase the employment of this active segment of the population, develop a sense of patriotism and show personal potential in many areas.
It should be noted that the ideas of social projects for young people are diverse. They concern, for example, the sphere of work. This is the organization of construction teams or activities for the prevention of neglect and juvenile delinquency. Projects can focus on youth recreation, intercultural interaction and practice.
Sphere of culture
Ideas that can be found in the field of culture are usually the most visible. They are supported by the state with the help of government grants.
It is not always possible to call creative social projects, the ideas of which relate to this topic. The activities relate to the support of the library, museum and club (entertainment) areas. For the idea of social projects in the field of culture are critical.
This creates an additional platform for the development of both personal talents, for example, in the field of music or singing, and also develops communication skills. Sometimes there is an opportunity to travel and gain new knowledge. It is worth noting socially significant projects, the ideas of which inspire talented young people, allow them to reveal their potential and talent. Often this is a television show.
At the boundary of the contact between the concepts of "youth" and "culture" there are also social projects, the ideas of which are not distinguished by originality. These are educational excursions. Such projects provide an opportunity for young people to really expand their horizons and understanding of the surrounding reality.
