INNOVATIVE PEDAGOGICAL APPROACHES TO THE IMPLEMENTATION OF PROJECT ACTIVITIES OF 10-11 GRADE STUDENTS IN TECHNOLOGY LESSONS

Abstract

The article is devoted to an in-depth study of innovative pedagogical approaches related to the implementation of project activities of 10-11 grade students in technology lessons. The main theoretical aspects of the project approach in education and its essential advantages are carefully studied, emphasizing this with scientifically based research. In particular, the results of current pedagogical research and scientific sources were used to confirm that the project activity contributes to the strengthening of students' creative abilities and their active learning. The article discusses innovative pedagogical approaches that can be effectively implemented to organize project classes. A comprehensive analysis of modern approaches and digital technologies was carried out, using the latest scientific achievements to ensure interactivity and efficiency of project activities. The conclusions of the article make it possible to emphasize the scientific approach to the presented materials. Attention is also focused on the development of critical thinking and problem-based learning, using the implementation of problem-based tasks and interdisciplinary approaches in project activities. It is noted that this approach to projects contributes to the development of students' analytical and critical skills. In particular, the use of project activities in the technology lessons of 10-11 grade students has significant advantages, helping to increase their motivation and interest in learning. By working on specific projects with real application, students show creativity and develop their abilities, which affects self-esteem and self-confidence. In addition, project activities contribute to the development of students' critical thinking and analytical skills, teaching them to justify their decisions and find non-standard approaches to solving problems. It was determined that students show more interest in acquiring knowledge, because project activities contribute to active and practical learning, allowing them to see the connection between theory and practice.