Based on a retrospective analysis, the problem of the formation of leading theoretical and methodological approaches to the organization of project activities is considered with the aim of their effective application in the modern education system. The stages of development of methodological ideas on the formation and development of project activities in education, their conditionality and conjugation with the general trends in the development of the theory of project activity management and the dominant educational strategies of a specific time period are highlighted. It is substantiated that at the stage of formalization of ideas for including project activities in educational processes (the first half of the 20th century), the pragmatic approach was of leading importance; the stage of development of project activities in education (the second half of the 20th century) updated the system-activity, technological, problem-based, personality-oriented, competency-based approaches; at the stage of expanding the possibilities of project activities in education (the beginning of the 21st century), the ideas of synergetic, environmental, and integral approaches received a pedagogical response. The conducted research contributes to the further development of the theory and methodology of modern project-based learning; its results will be of interest to teachers, higher education teachers, and students of pedagogical universities.
Key words: project training, theoretical and methodological approaches to the organization of project activities, stages of development of methodological ideas for the organization of project activities in education.
Головина-ИВCitation link: Golovina I.V., Paputkova G.A., Medvedeva T.Yu., Votintsev A.V., Demidova N.N. The formation of theoretical and methodological approaches to the organization of project activities in education // Humanities researches of the Central Russia. – 2024. – №2. – P. 46-53.
DOI: 10.24412/2541-9056-2024-231-46-53