Social design and construction as a socio-philosophical theory and social practice. Social design Design and construction of the social environment

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November 22, 2017 Design and construction of the social environment for the development of students in the classroom and in extracurricular activities Seminar

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Designing and constructing a social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1, Vorotynsk GOALS OF EDUCATION: THE OUTCOME OF TRAINING: improving the quality of education, achieving new educational results that meet the modern needs of the individual, society and the state. the formation of the personality of students, mastering them in universal ways learning activities(ability to communicate with each other, to show leadership skills, design their educational activities, independently search for and process the necessary information, publicly present their work and personal experience etc.) A set of results: personal (ability for self-development, desire to learn, etc.) meta-subject (universal learning activities) subject (basic knowledge system)

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Designing and constructing a social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1 in the village of Vorotynsk Formation of readiness for self-development and continuous education Active learning -cognitive activity of students Construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students Design and construction of the social environment for the development of students in the education system

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Designing and constructing a social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1 Vorotynsk village ENVIRONMENT In the "Modern Pedagogical Encyclopedia" the environment is understood as "... a set of conditions surrounding a person and interacting with him as an organism and personality. External environment - a type of environment that surrounds a person, in which a physical environment and a social environment are distinguished. Physical environment - a set of physical conditions of existence and human activity. The social environment is the social, material and spiritual conditions surrounding a person for his existence and activity.

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1 in the village of Vorotynsk The famous Russian and Soviet teacher-experimenter S.T. Shatsky based his concept on the idea of organizing an "open" school, a center for raising children in a social environment. The teacher in the process of transferring knowledge to students forms their citizenship, social optimism, a sense of perspective, develops the creative potential of the individual.

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1 in the village of Vorotynsk identifying the interests, inclinations, abilities and capabilities of students in different types activities; creation of conditions for the individual development of each child in the classroom and the chosen field of extracurricular activities; development of the experience of creative activity, creative abilities of children; development of the experience of informal communication, interaction, cooperation of students; expanding the scope of communication between schoolchildren and society; carrying out corrective work with students experiencing learning difficulties. To realize the creative potential of students, it is necessary:

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Designing and constructing a social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1, Vorotynsk Use of non-traditional forms of conducting lessons (lessons in the museum, lessons with the involvement of parents, lessons-excursions, integrated lessons, etc.) range of extracurricular activities in all areas Involving parents in all possible activities Creating conditions for the desire to learn, further ability for self-development in addition to the system of basic knowledge and the realization of the creative potential of students in MKOU secondary school No. 1 in Vorotynsk:

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Organization of extracurricular activities in the framework of the implementation of the Federal State Educational Standard in the MKOU "Secondary School No. 1" in the village of Vorotynsk Lessons in the museum "How to build a house?" technology lesson Grade 8 Teacher M.V. Lomakin (higher qualification category)

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1, Vorotynsk Lessons in the museum "Cruel realities and romantic perception of the world in military prose" Literature lesson Grade 11 teacher A.V. Dubovova (1 qualification category)

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1, Vorotynsk Lessons in the museum “Life in the countryside in the old days. Amulets" the world, Grade 3, teacher Korenkova V.N (highest qualification category)

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1, Vorotynsk Lessons with the involvement of parents literature, grade 5, teacher Dubovova A.V. (first qualification category)

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1, Vorotynsk village Young journalist, Me and my choice, Living law (the main direction of social) Integration of extracurricular activities:

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Design and construction of the social environment for the development of students in the classroom and in extracurricular activities MKOU secondary school No. 1 Vorotynsk village School theater, Russian as a non-native language, Living word, musical mosaic (the main direction is general cultural) Integration of extracurricular activities:

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The society in which a young person is formed is an objective social reality for him. Objectivity is due to the external givenness of the conditions of life, the fact that a young person is included in ready-made social structures and relationships. For successful advancement, it is necessary to master the rules by which the outside world is arranged. At the same time, external social reality as a finished construction is the result of people's subjective activity. Therefore, the process of socialization is not only the assimilation of set standards by a young person, but also a manifestation of one's own subjectivity, which in a narrow sense is expressed in the manifestation of activity in the process of assimilation of norms, values, and in a broad sense - in vigorous activity in constructing reality.

Through individual construction and design of social reality, a young person realizes himself as a social subject. These theoretical provisions are developed and applied by V. A. Lukov in the study of specific mechanisms for the development of social reality by young people in the process of socialization.

According to the concept of social construction of reality by young people developed by V. A. Lukov, this process includes the following methods: 1) adaptation to environmental conditions (trial and error; recognition of parts of the environment and rules; change in behavior in accordance with the rules; understanding and legitimization of part of the environment through "our »); 2) completion of reality (symbolization through the ideal "good" and "evil", the construction of a symbolic universe; compensation for the inaccessible; actions to protect "one's own world"; allocation of a zone of independence); 3) restructuring of environmental conditions (ignoring the unimportant; changing proportions and combining in accordance with the thesaurus; action outside "one's own world" in accordance with one's own symbolic universe). The activity of young people in the social construction of reality is the most important condition for their socialization. Designing is carried out by symbolizing one's world, youth fashion, designing reality, developing life strategies.

Sign-symbolic world of youth. Symbols - objects, actions, words, images that serve as symbols and identification marks for members of a particular social group. They are external signs of belonging of individuals to one groups and distancing from others. So general purpose signs and symbols of youth - orientation in space "friend or foe".

The process of creation and protection of their world by youth is inseparable from its symbolization. V. A. Lukov distinguishes the following characteristic sign-symbolic differences between young people: ways of creating, maintaining and presenting the body, its attributes (body parameters, appearance standards, typical gestures, hairstyles, makeup, jewelry, clothing and features of wearing it); things and household items of youth (mobile phone, computer, etc.); means of communication - language and means of communication (mobile phone, Internet, etc.); leisure activities; food preferences; music and dancing; features of sexual behavior.

Youth clothes“distinguished by brightness, weakened sexual differentiation (unisex) and multifunctionality. Jeans are an example of the standardization of youth clothing for several generations. For young people, exposure of certain parts of the body and erotic provocation are considered normal. Against this general background, various youth subcultures have special features in the very composition of clothing and footwear, as well as in their configuration, colors, accessories, etc., giving the difference in clothing a significant character.

hairstyles can become almost normative for a large part of the youth. It is not difficult to distinguish the generations of the 1940s from them. from the generations of the 1960s or 2000s. Hair and make-up (or lack of it) often reflects a positive image among a significant part of young people of certain subcultures or cultural styles that become a hallmark of the appearance of an entire generation (for example, the focus on Beatles-style hairstyles in the 1960s and 1970s gg.) .

AT jewelry there is a noticeable prevalence of bright jewelry, orientation to traditional cultures (jewelry with a piercing of the nostrils, lips, the practice of piercing). Distribution among young people in last years various kinds tattoos on the body has the same origin and at the same time expresses certain trends in the culture of corporality. At the same time, the tattoos themselves lose their original meaning and become an attribute of fashion.

Symbols can be different gestures and poses. Some of them express solidarity on any occasion. So, in the 1930s. the raised fist expressed the unity of the anti-fascist youth (however, like all anti-fascists, regardless of age). In the 1960s fingers in the shape of the Latin letter V (the initial letter of the word "victory" - "victory") became a symbol of student rebellion. Later, this gesture began to be used by young people as a sign of solidarity with “their own” at football matches, concerts of pop and rock stars, just in photographs for “their own”, etc. e. Other gestures and postures are designed to compensate for internal stiffness and, conversely, to express self-confidence and independence, as well as identification with reference groups.

Mass distribution of new techniques and technologies in everyday life as habitual of things - hallmark of today's youth. They have not so much individual as group attribution. It manifests itself in the set of things used and is most holistically represented in the teenager's room (if any). At the same time, there is a similarity between the objects and decoration of the teenagers' rooms within the modern European cultural model.

Young people faster than the older generation master not only the things themselves, born of scientific and technological progress and responding to new needs of people (often generating new needs), but also the diverse functions of such things. Such, in particular, is the mass mastery of computers, video and audio equipment by young people, mobile phones with the whole complex of their communicative, informative, entertaining and other possibilities.

Significant are some of the preferences of young people in food. Yes, in major cities there is a youth orientation towards such types of food as pizza or big mac, the pizzeria usually becomes something like a youth club. Food preferences are formed largely under the influence of advertising. Part of it is directly addressed to young people and is aimed at strengthening identification with certain types. For example, according to the ad "Fint bar" is only for those who are really "cool", and "Shock" - it's ours." Similar advertising methods are used in relation to other social and age groups (for example, some beers are positioned as intended "only for real men"). The content of the image broadcast by the advertisement is important.

The presence of preferences in food of a status, rather than a taste, origin is one of the evidences of the "fencing" of the zone of independence existing among the youth. At the same time, food acquires a symbolic character only when there is a choice and there is no question of simply satisfying the need for nutrition. For a significant part of the youth, the actual satisfaction of hunger remains a problem with an extremely limited choice of means.

In the field leisure various body-oriented practices are associated with youth, in particular sports, dancing, bodybuilding. Often they acquire a subcultural character or are part of complex subcultural formations (for example, breakdance as part of hip-hop culture). Young people's leisure often takes extreme forms (extreme sports, deliberately aggressive behavior in public places, illegal graffiti, etc.). In ordinary consciousness, young people are often associated with a general orientation towards entertainment (including dangerous ones, such as experimenting with drugs). Meanwhile, in the youth environment, entertainment performs the function of collective development of the complex social world.

The preferences of young people in the field of public information. In sociological studies of advertising, television programs, the book market, and other media studies, young people are usually singled out as real or potential target audience. For young people (taking into account their sign systems and the symbolic world), specialized media projects (publications, programs, etc.) are created.

Signs created by young people for self-identification are reflected in vocabulary and phraseology. The language of youth (slang) is an open subsystem of the language, bordering on colloquial speech, slang, vernacular and taboo vocabulary, actively used by people from 13-15 to 25-30 years old and having a bright stylistic coloring. This means of communication makes it possible to protect the zone of independence of young people, mainly from adults, and also distinguishes them from representatives of other subcultures.

According to the definition of A. I. Kovaleva and V. A. Lukov, “slang (or general jargon) is understood as an open list of words that are understandable to most native speakers of a given language, but are actively used, primarily among young people, have a bright stylistic coloring and are evaluated by speakers as acceptable only in a situation of informal communication. The defining features of slang are: 1) openness and flexibility, 2) specificity for the language of young people, 3) targeting a specific audience, 4) stylistic marking. As in general, being an expressive lexical means of colloquial speech, youth slang is distinguished by expressiveness, emotional coloring, and deviant character.

Some of the iconic markers of youth and its defined communities are music and dancing. In relation to this or that musical style, performer or group of performers, there is a differentiation between youth and others. age groups, and within the youth themselves, although this feature is not universal and consistent. In different social groups, the iconic nature of music and dance has a peculiar ritual meaning.

Signs and symbols are also visible in the sphere sexual behavior youth. This part of life symbolizes youth and is focused on the values of youth. At the same time, in the sexual behavior of young people, an excess of immoralism, debauchery, a departure from social norm. In turn, young people often openly demonstrate their sexuality as an advantage over older generations, including in forms that are recognized as deviant in society (group sex, homosexuality, filming in amateur pornography, etc.).

The considered signs and symbols (clothing, makeup, hairstyles, jewelry, etc.) are part of youth fashion. In turn, youth fashion itself is multifaceted and therefore not unambiguous. social phenomenon. The ambiguity of fashion as such is expressed in contradictions: between young people's imitation of reference models and its individualization, the desire to “be like everyone else” and the desire to express themselves; the desire for freedom and emancipation and the alienation of individuals from themselves for the sake of similarity with the rest; the ability of fashion to simultaneously serve as a social marker of differences among young people based on status inequality and a means of unification; liberation and new hidden dependencies; a tendency to meet aesthetic, leisure and other needs and new forms of confrontation and rivalry.

In the youth environment, fashion performs several functions:

1) ensures the process of socialization in the form of following its changing patterns; 2) allows you to integrate into a particular community and at the same time express yourself; 3) is a means of self-regulation and social control. In this sense, fashion becomes a means of manipulating consciousness in the form of violence against the individual characteristics of individuals who do not meet its standards. Such processes are especially typical for young people, among whom the aesthetic characteristics of style give way to symbolization, the protection of their world and identification with peers or idols. With all the diversity due to the stylistic features of various subcultures, modern youth fashion forms similar patterns of thought and behavior, dictated by the ideas of consumption.

See: Kovaleva L. I., Lukov V. A. Decree. op. S. 189.
There. S. 191.

federal state budgetary

Educational institution higher

professional education

Michurin State Agrarian University

Code number 141747

Test

Political Science and Sociology

for 1 course

Part-time student Goncharov Andrey Alexandrovich

Institute of Correspondence and Distance Education

Direction / specialty Operation of transport and technological machines and complexes

Social design.

Design is one of the forms of anticipatory reflection of reality, the creation of a prototype of an intended object, phenomenon or process using specific methods. Design in a concrete form expresses the predictive function of management when it comes to future material or ideal reality. Its purpose is to implement one of the transformation options, objective reality, associated with the desire to give the desired properties and features to the designed object.

A person or organization, before taking any action, always first considers several options, one of which, after comparison, is given preference.

Social design is one of the manifestations of purposeful activity, when various options for solving social problems are developed. It is also used in the preparation of social plans and programs for the regulation of radically transformable processes and phenomena that previously did not need detailed elaboration and management.

Design, being one of the forms of development and decision-making, acts as important element control cycle, which ensures the implementation of its other functions. However, social design, unlike planning, to a lesser extent determines, determines other management functions, because it allows many options for decisions based on the available material, labor and financial resources.

This task changes somewhat when it comes to the reorganization of existing social processes or social institutions on fundamentally different grounds. In this case, the design is aimed at finding and justifying such means, which suggest the possibility of their reproduction or replacement in various situations.

Another difference is that social design may not have a specific time frame, based only on approximate calculations, without a strict time limit.

Noting the exceptional importance of this process, the term social construction is sometimes used. Constructive activity is a field of creative development of social reality. It is based on the fact that along with the most probable trend, there are less probable, but really possible trends. In addition, there is usually a stock of internal social resources that can be mobilized to solve a given social problem. And finally, promising goals that are similar in content may at some stage change their position, or the same goal is provided by different means.

So, social design is a specific activity associated with a scientifically based definition of options for the development of social processes and phenomena and with a purposeful radical change in specific social institutions.

Stages and methods

Design is a critical stage that requires knowledge of the laws of social development. It should not be based (orientated) on the subjective desires and aspirations of people, no matter how good intentions they may be accompanied by. It is possible to get rid of subjectivism in design only by relying on scientific methods. These, first of all, include the use of a matrix of ideas, when various solutions are compiled on the basis of several independent variables. Usually development social project depends on the complexity and priority of the tasks set, on the time frame within which the plan is required to be implemented, as well as on material, labor and financial resources. Calculating the options on these variables, you can determine the most efficient way project implementation under given conditions. This important technique is used, as a rule, with limited opportunities (in the so-called area of freedom).

There is also such a method as getting used to the role. It helps to get a more accurate idea of what needs to be done in the design process. This is not just an attempt to look into the future, but a desire to understand more deeply how the project will be implemented. Today, any problem requires taking into account the interests and desires of people, and this is best achieved when the designer carefully studies the conditions in which the process takes place.

An important method social design is an analogy. There are always efficiently functioning enterprises, settlements, cities in which these or those problems are rationally solved. social problems. These approaches to business, within certain limits, can serve as a model, a standard, even if not everything in them has been worked out to the proper degree. Based on such achievements, taking the best and getting rid of ideas that did not justify themselves, they create, by analogy, a social project that can be used to construct social tasks and goals.

When preparing a project, it often becomes necessary to make a new decision, which is caused by dissatisfaction with the existing practice. In this regard, the question arises: how to improve the situation, find a more rational and effective method management? In this case, the most acceptable association is when the solution of a social problem in another area public life suggests the path by which it is easier to reach the goal. A peculiar variant of association in design is an adaptation, when the experience of solving problems that has justified itself in a different situation is applied to an object of interest. The association method can be used via modification. Taking into account the accumulated knowledge, approaches are being developed that allow to seriously modify the object of influence, i.e. not only forms are affected, but also essential, content elements.

The association method is associated with the elimination of the old principles of the object's functioning, and with their replacement with new initial provisions, leading to a radical transformation of the projected data. This technique is called a complete reorganization. The association method involves a combination of adaptation, modification and complete reorganization techniques.

We must not forget such a moment. In the design process, situations are possible that are not similar to those mentioned above and pose fundamentally new problems. In these cases, the brainstorming method is used, when all the available intellectual potential is mobilized: a kind of competition of ideas is announced that can significantly advance the search for the optimal solution to the problems of a particular project. This method, justified in 1939 by A.F. Osborne, is associated with the generation of ideas, with their equal competition, with the possibility of comparison. One of the variants of this method is known - the method of synectics, according to which several proposed ideas are considered separately from each other, and then certain interconnections and interdependencies are established between them. Undoubtedly, given the dynamism and complexity of many social processes, it is necessary to practice the competition of ideas more widely, while striving to avoid the influence of glory, merit, and titles of the participants in the competition on the decision.

The development of a social project often begins in conditions of known uncertainty, lack of clarity at the starting points of the development of a process or phenomenon. Meanwhile, in all cases, whether it is the formation of a new industrial hub, a city, or the reconstruction of an enterprise, a certain sequence of events, logic, is required.

The design process is based on the analysis of social needs. It can be both obvious and hidden, so this initial stage involves a search related to the definition of its essence. Take, for example, this historical fact. In the late 20s - early 30s, a very bold project of the Dneproges was implemented, the implementation of which was caused by the need to build a completely new, technically advanced enterprise in the shortest possible time and at the same time create conditions for rational labor and Everyday life population. This experience showed how important it is for a scientific idea to reflect the real need of society and meet objective criteria.

At this stage of design, it is desirable at least in the very general view provide the time reserve that is allotted for the implementation of the planned project. At the next stage, the goal of developing a social project is specified: a description is given of the state that one would like to achieve, based on the requirements of social progress.

Having formulated the goal, they begin to collect the necessary information, referring to any sources, including scientific research. Priority is given to the information in which the current level of knowledge of the social process is recorded. In addition, it is necessary to take into account the arguments both "for" and "against" those decisions that are available in world practice.

Based on the information received, a design task is compiled and what parameters it must satisfy (or correspond to) are determined. At this stage, a major role is played by fundamentally new ideas that reveal ways to more effectively achieve the intended goals.

The formulation of the task is considered as part of the concept, which may include various solutions. It is better if these options are presented in the form of a matrix, which involves the selection of the most appropriate ones, taking into account the change in certain variables (terms, material, financial and labor resources, priority and importance of the implementation of individual elements of the project). The design concept is usually tested in two ways: through theoretical analysis and through experiment.

At the final stage of design, a decision is made. It appears in the form of a specific program of action, which, in the given parameters, outlines certain means of achieving the goal in the presence of certain restrictions. The decision also contains possible options, terms, main stages and sequence of operations.

Types of social design:

1. Social design of new industries

The experience of social design of new industries was accumulated gradually. For a long time, the social aspects of their formation were not taken into account enough, which caused various kinds of deviations in the conditions of labor and daily activities of people.

For most new productions, the main social purpose is to create stable, sustainable teams. Therefore, when designing them, such means as recruiting and consolidating the workforce, creating working conditions, increasing vocational training etc. To mitigate the negative consequences of the use of heavy manual labor and labor that does not require qualifications, compensating factors are used that affect a person’s behavior and his attitude to business.

When designing new productions, it is important to observe the principle of complexity. When justifying the feasibility and economic prospects of a project, the state and level of development of the productive forces are usually taken into account: energy resources, minerals, communications, and the availability of labor resources. From a formal point of view, such an approach seems to satisfy the requirements of science.

However, many years of experience in the formation of new industries shows that the lack of special professional training of people, as well as their social and moral disinterest, weak motivation, and the gap between personal and public interests often became the decisive obstacle to development. Many “good” projects and plans experienced difficulties in their implementation, not only for technical and economic reasons, but also because people did not want to act according to the developed programs, since their interests and housing needs were not taken into account or not fully taken into account. , cultural and community institutions, trade and household enterprises, in recreation, in preschool institutions, schools, etc.

When designing new productions great importance acquires the process of social adaptation. This is expressed in people's awareness of the nature of the work ahead, of the living and working conditions in the organization in which they will work. Successful adaptation is associated with job satisfaction, with obtaining or upgrading qualifications. When designing this process, it is necessary to proceed from the fact that in the course of the development of production a number of professions may disappear, others may radically change their content, and still others may become only a stage in the social and professional advancement of people, especially young people.

The social design of new industries certainly includes the provision of conditions labor activity, and primarily in terms of such indicators as noise, gas pollution, vibration, illumination, temperature conditions. The creation of normal working conditions for all employees also requires taking into account the requirements of technical and industrial aesthetics. A prominent place in the design is occupied by questions of advanced training, meeting cultural needs, and needs for recreation.

The theory and practice of social design is faced with the need to intervene more actively in the development of the social situation. As the analysis shows social development new industries, they in most cases regulate those processes that are associated primarily with labor activity, with the participation of man in the development of technology and technology.

So, the social design of new industries is the process of preparing, developing and approving one of the options social organization future life the main productive force - workers and their families - in the context of newly emerging or reorganized social institutions, social processes and phenomena.

2. Designing new cities.

For a long time, the design of new cities was carried out only by architects. Although the social factors of urban development have always been planned to some extent, their consideration has become especially relevant in conditions of intensive urbanization. More and more projects of new cities are being prepared on the basis of a comparison of various options, which makes it possible to choose the most appropriate plan for the construction of both industrial and socio-cultural facilities.

One of the requirements in the design of cities is the rational delimitation of residential and industrial zones.

The need for a comprehensive consideration of social factors has become most tangible in the preparation of comprehensive plans for the economic and social development of cities. As a general trend, it can be noted that now, when preparing projects for new cities, they are more attentive to the social aspects of the life of the population: the construction of cultural and community facilities, children's and school institutions, the organization of healthcare, public utilities and consumer services. Social aspects have become necessary integral part regional plans and master plans cities acting as a link between the design of spatial complexes and individual settlements and industrial areas.

The advantage of these projects-plans lies in the fact that, firstly, they help to solve one of the most important national economic problems, and secondly, their implementation provides for a comprehensive consideration of all aspects - from technical to social.

Social design is also associated with the creation of conditions for efficient operation in some area of public life. Such projects are of particular importance for the development of human labor activity.

At the same time, social design as a whole serves not individual, but all aspects of human activity. Only when systems approach perhaps the most effective (or optimal) design of social processes and phenomena. The peculiarity of social design lies in the fact that it is aimed at solving such problems that cover in a complex all social aspects of human life and which are best distinguished by the levels of organization of social life. That is why social projects can be developed at the level of organization, district, city, region, republic and country as a whole.

Designing is one of the forms of implementing social forecasting along with social planning and social forecasting, and therefore, interacting with them, it nevertheless has qualitative features.

The preparation of a social project largely predetermines the successful implementation of other management functions, since in the process of their implementation the set goal is achieved, the planned program is being carried out. At each stage of its preparation, such a scientific foundation is required for solving the set task, on the basis of which an action plan would be created that organically combines both the results obtained in the analysis of the previous development and the requirements put forward by the new stage. In the process of carrying out the functions of organization, regulation, accounting and control, the provisions of the project are often specified and, if necessary, appropriate adjustments are made to ensure the successful implementation of the main program.

List of used literature:

1. Altshuller G.S. Creativity as an exact science. M., 1979.

2. Dridze T.M. predictive design in social sphere as a factor in accelerating the socio-economic and scientific and technical progress: theoretical, methodological and technological aspects Theoretical and methodological problems of social forecasting and design in the context of accelerating scientific and technological progress. M., 1986.

3. Kotlyarov I.V. Theoretical basis social design. Minsk, 1989.

4. Antonyuk G.A. Social design and management social development. Theoretical and methodological aspect. Minsk, 1986.

Social project is a program of real actions, which is based on an urgent social problem that needs to be resolved. Its implementation will help improve the social situation in a particular region, society. This is one of the ways to participate in public life through the practical solution of pressing social problems.

The implementation of a social project takes place in several stages (they are usually called steps):
1. The study of public opinion and the definition of an urgent social problem.
2. Involvement of participants and the public to solve this social project.
3. Definition of goals and objectives of the social project.
4. Definition of the content of the social project. Drawing up a work plan. Distribution of duties.
5. Definition necessary resources and budgeting.
6. Development of a project evaluation system.
7. Formation of public opinion.
8. Search for business partners. Drafting of project proposals.
9. Conducting official negotiations. Obtaining the necessary resources.
10. Carrying out planned activities.
11. Analysis of the results of the work.

I. Development of a social project

Stage 1 (step 1). The study of public opinion and the definition of an urgent social problem.
It is important to determine what problem worries the residents of your city, town, village, microdistrict, school students. For example, work public transport, conservation of green spaces, pollution environment, the state of playgrounds, etc. Information can be collected as a result of a sociological survey, study of press materials, television, meetings with local leaders and specialists.
Defining a social problem is a complex and important process. On the basis of the formulated problem, a social project will be developed aimed at the implementation of this social problem. A social project should not be aimed at solving an issue that is too narrow or too broad. Otherwise, such a social project may be unsuccessful. To determine the content of a social project, it is necessary to organize a discussion of the selected options for social problems. When choosing a social problem, consider the following:
- the importance of this social problem for the city, town, village, microdistrict of the school;
- the scale of this problem (how many residents are interested in solving this social problem);
- the possibility of practical implementation of the problem by the project participants.
In order to draw up a program for the preparation and implementation of a social project, it is necessary to clearly formulate a social problem.

Stage 2 (step 2). Involvement of participants and the public to solve this social project.
It is necessary to explain to the public the content of this social problem, to achieve approval and support from it. It is important to define the circle public organizations, public institutions, bodies local government, deputies, journalists and other stakeholders in solving this problem, who can. provide assistance and support, and involve them in cooperation.

Stage 3 (step 3).Definition of goals, objectives of the social project.
The expected results of the project implementation are determined. They should be clear, specific, achievable. After the goals of the project are formulated, the tasks aimed at the implementation of specific stages are determined. Tasks help to detail the set goals, reveal them. The solution of problems should lead to the expected result, the achievement of the goals. The success of the project will depend on the clarity and awareness of the formulation of the goals and objectives of the project.

Stage 4 (step 4). Definition of the content of the social project. Drawing up a work plan. Distribution of duties
On the this stage the main directions, forms and methods of activity within the framework of the project, the amount of work to be done, the timing of its implementation and those responsible are determined. All this can be done in the form of a plan. The plan should be clear, concise and realistically achievable. It is necessary to reflect not only the final results, but also the ways of their implementation, i.e. solving specific problems with the help of which the stages of the project are implemented. The plan is discussed and approved by all participants and accepted by them for implementation.
In the course of drawing up a plan, it is important to distribute responsibilities among the project participants, which will contribute to the success of its implementation. When distributing responsibilities, it is necessary to use the principle of voluntariness, i.e. take into account the desire of a person, as well as his individual characteristics, experience, knowledge, abilities and level of preparedness. Each participant must be aware that he is personally responsible for a certain area of work. Preliminary training of project members is possible. The training program can include both theoretical and practical classes.

Stage 5 (step 5).Determination of the necessary resources and budgeting.
Various resources may be needed to implement a social project: finance, material values, information.
In this case, it is necessary to provide for the volume of required resources at all stages of implementation. this project. If it involves the receipt and expenditure Money then you need to make a budget. All cash receipts and expenditures must be documented and recorded. There is a separate ledger for this. The same careful attention should be paid to the use of available funds. All amounts spent must be documented: checks, acts and other documents.

Stage 6 (step 6).Development of a project evaluation system.
The development of the grading system is very milestone preparation of a social project. This will depend on the attitude to the results of the activity. Criteria and indicators should be specific and clear. There are two types of key indicators: quantitative and qualitative. The second type is more complex, because it is difficult to measure it. But changes in the social sphere are not always measurable with numbers alone. It is important that the indicators determined be realistically achievable, otherwise difficulties may arise in the implementation of the program of activities. Evaluation is given to the actions of each project participant and the team as a whole. Evaluation of work on the project is carried out both by the participants themselves and by experts, public organizations, government agencies, etc.

Stage 7 (step 7).Formation of public opinion.
The success of the project will largely depend on the favorable attitude of the public towards it. Public involvement should take place at all stages of the creation and implementation of the project. But when goals, objectives, content, forms and methods have already been defined, plans have been drawn up, this work acquires special significance. It is necessary to acquaint the public with the main goals, ideas and content of the social project. For this, various methods can be used: the design of posters, leaflets, photo and video materials, meetings and conversations with local residents, fundraising mass media, specialists, experts, employees of state institutions and organizations. Effective formation of positive public opinion, attraction of like-minded people to cooperation will create the necessary conditions for the implementation of the project.

II. Practical implementation project

Stage 8 (step 8). Search for business partners. Drafting of project proposals.
After everything is prepared for the implementation of the project, it is necessary to adjust its program and plan, taking into account the social situation, to identify business partners - organizations and individuals who can help in the implementation of the project. You can make a list local authorities authorities, officials, public organizations, enterprises, educational institutions, cultural institutions located in the region, to get acquainted with the areas of their activities in order to determine which of them to involve in cooperation. It is advisable to make proposals for joint activities for discussion with business partners and the text of the cooperation agreement.

Stage 9 (step 9).Conducting formal negotiations.Obtaining the necessary resources.
At this stage, project participants meet with business partners, discuss joint actions, actions, conclude contracts, enlist support from local authorities, public organizations, the media, and receive the resources necessary for holding events. Receiving outside help will help create the necessary conditions for the implementation of a social project. It is important that a friendly, kind, positive atmosphere of trust arise, which will help to cooperate with state, public and private organizations.
You need to carefully prepare for a meeting with business partners: draw up a plan for the upcoming meeting, determine what you would like to agree on, pick up strong arguments to convince your partner of the importance of implementing the project, obtaining mutual benefits from its implementation. It is better to conclude a contract for a longer period so that it does not have to be concluded again. The contract must be executed in writing in two copies, sealed with the signatures of the partners.
Any material resources received for the implementation of the project need to be accounted for. To do this, it is advisable to keep a ledger material assets to commit receipt material resources and their use.

Stage 10 (step 10).Carrying out planned activities.
The implementation of the plan requires the combined efforts of all project participants. Only a friendly, close-knit team, acting on the basis of mutual assistance and mutual assistance, is capable of solving complex problems and carrying out planned events.
It is not recommended to deviate from the planned points of the plan. This can only happen in exceptional cases. Also, you should not deviate from the scheduled dates. It is better to do everything on time to avoid haste and fuss. On the other hand, any plan needs to be adjusted. It can be modified and modified to meet new circumstances. Therefore, changes need to be made from time to time. A clear, strict, consistent implementation of the planned activities will lead to the implementation of the program, the achievement of the goals set and the solution of the social problem.

III. Results of work on the project

Stage 11 (step 11). Analysis of the results of work.
An important step is the analysis of work on the project. It is necessary to make a comparison of the set goal and the results achieved. To do this, you need to answer the questions:
- Has the goal of the project been achieved?
- What are the positive and negative consequences project? (What worked? What didn't work? Why?)
- What was the atmosphere of the social project?
- What was the contribution of each project participant to the overall result of the work?
- What have you learned during the implementation of the project?
- What needs to be changed to make the implementation of the next social project more successful?

One of the effective technologies of social design is the technique "I am a citizen of Russia". This folder contains methodological material that will help the teacher help in organizing project activities students.

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Social Design Technology

Methods of social design

Results of social design

		Social project

Difficulties, social problems of the community

	Project theme

		Hypothesis

			Action plan

Own design		Group formation

		Definition of "points of independence" and "points of cooperation"

		Action phase

		Registration of results

			External presentation of the project

				Group discussion

Appendix 1

Problem Analysis

Surnames of group members _________________________________________________

The date__________________________________________________________________

Problem______________________________________________________________

Do you and those around you think that this problem is relevant for your area? _________________________________________________________

Why?_____________________________________________________________________________________________________________________________________

Which authorities are responsible for its decision? ___________________________

______________________________________________________________________

Is there any activity carried out by this body to solve the urgent problem? ________________________________________________________________________________________________________________________________________________

If such work is carried out, then answer the following questions:

What is its effectiveness?______________________________________________
What are its disadvantages?_________________________________________________

How can it be improved?________________________________

______________________________________________________________________

What are the opinions in this territory regarding this activity of the authorities?

______________________________________________________________________

Where can I get information on this issue?______________________

______________________________________________________________________

Are there any other important problems of the region, city, village that could be discussed in class? What are these problems?_____________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Annex 2

Contacting the person in charge

Hello, my name is (last name, first name) _____________________________
I am a student of (…class, school no.….).
We investigate the problems that exist in our city, district, village.
I am responsible for collecting information on the problem, which we will then discuss in class.
Can I ask you a few questions now, or is it better to call back next time?
The problem our class is studying

_______________________________________________________________

(briefly describe the problem)

How are they dealt with by the authorities?
How can citizens influence their decision?
Do you have any written information about the problem that you could send us?
Who else could I talk to about this issue?

Annex 3

Information from letters and interviews

____________________________________________________________________

(Name of study group member)

The date________________________________________________________________

Researched problem _________________________________________________

________________________________________________________________________________________________________________________________________

A source of information:

Full name, position ____________________________________________________

Name of company_____________________________________________

The address_______________________________________________________________

Phone, email ____________________________________________

Submitted information on the problem ___________________________________

_____________________________________________________________________

Appendix 4

Sample Plan - Social Project Graphics

Annex 5

Petition

____________________________________________________________________

(name of the petition)

Petition from:________________________________________________________________

Addressed to __________________________________________________________

We, the undersigned, would like to draw your attention to the following problem with the recommendation: _____________________________________________

The following citizens of the city, district, village agree:

Appendix 6

Requirements for the design of the project

The project is printed, neatly designed.
The title page contains the name of the project, information about the authors, institution/organization affiliation, year and place of compilation.
If the project is more than five pages in length, then it has a table of contents indicating sections and page numbering.
If quotations are used in the text, references to the source are obligatory; if the authors used literature, a bibliographic list is attached at the end indicating the author, title of the book, publisher, place and year of publication.
It is desirable that each chapter be printed with new page chapters are divided into semantic paragraphs.
The project should be short and concise, usually no more than 10 pages of readable text - a description of the project.
The form of writing a project should be accessible and interesting.
Explanatory/additional documentation (scripts, questionnaires, social survey results, feedback, financial forms, etc.) is attached at the end of the project.

Appendix 7

Evaluation sheet for the projects of the action "I am a citizen of Russia"

Teams	№1	№2
Criteria
The relevance of the chosen problem
1. Argumentation of the problem.
2. The significance of this topic for the project participants.
3. Consonance of the problem with the interests of society.
Collection and analysis of information
1. Study of the regulatory framework.
2. Media analysis.
3. Use of sociological research materials.
4. Breadth of expert assessments.
Team Action Program
1. Legal validity of actions and provisions.

3. Completeness, completeness.
Team Action Program
1. Legal validity of actions and proposals.
2. Economic justification, realism.
3. Completeness completeness.
Practical steps for program implementation
1. Social correspondence.
2. Personal participation of schoolchildren.
3. Different levels of interaction with power structures.
4. Practical results.
Presentation
1. Competence, fluency in the material.
2. Depth and clarity of answers to questions.
3. Emotionality of the speech.
4. Use of stand materials.
Portfolio evaluation
1. Reflection of the main stages of work.
2. Logic of materials.
3. Aesthetic design.
Stand evaluation
1. Correspondence of the materials of the stand with the sections of the project.
2. The breadth of the spectrum of materials.
3. Colorfulness, visibility.
Outcome: