FORMATION OF SHORT PRESENTATION OF IDEAS AND PROJECTS (PITCHING) SKILLS IN YOUTH STUDENTS
Abstract
The purpose of the article is to actualize the need to develop the skills of short representation of ideas and projects (pitching). The main tasks are: a review of foreign and domestic sources regarding the formation of presentation and self-representation skills, public speaking in schoolchildren, analysis of the answers of teachers and students regarding the functional possibilities of pitching, and the experience that students acquire through participation in pitching sessions. To achieve the goal and solve the tasks of the research, theoretical, empirical, and statistical methods of data collection and processing were used: theoretical (analysis of domestic and foreign sources on the researched issues, comparison and generalization of the results of previous studies); empirical (analysis of pitching algorithms (comparison, evaluation); statistical (quantitative and qualitative data analysis, systematization, conclusions).
The article updates the issue of the need to develop the skills of a short presentation of ideas and projects (pitching) among schoolchildren, and reviews foreign and domestic sources regarding the formation of presentation and self-presentation skills among schoolchildren, as well as public speaking. The essence and content of the application of pitching in education as a modern format for holding events, during which students and teachers present their projects, ideas, and achievements, are revealed.
It is substantiated that mastering pitching skills for schoolchildren can become an important component in the implementation of various projects, which are an effective tool for involving them in the life of society.
It was determined that pitching and the process of preparation for it have certain functional capabilities that form their valuable and meaningful potential for the education and upbringing of children and school youth. The functions of pitching (socio-cultural, creative, informative, self-presentational (image-forming), research, communicative, educational, educational, motivational, organizational, predictive) are distinguished and characterized.
An analysis of the responses of teachers and students regarding the functional capabilities of pitching and the experience that students gain through participation in pitching sessions is presented.
It was determined that the formation of pitching skills has a number of advantages for students (development of creativity and creativity in the execution of projects and presentations, search for new ideas, ideas, styles; increase in self-confidence during public speeches, defense of ideas and beliefs, argumentation of one's own position; improvement skills of effective communication, team interaction, development of research skills in search, critical analysis and processing of new information, development of skills of presenting information confidently, clearly, meaningfully, with a reason, education of leadership, responsibility, initiative, organization , the desire to be useful to society, etc.).
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