Project-research activity initiates early career guidance of schoolchildren, and students consolidate the understanding of the right choice of future profession, promotes creative self-determination and development. Network, socially signi cant projects with a practical component, aimed at implementing of authentic education (taking into account the experience that real life gives), expand the horizons of students outside the classroom, increasing their motivation for learning activities [Abd14]. Network interaction in the implementation of network projects leads students to master new activities, acquire new competencies and personal qualities: - ability to operate information (criticality in its choice for solving future professional tasks), - possession of various types of communication, - ability to constantly learn and improve, - increase the level of their own initiative to make qualitative and responsible decisions, - ability to manage their own cognitive activities and design a personal educational result, - ability to choose the best educational routes and means. 2.2

Organization of network project-research activities of students in the collaboration with the city-forming enterprises will be successful if: - to highlight the types and mechanisms of network interaction between the parties for the implementation of socially signi cant and practice-oriented projects; - to de ne the principles of organization of network project-research activities of students; - to develop a diagnostic map of the areas of network interaction and the topics of design research work, a plan for joint activities of startups of school teams and expert councils of city-forming enterprises, based on the needs of the region; - to o er e ective methods, technologies, organizational forms, tools for implementing network projects.

On this basis, we propose the following model of network project-research activities of students in collaboration with city-forming enterprises (see Fig. 1)

Introduction of the model begins with a description of the mechanisms and types of network interaction.

The mechanisms of network interaction in the project-research activities of students in the collaboration with the city-forming enterprises include: - a mechanism of formation of network interaction (distribution of rights, duties, roles, directions and topics for research, de nition of responsibility levels, de nition of social pedagogical norms, material and technical resources, etc.); - a mechanism for managing network interaction in the implementation of project-research activities; - a mechanism for communication of participants in project-research activities.

Among the types of network interaction in the implementation of project-research activities of students can be identi ed: - network interaction within single organization; - network interaction between educational organizations of the same level (at the level of schools, at the level of universities, colleges, etc.); - network interaction between educational organizations of di erent levels (for example, school-college, schooluniversity, university-enterprise, etc.); - network interaction between educational organizations and city-forming enterprises.

Lets call the principles of formation of network project-research activities of students: - the principle of equal partnership and joint productive activities of net-work participants; - the principle of the navigation and meaningful orderliness; - the principle of openness and voluntary communication; - the principle of information correctness and copyright ethics; - the principle of responsibility and educational e ciency [Zen16].

Within the implementation of the chosen direction, it is planned to conduct di-agnostic studies of the dataware conditions and support of network project-research activities in the region, which will become the foundation for development a model of organization of network project-research activities of school-children. Diagnostic card of relevant trends on networking and topics of project-research work and plan of joint activity of startups of school teams and expert councils of city-forming enterprises will be developed. Such work should be carried out on the basis of academic experimental platforms, which are educational organizations that conclude an agreement on cooperation with the city-forming enterprises.

We see the next stage in the forming a model of project-research activities of students in the o er of e ective methods, technologies, organizational forms, training tools for the implementation of network projects.

Project-research technology, as a system of integrated procedures for the implementation of network projects, may include many well-known methods and means of active learning, such as: project method, immersion method, data collection and processing methods, research and problem methods, search experiment, experimental work, generalization of results, business and role games, etc. [ZenSav16]. But for network projects, the new methods and forms of the organization that have emerged through the development of network technologies, such as virtual tours, teleconferences, forums, discussions, discussion blogs, web quests, hackathons, etc., are becoming actual. Here it is possible to use various pedagogical and information technologies for organizing joint research in small cooperation groups at di erent stages of project implementation, contacts with the teacher and project participants, with the heads of the city-forming enterprises, discussion of issues in the teleconferences, forums, organization of joint research [Jim17].

Today, each teacher can use a huge number of services to organize network re-search projects. We will brie y focus on Google services, which seem to us have the necessary potential for the implementation and presentation of these projects. For example, the ability to combine several well-known Google-services, such as Hangouts, YouTube and Google+ will create a video conference with access to up to 150 participants. Online video conferences (webinars) can be arranged with the above-mentioned services, Hangouts and YouTube, and adding a service of Google Presentations, you can set up a question and answer session with a voting item.

Network services are widely used in the educational process of the school. Using cloud services allows the teacher to manage the learning process. Google services help to organize students joint activities on the project, communication between the subjects of the educational process, the interaction of teachers with the group and group members with each other.

The described type of joint activity with students can and should be organized exclusively in the classroom, taking place in computer classes, and each student must create an account.

In the students joint work on the learning of Google services, conducted by the teacher, we can conditionally distinguish several steps.

Step 1. Register students on Google. Each student creates his account, his email account on the gmail mail server and con gures this mailbox.

At this step, the level of students basic skills with computer technical and mobile devices is revealed. Step 2. Forming contacts and groups. Through the created mail service gmail the teacher from the received messages forms a list of contacts and combines these contacts into a group of the same name learning group.

Step 3. Organization of joint work with documents. On the Google Drive, the teacher creates the Google Sheets and gives editing access to all the members of the group. In this table, which is shared, the students enter information about themselves, for example, phone number, date of birth, hobbies, additional e-mail and other. As a result, not only the skills of working together with documents are formed, but also the students get to know each other better, getting additional information about classmates.

Step 4. Organization of sharing, control and self-control of knowledge. At this step, each student creates a folder on their Google Drive, the name of which cor-responds to his name (for the convenience of the teacher). Hereinafter, there will be les with reports on the work performed. The student sets up access to this folder for the teacher, who can view all the reports, evaluate and comment on them [Kon17].

The above technology of complex application of Google services can be re ected in one of the well-known Google Classroom applications, which is a free service for schools, non-pro t organizations and anyone who has a personal Google account. It simpli es the dialogue between students and teachers both at school and outside. Google Classroom helps teachers create, collect, and grade homework electronically, saving teacher time. For example, automatically copy Google documents to all students. Students can follow the deadlines for assignments on a special page. The teacher sees who has already completed the task and who has not yet, and can leave comments and evaluate the work. It is important that the network application "Google Classroom" is designed for mobile devices.

One more, not so long ago appeared event, but original and interesting is hackathon. Hackathon is an event that has become very common not only in foreign countries, but also in Russia. This is a forum for developers, during which experts from di erent areas of software development (programmers, designers, managers) work together to solve any problem. Hackathons, in our opinion, are the best invention for the implementation of research projects, as within the framework of this event: communities of active young people who are interested in a speci c problem are created; there is an opportunity to work in a free format, to gain new knowledge, to face the problems that were not before, to demonstrate their professionalism, to implement new ideas and projects. At the hackathon in brainstorming format and working in small groups, the team task is to develop some IT-solution on the proposed topic and present its prototype [Sco18]. A hackathon can be conducted in a network format, which means that this technology is quite suitable for network research projects.

One of the newest, interesting, adaptive ways to conduct network research projects is a web quest. Now in educational institutions, most students are free to use modern information technology. Therefore, the work of students in this version of the project research activities, like a web quest, diversi es the educational process, making it lively and interesting. Web quest developer is Bernie Dodge - Professor of educational technology at the University of San Diego (USA) [Dod99]. Web quest is a form of organization of students' project activity by the Internet site, where they are looking for a solution of a research project on a particular or interdisciplinary problem, the subject of research. A feature of educational web quests is that some or all of the information for self-study or group work of students is found on various websites. In addition, the result of the work with the web quest is the publication of student works in the form of web pages and web sites (both online and o ine).

For functioning of educational network projects the support program system of network project and research activity of students (with a network project competition module) is necessary. As an example, we propose to use Google Cloud Plat-form to develop new network projects in the key areas: - science of man; - social Sciences (history, social science); - natural sciences (biology, botany, zoology, geography, ecology); - science of art (literature, art history); - mathematical, physical, chemical and technical Sciences, astronomy, space; - computer science (robotics).

The module will provide access to the interactive guide of network projects, it will organize a network interaction of the participants in the project activity and focus the report and analytical information on the competition. 3