Modern approach to learning should focus on introducing novelty into the learning process, due to the peculiarities of the dynamics of the development of life and activity, the specifics of various teaching technologies and the needs of the individual, society and the state in developing in students socially useful knowledge, beliefs, character traits and qualities, relationships and behavioral experience. Today it has become obvious that it is not the individual who needs to be managed, but the process of its development. And this means that priority in the work of a teacher is given to methods of indirect pedagogical influence: there is a rejection of frontal methods, slogans and appeals, abstaining from excessive didacticism and edification; instead, dialogical methods of communication, a joint search for truth, development through the creation of educational situations, and a variety of creative activities are highlighted.

The main methodological innovations today are associated with the use of interactive teaching methods. The word "interactive" came to us from the English word "interact" - "Inter" - "mutual", "act" - to act. Interactive- means the ability to interact or is in the mode of conversation, dialogue with someone (person) or something (for example, a computer). Consequently, interactive learning is, first of all, dialogue learning, during which interaction between the teacher and the student takes place.

The features of this interaction are as follows: - the presence of subjects of education in the same semantic space; - joint immersion in the problem field of the problem being solved, i.e. inclusion in a single creative space;

Consistency in the choice of means and methods for solving the problem; - joint entry into intimacy emotional condition, experiencing consonant feelings accompanying the acceptance and implementation of problem solving.

Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems, i.e. didactic tasks. This definition of method reflects the essential characteristics of learning.

The essence of interactive learning is that educational process organized in such a way that almost all students are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think. Cooperative activity students in the process of cognition, development educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, and methods of activity. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to gain new knowledge, but also develops the cognitive activity itself, transfers it to higher forms of cooperation and cooperation. The characteristic, essential feature of interactive forms is a high level of mutually directed activity of the subjects of interaction, emotional, spiritual unity of the participants.

One Chinese parable says: “Tell me and I will forget; show me and I will remember; let me do it and I will understand.” These words reflect the essence of interactive learning.

When using interactive methods, the student becomes a full participant in the perception process, his experience serves as the main source of educational knowledge. The teacher does not provide ready-made knowledge, but encourages students to search independently. Compared to traditional forms of conducting classes, in interactive learning the interaction between the teacher and the student changes: the activity of the teacher gives way to the activity of the students, and the teacher’s task becomes creating conditions for their initiative. The teacher refuses the role of a kind of filter that passes through himself educational information, and serves as a work assistant, one of the sources of information. Interactive learning is widely used in intensive training. In order to master and apply these methods, the teacher needs knowledge of various group interaction techniques.

Interactive methods in no way replace lecture classes, but contribute to better assimilation of lecture material and, most importantly, form opinions, attitudes, and behavioral skills. When using interactive forms, the role of the teacher changes dramatically, it ceases to be central, he only regulates the process and is involved in its general organization, prepares necessary tasks in advance and formulates questions or topics for discussion in groups, gives consultations, controls the time and order of implementation of the planned plan. Participants turn to social experience - their own and other people's, while they have to communicate with each other, jointly solve assigned problems, overcome conflicts, find common ground, and make compromises. Psychologists have found that in the conditions of educational communication, there is an increase in the accuracy of perception, the effectiveness of memory work increases, and such intellectual and emotional properties of the individual develop more intensively as - stability of attention, the ability to distribute it; observation in perception; the ability to analyze a partner’s activities, see his motives and goals.

First of all, interactive forms of conducting classes:

Arouse students' interest;

Encourage everyone's active participation in the learning process;

Appeal to the feelings of each student;

Promote effective learning of educational material;

Have a multifaceted impact on students;

Provide feedback (audience response);

Form opinions and attitudes among students;

Form life skills;

Promotes behavior change.

Note that the most important condition for this is personal experience participation of the teacher in interactive training sessions. They can only be learned through personal participation in a game, brainstorming session, or discussion.

Basic rules for organizing interactive training. Rule one. All participants must be involved in the work to one degree or another. To this end, it is useful to use technology to include all participants in the discussion process. Rule two. We must take care of the psychological preparation of the participants. The point is that not everyone who comes to class is psychologically ready to be directly involved in one form or another of work. In this regard, warm-ups, constant encouragement for active participation in work, and providing opportunities for self-realization are useful. Rule three. There should not be many students in interactive technology. The number of participants and the quality of training may be directly related. The optimal number of participants is 25 people. Only under this condition is productive work in small groups possible. Rule four. Preparing the room for work. The room should be prepared in such a way that it is easy for participants to change seats to work in large and small groups. Physical comfort must be created for trainees.

Rule five. Clear consolidation (fixation) of procedures and regulations. You need to agree on this at the very beginning and try not to violate it. For example: all participants will be tolerant of any point of view, respect everyone's right to freedom of speech, and respect their dignity. Rule six. Pay attention to the division of seminar participants into groups. Initially it is better to build it on the basis of voluntariness. Then it is appropriate to use the principle of random selection.

Mandatory conditions for organizing interactive training:

Trusting, at least positive relationship between the teacher and students;

Democratic style;

Cooperation in the process of communication between the teacher and students;

Reliance on the personal (“pedagogical”) experience of students, inclusion in the educational process bright examples, facts, images;

The variety of forms and methods of presenting information, forms of activity of students, their mobility;

Inclusion of external and internal motivation for activities, as well as mutual motivation of students.

Classification of interactive teaching methods

Under creative tasks we understand educational tasks that require students not to simply reproduce information, but to create creativity, since tasks contain a greater or lesser element of uncertainty and, as a rule, have several approaches. The creative task constitutes the content, the basis of any interactive method. A creative task (especially one that is practical and close to the student’s life) gives meaning to learning and motivates students. The unknown of the answer and the opportunity to find your own “correct” solution, based on your personal experience and the experience of your colleague or friend, make it possible to create the foundation for cooperation, co-training, and communication of all participants in the educational process, including the teacher. The choice of a creative task in itself is a creative task for the teacher, since it is required to find a task that would meet the following criteria:

Does not have a clear and monosyllabic answer or solution

Is practical and useful for students

Related to students' lives

Arouses student interest

Maximizes learning objectives

If students are not used to working creatively, then they should gradually introduce simple exercises, and then increasingly complex tasks.

Small group work- This is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, resolve disagreements). All this is often impossible in a large team. Work in small group- an integral part of many interactive methods, such as mosaics, debates, public hearings, almost all types of simulations, etc.

When organizing group work, you should pay attention to the following aspects. You need to make sure that students have the knowledge and skills necessary to complete the group assignment. The lack of knowledge will make itself felt very soon - students will not make any effort to complete the task. You should try to make your instructions as clear as possible. It is unlikely that the group will be able to comprehend more than one or two, even very clear, instructions at a time, so instructions should be written on the board and/or cards. The group must be given enough time to complete the task.

Role-playing game- this is the performance by group members of a skit with pre-assigned roles in the interests of mastering a certain behavioral or emotional side of life situations.

Role-playing is carried out in small groups (3-5 participants). Participants receive a task on cards (on a board, sheets of paper, etc.), assign roles, play out the situation and present (show) it to the whole group. The teacher can assign roles himself, taking into account the characters of the children.

The advantage of this method is that each of the participants can imagine themselves in the proposed situation, feel certain states more realistically, feel the consequences of certain actions and make a decision.

This form of work is used to model the behavior and emotional reactions of people in certain situations by constructing a game situation in which such behavior is predetermined by given conditions.

Mini-lecture is one of the effective forms of presenting theoretical material. Before it starts, you can conduct a brainstorming session or role-playing game related to the upcoming topic, which will help update it for the participants, find out their level of awareness and attitude towards the topic. The material is presented in a language accessible to participants. Each term needs to be defined. It is better to explain the theory according to the principle “from general to specific.” Before moving on to the next question, it is necessary to summarize what was said and make sure that you were understood correctly.

It is important to refer to authoritative sources and emphasize that everything said was not invented by you, but studied and described by experts in the field. At the end of the presentation, you need to discuss all the questions that the participants have, then ask how the information received can be used in practice and what results this can lead to. Mini-lectures are proposed to be conducted interactively: before announcing any information, the trainer asks what the participants know about it; After providing any statement, the trainer suggests discussing the participants' attitude to this issue.

For example:

What do you think?

How do you propose to do this?

What do you think this could lead to? Etc.

Project development- this method allows participants to mentally go beyond the audience and draw up a project of their actions on the issue under discussion. The most important thing is that a group or individual participant has the opportunity to defend their project, prove its superiority over others and find out the opinions of friends.

For example: create a project to reduce the risk of natural disasters in your city.

Participants can seek advice additional literature to specialized institutions, libraries, etc.

You can invite participants to collect newspaper publications, photographs, articles related to the topic, and then discuss these materials with the whole group.

Watching and discussing videos. In disaster risk reduction classes, you can use both fictional and documentary videos, excerpts from them, as well as videos and videos.

Videos of relevant content can be used at any stage of classes and trainings in accordance with its topic and purpose, and not just as additional material.

Before showing the film, it is necessary to ask the trainees several (3-5) key questions. This will be the basis for the subsequent discussion. You can stop the film at pre-selected frames and have a discussion.

At the end, it is imperative to sum up the results together with the trainees and voice the conclusions drawn.

By using testing You can determine the level of awareness of young people or their attitude towards the topic under discussion. The approach to the formulation of test questions must be correct: they must be written competently, clearly, in understandable language and spare the feelings of students.

Having received the test, students must read it carefully and mark their answer in the appropriate column: “true” - “false”, “I don’t know”.

Then, if the test is not anonymous, the answers are discussed in pairs or small groups. The results of anonymous testing are summed up by the teacher (trainer). And the results of regular testing are after a joint discussion of the answers by the participants and the teacher (trainer).

Warm-ups in order to relieve psychological and physical activity. Warm-ups also help develop communication skills. They must be appropriate in content, form of activity and duration. For example, before exercises that require concentrated attention, you should not play too active warm-up games.

Feedback allows you to find out the reaction of participants to the topics discussed, see the advantages and disadvantages of organizing and conducting training, and evaluate the result. Participants (in no particular order) are invited to comment on the past exercise, information block, specific day or the entire training. It is important to focus on the feelings and experiences of each participant. All statements must be listened to silently, without disputes, comments or questions, both from the coach and from other participants. Each speaker should be thanked for what they say. The trainer should also provide feedback on an equal basis with all participants.

Distance learning systems. Synchronous interactive course with real-time instruction via the Internet; for example, conducting a synchronous course with a teacher followed by an asynchronous discussion, or selfeducation via CD or Internet.

"Brainstorm","brainstorming" (Delphi method) is a method in which any student answer to a question is accepted. asked question. It is important not to immediately evaluate the points of view expressed, but to accept everything and write down everyone’s opinion on the board or piece of paper. Participants should be aware that they are not required to provide reasons or explanations for their answers. Brainstorming is used when it is necessary to find out the awareness and/or attitude of participants towards a certain issue. You can use this form of work to receive feedback.

Algorithm:

1. Ask participants a specific topic or question to discuss. 2. Offer to express your thoughts on this matter.

3. Write down all the statements made (accept them all without objection). It is allowed to clarify statements if they seem unclear to you (in any case, write down the idea as it sounded from the participant’s lips).

4. When all ideas and judgments have been expressed, you need to repeat what task was given and list everything that you wrote down from the words of the participants. 5. Finish the work by asking the participants what, in their opinion, conclusions can be drawn from the results obtained and how this can be related to the topic of the training.

After completing the brainstorming (which should not take much time, on average 4-5 minutes), you need to discuss all the answer options, select the main and minor ones. "Brainstorm" is effective method if necessary:

Discussions controversial issues;

Stimulating unsure students to take part in the discussion;

Collecting a large number of ideas in a short period of time; - determining the awareness or preparedness of the audience; - work in small groups.

The preventative learning process must be student-centered. The most effective way to work in this situation is to work in groups. In this case, the teacher provides diagnostics and monitoring, organizes the learning environment, and provides support (gives advice, explanations) when there are no other resources available. This form of work is used when it is necessary to demonstrate the similarities or differences of certain phenomena, develop a strategy or develop a plan, or find out the attitude of different groups of participants to the same issue. The introduction of an interactive mode to the group as a subject of the educational process is, first of all:

Development of communication and interaction skills in a group;

Formation of value-oriented unity of the group;

Encouraging flexible shifts social roles depending on the situation.

POPS formula is a Russian version of the legal technology of law professor D. McCoid-Mason from South Africa. Used to organize disputes and discussions. Its essence is as follows. The student expresses: P-position (explains what his point of view is, suppose he gives a speech in class: “I believe that the death penalty is not necessary...”); O-justification (not just explains your position, but also proves it, starting with a phrase like: “Because the number of serious crimes, rapes, murders is increasing...”); P-example (when explaining the essence of his position, he uses concrete examples, using phrases like: “I can confirm this by the fact that an increase in crime has been observed over last years..."; C-consequence (draws a conclusion as a result of discussing a certain problem, for example, says: “In connection with this (by maintaining the death penalty, we are not seeing a decrease in the growth of crime..."). Thus, the student’s speech takes approximately 1-2 minutes and can consist of two to four sentences. The most important thing that the use of this technology gives is that students express their point of view and attitude to the proposed problem. The POPS formula can be used for a survey on a covered topic, when consolidating the studied material, checking homework.), projective techniques, “One - together - all together”, “Change position”, “Carousel”, “Discussion in the style of a television talk show”, debate, symposium)

Training(from the English train - to educate, teach, accustom) is the process of acquiring skills and abilities in any area by performing successive tasks, actions or games aimed at achieving the acquisition and development of the required skill. The training allows you to give its participants the missing information, develop skills of resistance to pressure, skills safe behavior. The undeniable advantage of the training is that it ensures the active involvement of all participants in the learning process. Basic requirements for conducting training:

The optimal number of training participants is 20-25 people;

A room corresponding in size to the number of training participants, where seats are arranged in a “training circle”, which promotes active interaction between its participants;

It is mandatory to familiarize participants at the beginning of any training session with the goals and objectives of this session;

Conducting the “getting to know each other” exercise at the first training session and accepting the “agreement” - the rules of the group’s work;

Creating a friendly, trusting atmosphere and maintaining it throughout the training;

Involving all participants in active activities throughout the training;

Respect for the feelings and opinions of each participant;

Encouraging training participants;

Leading the participants by the trainer (teacher) to achieve the goal of the lesson, without imposing his opinion;

Ensuring that the trainer adheres to the time frame for each stage of the training;

Ensuring an effective combination of theoretical material and interactive exercises;

Mandatory summing up of the training at its end. The training can consist of one or several sessions and have different durations - from one hour to several days.

Necessary conditions for successful training:

The student's readiness to learn;

Application various forms and teaching methods;

Using repetition to reinforce knowledge;

Correspondence of the learning process to real life situations;

Timeliness of unbiased, adequate assessment of the actions of trainees by the teacher-trainer. Direct training includes 2 stages:

information block or provision of theoretical knowledge;

development of practical skills.

Information block- this stage can be started by answering questions from questionnaires that caused massive difficulties. The main material can be presented in the form of a lecture or multimedia presentation. Then, at the choice of the teacher (trainer), various interactive teaching methods can be used: role-playing games, discussions, inviting a visitor, working in small groups, etc.

Development of practical skills, taking into account that any informational, theoretical knowledge must necessarily be combined with practical skills and abilities, it is necessary to develop these skills. This stage of the training is designed to help participants gain practical experience in protecting their lives and health, as well as those around them. For this purpose, you can use role-playing games, dramatizations, discussions, brainstorming and other interactive forms of work, depending on the conditions.

The results are summed up at the end of any lesson or training. As a rule, this procedure is designed for participants to share their impressions, feelings, and express their wishes. Summing up can be done in the form of filling out “revelation sheets”, questionnaires, questionnaires. The trainer can ask the seminar participants what new they learned, what was interesting or useful for them, and invite them to remember what exercises they performed, thus consolidating the material covered. It is good if the trainer constantly encourages the training participants in various ways available to him: expresses verbal or written gratitude, hands out some brochures, booklets, souvenirs, etc. Or he entrusts those who have distinguished themselves with the most important tasks.

We will indicate the most important approaches to this problem and the classifications proposed in accordance with them. The first one is the most Full description systems of methods that developed in the 60s were given by E.Ya. Golant. Later on the classification of methods in the structure general works on didactics were M.N. Skatkin, I.Ya. Lerner, B.P. Esipov, M.A. Danilov et al. A detailed review of all classifications of methods was carried out by Yu.K. Babansky, who also proposed his own classification of methods.

E.Ya. Golant proposed a classification according to the level of activity of students. He divided all teaching methods into passive and active, depending on the degree of student involvement in educational activities. He classified as passive those methods in which students only listen and watch (story, lecture, explanation, excursion, demonstration), and as active - methods that organize independent work of students (working with a book, laboratory method).

Ensuring the clarity of educational material significantly contributed to the effectiveness of the learning process, but not enough to eliminate all problems. The question of finding ways to improve the effectiveness of training remained open. The main direction of searches in solving this problem for didactics was to strengthen students' motivation to learn. And at the turn of the XIX-XX centuries. Of particular interest was the concept of learning through activity using practical methods training.

I.P. Podlasy points out the existence of a traditional classification of teaching methods, originating in ancient philosophical and pedagogical systems and refined for current conditions. As common feature The methods highlighted in it are taken from the source of knowledge. Three such sources have long been known: practice, visualization, and the word. In the course of cultural progress, they were joined by another one - the book, and in recent decades, a powerful paperless source of information - video, combined with the latest computer systems. This classification distinguishes five methods: practical, visual, verbal, working with a book, video method. Each of these common methods has modifications (ways of expression).

Further research in the field of teaching methods led to the widespread use of so-called problem-based teaching methods. Great hopes were placed on this next version of the verbal method, based on the student’s independent movement towards knowledge. And, despite the fact that this method requires too much work and time to obtain good results, its popularity remains quite high today.

The development of the humanities, and primarily psychology, has led society to the understanding that a child needs not only education, but also the development of his internal abilities and individual characteristics. This served as the basis for the development and widespread use of developmental teaching methods.

The emergence of each new group of teaching methods means that humanity has found and is trying to master yet another untapped area of ​​opportunity. Reliance on words, attempts to form motivation, the idea of ​​child development - all these are significant milestones in the history of the development of the science of the learning process - pedagogy.

The increased interest of teachers in the use of interactive methods in the educational process is directly related to a number of general sociocultural processes aimed at finding new forms of social organization and culture of relationships between teachers and students.

During lessons, the teacher can use various means visualization: real objects, their images, models of the objects and phenomena being studied. Knowledge of the forms of combination of words and visual aids, their variants and comparative effectiveness enables the teacher to creatively use visual aids in accordance with the assigned didactic task, the characteristics of the educational material and specific learning conditions.

Visibility in teaching contributes to the fact that schoolchildren, thanks to the perception of objects and processes in the surrounding world, form ideas that correctly reflect objective reality, and at the same time, the perceived phenomena are analyzed and generalized in connection with educational tasks.

K.D. Ushinsky noted that listening to material is a difficult task, requiring concentrated attention and volitional efforts from students. If the lesson is conducted ineptly, students can only outwardly “be present in class,” but internally think about their own things or remain completely without “thoughts in their heads.”

The use of interactive methods not only to create figurative ideas in schoolchildren, but also to form concepts, to understand abstract connections and dependencies is one of the most important principles of didactics. Without the use of visualization, in the broad sense of the word, it is impossible to achieve correct ideas about the environment and develop thinking and speech.

Defending the need for visualization in learning, Pestalozzi believed that the senses themselves provide us with random information about the world around us. When students have the necessary figurative ideas, they should be used to form concepts and develop abstract thinking.

In modern didactics, the concept of visibility refers to various types of perception (visual, auditory, tactile, etc.). None of the types of interactive aids have absolute advantages over the other. When studying nature, for example, highest value have natural objects and images close to nature, and in grammar lessons - conventional images of the relationships between words using arrows, arcs, by highlighting parts of the word different colors and so on. It is often necessary to use different kinds interactive means, when familiarizing yourself with the same issues. For example, in a history course, it is advisable to consider objects that have survived from the era being studied, models and paintings depicting relevant phenomena, historical maps, watch films, etc.

It is very important to use interactive tools purposefully, not to clutter up the lessons with a large number of interactive aids, because... this makes it difficult for students to concentrate and think about the most important issues. This use of visualization in teaching is not beneficial, but rather harms both the acquisition of knowledge and the development of schoolchildren.

According to I.P. Podlasy, the goal of using interactive teaching methods is to “enrich and expand children’s direct sensory experience, develop observation skills, study the specific properties of objects, create conditions for the transition to abstract thinking, support for independent learning and systematization of what has been learned."

Interactive methods are divided into illustration method, demonstration method and video method.

The demonstration method serves primarily to reveal the dynamics of the phenomena being studied, but is also widely used to familiarize oneself with the appearance of an object, its internal structure, or location in a series of similar objects. When demonstrating natural objects, they usually start with appearance(size, shape, color, parts and their relationships), and then move on to the internal structure or individual properties that are specifically highlighted and emphasized. The demonstration begins with a holistic perception. Really effective this method only when children themselves study objects, processes and phenomena, perform the necessary actions, and establish relationships. An active cognitive process is carried out - things and phenomena are comprehended, and not other people's ideas about them.

It is necessary to distinguish demonstration as an active method of cognition from simple demonstration. During the process of active demonstration - problematic or exploratory - students' attention is concentrated on essential rather than random properties. As a result, they are realized faster, easier and more fully. When demonstrating, the teacher’s word does not play leading role, but it constantly accompanies observation. To increase independence, it is very important to involve schoolchildren in explaining what they see. The effectiveness of the demonstration is facilitated by right choice objects, the teacher’s ability to direct children’s attention to the essential aspects of the phenomena being demonstrated, as well as the correct combination various methods. The demonstration process should be structured so that:

all students clearly saw the demonstrated object;

could perceive it, if possible, with all the senses, and not just with the eyes;

the desired aspects of the object made the greatest impression on the students and attracted maximum attention.

Thus, teaching methods are ways of joint activity between teacher and students aimed at solving learning problems, i.e. didactic tasks. Teaching methods include the activities of the teacher and students, i.e. teaching and learning activities. Although the functions of the teacher and students in the learning process are designated separately, these activities take place in interconnection, in close unity, because Teaching cannot occur without learning, and learning cannot occur without teaching. No single teaching method can provide necessary results in full. The greatest effect can be achieved using complementary methods focused on a single goal, i.e. system of methods.

and their benefits

Interactive teaching methods

and their benefits

The learning process is inextricably linked with such a concept as teaching methodology.

Methodology – it’s not what books or tapes you use, but how your learning is organized. In other words, teaching methodology is a form of interaction between students and teachers in the learning process. Let us explain our last definition with illustrative examples. Within the current learning conditions, the learning process is considered as a process of interaction between the teacher and students (lesson), the purpose of which is to familiarize the latter with certain knowledge, skills, abilities and values.

E If we take it in general, then from the first days of the existence of education, as such, until today, only three forms of interaction between teachers and students have emerged, established themselves and become widespread, which can be approximately represented by the following diagrams (arrows in the diagrams indicate areas of activity ).

From the above diagrams it is clear that all Methodological approaches to teaching can be divided into three groups:

1. Passive methods;
2. Active methods;
3. Interactive methods.

Each of the above methodological approaches has its own characteristics. Below we will look at each of the methodological approaches, but we will especially focus on the interactive ones.

Passive methodical approach, as can be seen from Diagram 1, this is a form of interaction between students and teachers in which the teacher is the main active figure in the lesson, and students act as passive listeners. Feedback in passive lessons is carried out through surveys, independent work, tests, tests, etc. The passive method is considered the most ineffective in terms of students learning the educational material, but its advantages are the relatively easy preparation of the lesson and the opportunity to present relatively a large number of educational material within a limited time frame. Given these advantages, many teachers prefer it to other methods. Indeed, in some cases this approach works successfully in the hands of a skillful and experienced teacher, especially if students already have clear goals aimed at thorough study of the subject. The most common form of passive lesson is a lecture. This type of lesson is widespread in grades 10-11, since high school students can be considered as fully formed people with clear goals to deeply study the subject, although active methods would give even more effective results.

Active methodological approach, as can be seen from Diagram 2, this is a form of interaction between students and teacher, in which the teacher and students interact with each other during the lesson and students are no longer passive listeners, but active participants in the lesson. If in a passive lesson the main character was the teacher, then here the teacher and students are on equal terms. If passive lessons involved authoritarian style learning, then active ones involve democratic style. Active and interactive methodological approaches have much in common. In general, the interactive method can be considered as the most modern form active methods. It’s just that, unlike active methods, interactive methods are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process (see Diagram 3). Below we will take a closer look at interactive lessons.

Interactive methodological approach.

Interactive (“Inter” is mutual, “act” is to act) - means to interact or is in the mode of conversation, dialogue with someone.

In other words, interactive teaching methods - this is a special form of organizing cognitive and communicative activity in which students are involved in the process of cognition, have the opportunity to understand and reflect on what they know and think. The teacher’s place in interactive lessons often comes down to directing students’ activities to achieve the lesson’s goals. He also develops a lesson plan (as a rule, this is a set of interactive exercises and tasks, during which the student learns the material).

Thus, The main components of interactive lessons are interactive exercises and tasks that students complete.

The fundamental difference between interactive exercises and tasks and ordinary ones is that during their implementation, not only and not so much the already learned material is consolidated, but new material is learned. And then interactive exercises and tasks are designed for so-called interactive approaches. Modern pedagogy has accumulated a wealth of arsenal of interactive approaches , Among which are the following:

1. Creative tasks;

2. Work in small groups;

3. Educational games (role-playing games, simulations, business games and educational games);

4. Use of public resources (invitation of a specialist, excursions);

5. Social projects and other extracurricular teaching methods (social projects, competitions, radio and newspapers, films, performances, exhibitions, performances, songs and fairy tales);

6. Warm-ups;

7. Studying and consolidating new material (interactive lecture, working with visual aids, video and audio materials, “student in the role of teacher”, “everyone teaches everyone”, mosaic (openwork saw), use of questions, Socratic dialogue);

8. Discussion of complex and debatable issues and problems (“Take a position (opinion scale)”, POPS formula, projective techniques, “One - together - all together”, “Change position”, “Carousel”, “Discussion in the style of television talk -show, debate, symposium);

9. Problem resolution (“Decision tree”, “Brainstorming”, “Case analysis”, “Negotiation and mediation”) and so on

Under creative tasks We will understand educational tasks that require students not to simply reproduce information, but to create creativity, since tasks contain a greater or lesser element of uncertainty and, as a rule, have several approaches.

Creative task constitutes the content, the basis of any interactive method. An atmosphere of openness and search is created around him. A creative task (especially one that is practical and close to the student’s life) gives meaning to learning and motivates students. The unknown of the answer and the opportunity to find your own “correct” solution, based on your personal experience and the experience of your colleague or friend, make it possible to create the foundation for cooperation, co-training, and communication of all participants in the educational process, including the teacher.

The choice of a creative task in itself is a creative task for the teacher, since it is required to find a task that would meet the following criteria:

does not have a clear and monosyllabic answer or solution;

is practical and useful for students;
related to students' lives;

arouses interest among students;

serves learning purposes as best as possible.

If students are not used to working creatively, then they should gradually introduce simple exercises first, and then more and more complex tasks.

Small group work - this is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, resolve disagreements) . All this is often impossible in a large team. Small group work is an integral part of many interactive methods, such as mosaics, debates, public hearings, almost all types of simulations, etc.

Group work should be used when you need to solve a problem that students cannot solve on their own. If the effort and time spent do not guarantee the desired result, it is better to choose the “one - two - all together” method for quick interaction.

You should start group work slowly. If you or your students have never had experience working in small groups, you can organize pairs first. Pay special attention to students who have difficulty adjusting to small group work. Once students are comfortable working in pairs, move on to working in a group of three students.

Once you are confident that this group can function independently, gradually add more students. Try not to include more than five people in a small group.

Experienced methodologists recommend forming groups with a diverse composition of students, including strong, average and weak students, boys and girls, representatives of different cultures, social classes, etc. In diverse groups, creative thinking and an intense exchange of ideas are stimulated. Students spend more time presenting their point of view, are able to discuss an issue in more detail, and learn to look at an issue from multiple perspectives. In such groups, more constructive relationships between participants are built.

Ways to distribute students into groups

There are many ways to assign students to study groups. It is possible to make a list of groups in advance and post it, indicating the meeting place of each group. In this case, you control the composition of the group.

The simplest way to randomly distribute is to ask students to calculate “first or second…” according to the number of groups. After calculation, the first numbers form the first group, the second - the second, and so on. Instead of numbers, you can use colors, seasons, countries, etc.

Another way is according to the position (or desire) of the students.
Maintaining a stable group composition for a sufficiently long time helps students achieve mastery in group work. At the same time, changing the composition of the group allows all students to work with different people and get to know them.

Distribute roles within groups.When working in a small group, students can take on the following roles:

facilitator (intermediary organizer of group activities);

registrar (writes down the results of the work);

speaker (reports the results of the group’s work to the whole class);

journalist (asks clarifying questions that help the group complete the task better, such as questions that another side might ask in a discussion or court hearing);

active listener (trying to retell in his own words what one of the group members just said, helping to formulate the thought);

observer (the observer analyzes the effectiveness of the group’s work and can assign grades or points to each group member);

timekeeper (keeps track of the time allotted to complete the task).

Other roles are possible. The distribution of roles allows each group member to actively participate in the work. If the group remains stable for a long time, students should change roles.

When organizing group work, pay attention to the following aspects: make sure that students have the knowledge and skills necessary to complete the group task. The lack of knowledge will make itself felt very soon - students will not make any effort to complete the task.
Try to make your instructions as clear as possible. It is unlikely that a group will be able to comprehend more than one or two, even very clear, instructions at a time. Write the instructions on the board and/or cards.

Give the group enough time to complete the task. Think of something to do with the groups that complete the task before the rest.

Group work should become the rule, and not a radical, isolated departure from the traditional practice of using passive teaching methods. At the same time, small groups should not be used in cases where the task requires individual work.

Think about how your reward/appraisal approach influences your use of group work. Provide group rewards for group efforts.

Be attentive to intragroup management issues. If one student must report to the class on the group's work, ensure that the presenter is chosen fairly. Also try to pay attention to how the rights of each group member are respected.

Be prepared for the increased noise levels associated with collaborative learning methods.

When forming groups, beware of labeling students and the group as a whole. Generally, heterogeneous groups are desirable.

When preparing a small group activity, consider the expected learning outcomes for each group.

1. As a rule, it is worth sharing the task with the entire audience before dividing into groups.

2. Discuss with students whether they understand the task.

3. Develop (or remind) rules for working in groups.
Above you familiarized yourself with the characteristics of such widespread interactive approaches as creative tasks and work in small groups. The names of the remaining approaches speak for themselves.

Below is approximatelyone of the most common interactive lesson structures , called the Flask circuit:

1. Motivation and announcement of a new topic - 10% of the time of the total lesson duration;

2. Consolidation (repetition) of what has been learned - 20% of the time of the total duration of the lesson;

3. Studying new material - 50% of the time of the total lesson duration;

4. Assessment - 10% of the time of the total lesson duration;

5. Summing up the lesson (debriefing, reflection) - 10% of the time of the total duration of the lesson.

The time distribution in this scheme can be considered conditional; the teacher can, at his own discretion and depending on the characteristics of the lesson, extend or shorten certain stages of the lesson, however, it is desirable that all of the listed qualitative stages of the lesson are preserved.
Let us explain each qualitative stage of the lesson in more detail:

Motivation - First stage lesson, designed to concentrate students' attention on the material being studied, to interest them, to show the need or benefit of studying the material. The effectiveness of students’ assimilation of educational material largely depends on motivation.

Consolidation - an important stage of the lesson, not only increasing the effectiveness of learning the material as a whole, the interest of students, but also forming in the minds of students a consistent logical structure of knowledge and methods used in a given subject, and not a scattered scattering of information.

Studying basic material - the main target stage of the lesson, at which students directly gain new knowledge. At this stage, as mentioned above, the teacher must select tasks in which students will acquire the necessary knowledge, skills and abilities. When selecting assignments, it is advisable for the teacher to also remember the Chinese proverb: “I hear and forget, I see and remember, I do and understand.”

Assessment - an important stimulating component of the lesson. Assessment should be flexible, visible, impartial and fair. Only in this case will it act as a stimulant, otherwise it can serve as the main reason for rejection from the subject and loss of interest, so here you need to be especially careful, use methods of collective assessment, self-assessment, team assessment and etc. The most common method of assessment in interactive lessons is a set of points and team assessment.

Debriefing - summing up the lesson. The final stage lesson, in which the teacher usually asks what he liked in the lesson, what he didn’t, collects wishes, comments, and ultimately summarizes what has been learned and encourages further independent and deeper study of the material.

In modern pedagogy, they increasingly talk about the need to use new technologies in teaching. Today, school should not only provide certain knowledge in the Russian language, mathematics and physics, biology and chemistry, geography, but also teach children to adapt to various circumstances, changes, develop the child’s creative potential and his communication skills. An interactive lesson will help you solve the problems listed above.

Three learning models

In pedagogy today there are three main models of teaching:

• Passive model, which assumes that students obtain information on the subject by talking with the teacher or reading a textbook. Schoolchildren do not receive creative assignments, do not work in groups or pairs, discussing the topic of the lesson or a specific issue. The simplest model of such a lesson can be considered a lesson-lecture.
• Active model involves stimulating the child’s independent cognitive activity. Students receive individual creative assignments and communicate with the teacher about the topic of the lesson. But during the educational process, communication between students does not occur.

• Interactive model strives to create comfortable learning conditions in which children interact not only with the teacher, but also with other students. With this type of training, life situations are simulated, role-playing games, and group work are used. The structure of such a lesson differs significantly from the structure of a regular one.

Lesson structure

First of all, the teacher should remember that an interactive lesson has a slightly different structure than a regular one. This is due to the fact that before starting work, students should be motivated to obtain results and given an incentive for further work.

It is proposed to structure the lesson according to the following scheme:

• The first stage is motivation. It takes up to 5% of the total class time. The teacher must intrigue the students, lead them to the topic of the lesson with the help of questions, quotes, parables, video clips, and so on.
• Second phase - presentation of the topic, designation of expected results. Takes up to 5% of the time. The student must understand what they have to learn and analyze during the lesson.
• Third stage - presentation of basic information. It takes up about 10% of the time. On at this stage The teacher gives a mini-lecture and distributes short diagrams or tables on the topic of the lesson. Alternatively, this could be checking homework or students presenting mini-projects assigned in advance for homework.
• Fourth stage is considered the main one and takes up 60% of the total time of the interactive lesson. This is the practical part of the lesson, during which the basic material is practically mastered. The teacher selects one or two technologies in advance to work in the lesson, prepares a short introductory briefing and limits the time for completing the task.

The last stage is reflection and evaluation. It can take up to 20% of the time. It is important to compare the results obtained with the expected ones announced at the beginning of the lesson. You should find out what new things the children learned, how exactly they worked, and what they liked about their work.

Methods

A short list of interactive lesson methods (technologies) is as follows:

1. Brainstorm.
2. Round table (discussion or debate)
3. Cases (analysis of specific situations).
4. Business games
5. Role-playing games.
6. Master classes.
7. Work in groups.
8. Work in pairs.
9. Carousel method
10. Lecture with a problem presentation.
11. Heuristic conversation.
12. Lesson-seminar.
13. Conference.
14. Project method.
15. "PRESS" method.
16. Microphone.

Also, one of the newest teaching methods is a lesson with an interactive whiteboard. But only select educational institutions can still boast of such equipment.

Microphone

The simplest method, used both in a regular lesson and in an interactive one. Its essence is simple. The teacher asks a question or asks for feedback on a specific topic and passes the “microphone” to the students. Each child picks it up and answers. Anything can act as a microphone - a ruler, pencil, pen, pencil case.

Interactive lessons in primary school may well begin with this method or end with it. With the help of a "microphone", the teacher can prepare children for more serious interactive methods, such as working in groups.

Small group work

Another simple method that can be used in both primary school, and in high school. The group can include from 2 to 4 people. A method is used to assimilate and consolidate knowledge and test what has been learned. Each group receives a task - it can be the same for all students or different. During the work, children try to solve the problem together, together they look for the answer to the question posed, and share their ideas. Tasks can be as follows: discuss a situation, conduct an interview, analyze a problem, test a neighbor at your desk.

Interactive game

One of the most interesting and productive technologies is gaming. It allows you to create maximum conditions for students’ self-realization. This kind of interactive lessons are rarely held at school, as they require high level preparation on the part of both the teacher and the students.

The purpose of the interactive game is to improve behavioral patterns and their conscious assimilation.

The game must have a certain content corresponding to the curriculum; a plot developing parallel to the main content of training; characters - active participants in the process.

Depending on the rules of the game, students can either move around the classroom or sit at their desks.

Basic requirements for the game:

The didactic goal is set in the form of a game task.

Interactive lessons of Russian language and literature can be conducted in the form business games- ships. Students can either judge the hero of a literary work or condemn certain speech errors, literacy, and rules. The same principle can be used in history lessons.

Project method

Interactive technologies in a technology lesson can be based on the project method. Depending on the topic, students complete both individual and group projects, working on the design of the room, creating an original gift, modeling clothes for later sewing.

After completing the task, the group or student must submit a folder to protect the project, in which the completed work and presentation will be described step by step.

Using the method will teach children to think creatively, outside the box, and create something of their own.

interactive board

Using an interactive whiteboard in the classroom is one of the the latest methods, which not all teachers know today. If in large cities almost every school has at its disposal at least several such boards, then in small towns and villages about such a miracle of technology in best case scenario only read in magazines and the Internet.

The main purpose of the interactive whiteboard is to demonstrate text and graphic files, videos during the lesson, and develop an electronic lesson protocol.

There are several types of boards:

- Active- which connects to the power source and the computer. Work with documents is carried out using a stylus.

- Electromagnetic, working with the help of special markers.

An interactive whiteboard based on infrared scanning technology is a display equipped with infrared sensors. It can be controlled either with a stylus or with your fingers.

Using special software, the teacher can add notes over the image on the screen, use lesson templates, and work with graphics.

Other methods

Other interactive classroom teaching methods worth knowing about:

The advantages of an interactive lesson are as follows:

How to achieve maximum effect

The use of new teaching methods and technologies is the key to a successful educational process, deeper assimilation of new knowledge, and comprehensive development of the child’s personality. To achieve goals, the teacher can conduct a lesson with an interactive whiteboard, a business or interactive game, use the project method or a number of other equally interesting and effective techniques.

KSU "Secondary school No. 14 named after Dm. Karbyshev" Akimat of the city of Rudny.

Teacher of Kazakh language and literature

Shutaeva L.O.

Interactive teaching methods.

“Humanists argue that the learning process is most successful when a person has interest and desire. Right. But how can he get this interest and desire? This is the whole essence of the question, to which there is still no intelligible answer” - these words belong to the famous Russian statesman V. Zubkov. And we must admit that in modern society There are countless opportunities to ignite the fire of desire to learn in students. One of these opportunities is conducting interactive classes. The concept of “interactive” comes from the English “interact” (“inter” - “mutual”, “act” - “to act”).
American researchers R. Karnikau and F. Macaprow identified a certain pattern of learning in the course of their research. According to which, a person remembers only 10% of what he read, 20% of what he heard. He also remembers 30% of what he saw, 50% of what he heard and saw at the same time. And only 80% is what he says himself and, finally, 90% is what he himself has achieved in his activities. Interactive learning is a special form of organization cognitive activity, thanks to the use of which in educational institutions, boring and monotonous lessons are transformed into an active, vibrant and memorable process.

The topic of our article is very relevant in this moment. Since now, on the eve of the introduction of 12-year education, the school has the following goal: preparing a competitive individual, ready for effective participation in the socio-economic and political life Republic of Kazakhstan. One of the tasks of education now is the formation of a socially adapted personality, ready for successful and effective activities, the education of an active personality capable of interacting with others, the formation of a personality capable of making their own judgments and taking responsibility for their actions. All these qualities can be developed in students both outside and during class hours. Namely through interactive forms of learning. When using this form, learning is carried out in conditions of constant, active interaction of all students. The student and the teacher are equal subjects of learning. The use of an interactive learning model involves modeling life situations, using role-playing games, and joint problem solving. The dominance of any participant in the educational process is excluded.

When using interactive forms of learning, students develop such qualities as communication skills, the ability to conduct a dialogue, defend their point of view, and the ability to set goals and achieve them. Interactive learning technologies include:

1) work in pairs;

2) rotational triples;

3) carousel;

4) work in small groups;

5) aquarium;

6) unfinished sentence;

7) brainstorming;

8) Brownian motion;

9) decision tree;

10) court on its own behalf;

11) role-playing game;

12)debates;

13) creative writing;

14) RAFT, etc.

Students really like this type of work "Carousel". Two rings are formed: “inner and outer”. The “inner ring” consists of students sitting motionless, and the “outer” ring consists of students changing every 30 seconds. This way they have time to talk about several topics in a few minutes. For example, the inner circle asks questions to the outer. This way you can repeat various lexical topics.

Technology "Aquarium" consists in the fact that several students act out the situation in a circle, and the rest observe and analyze. For example, the improvisation “In the grocery store.”

« Brownian motion» involves the movement of students throughout the class in order to collect information on the proposed topic. For example: “Raising children in a Kazakh family.” IN different places The class contains sources of information (tasks of a logical, creative nature, presentations, videos, etc.)

"Decision tree". The class is divided into 3 or 4 groups with the same number of students. Each group discusses the issue and makes notes on its “tree” (whatman paper), then the groups change places and add their ideas to their neighbors’ trees.

One of the forms of interaction "Take a Position". A statement is read and students must go to the poster with the word “yes” or “no.” It is advisable that they explain their position.

Reception "Candle. A lit candle is passed around the circle and students speak about different aspects of learning.

Interactive learning is, first of all, dialogue learning, during which interaction between teacher and student takes place. It should be recognized that interactive learning is a special form of organizing cognitive activity. She has very specific and predictable goals in mind. One of these goals is to create comfortable learning conditions, such that students feel successful, intellectually competent, which makes the learning process itself productive.

The essence of interactive learning is that the educational process is organized in such a way that almost all students are involved in the process of learning, they have the opportunity to understand and reflect on what they know and think. The joint activity of students in the process of cognition and mastering educational material means. that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, and methods of activity. Moreover, this happens in an atmosphere of goodwill and mutual support. This allows not only to gain new knowledge, but also develops cognitive activity itself. During dialogue learning, students learn to think critically, solve complex problems based on analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, and communicate with other people. For this purpose, individual, pair, and group work is organized in lessons.

"Rotational triplets".

This technology promotes active, detailed analysis and discussion of new material in order to comprehend, consolidate and assimilate it. Issues are being developed that are discussed in “troikas”.

"Troikas" should see "troika2" on the right, "troika" on the left. One question is asked for all threes. After a short discussion, participants count from 0 to 2. Students numbered 1 move to the next 3 clockwise, and students number 2 move through two 3s counterclockwise. Students numbered 0 remain in place and are permanent members of the troika. The result is a new “troika”. You can move “threes” as many times as you have questions.

"Two-four-all together." The discussion first takes place in “twos”, they come to a common opinion, and then the discussion takes place in a group.

"Training Brainstorming"

To conduct a brainstorming session, instruction is required. The group selects a leader, secretary, and speaker. The time is clearly regulated.

Stage 1 - creation of a bank of ideas, stage 2 - analysis of ideas in a group, 3 - processing of results, voicing.

“When I teach, I learn.”

Give cards to each student with facts related to the lesson topic. Within a few minutes, students become familiar with the information. Then, as students move around the classroom, they share their information with other students and at the same time receive information from them. For a certain time, it is necessary to ensure maximum communication between students and each other. Then they are asked to tell and reproduce the information received.

"Method Press".

Action algorithm. Distribute material that indicates 4 press methods.

Starting with the words...I believe that...

Starting with the words... Because...

For example…

Therefore...thus...

"Mosaic" method.

Participants form small groups. (no more than 6 people) to work on the material of the article, which is first divided into parts. Each group member reads his (6th part) of the material, becoming an expert in its content and preparing to teach this content to others.

Then the members different groups who have studied the same information meet in a group of “experts” to discuss their part. The information is reviewed and they return to their groups and take turns teaching their group colleagues their subject.

"Social projects" and other extracurricular teaching methods. These include visiting performances, exhibitions, watching films.

"Use of public resources".

Inviting specialists to lessons, conducting excursions.

Reception “That’s right. Wrong"

When doing this technique, students look carefully at the statement and decide whether it is true or false. As a result, a lot of discussion arises. For example, sounds in the Kazakh language are divided into 3 groups. To determine the type of non-union compound sentence, you need to substitute a conjunction.

"Snowball".

This technique allows you to learn a large number of new words, develops memory, the ability to listen to each other, and pronounce words correctly. The student is asked to say one word on a certain lexical topic, then the next student, repeating the previous word, names his own. And so on until the last student. The latter, in turn, must repeat all the words.

Thus, interactive learning simultaneously solves several problems:

Develops communication skills and helps establish emotional contacts between students;

It solves an information problem because it provides students with the necessary information, without which real joint activity is impossible.

Develops general educational skills, that is, provides solutions to educational problems

Provides an educational task,

Interactive learning partly solves another significant problem. It's about relaxation, relaxation nervous load, changing forms of activity. To create a situation of success in training sessions, you must adhere to the following rules:

All students are able to master the material, master skills and abilities,

students need to know that the teacher believes in them,

The teacher should encourage cognitive activity, emphasize understanding rather than rote memorization, and in no case give knowledge in a ready-made form, but use a problem-search approach to teaching. That is, create a situation of success for the guys.

1.Kolechenko A.K. Encyclopedia pedagogical technologies/ Manual for teachers. St. Petersburg: KARO, 2002. – 152 p.

2. Panina T.S., Vavilova L.N. Modern methods intensifying learning. – M.: Publishing Center “Academy”, 2007.-176 p.

1. 3. Meat eater T.A. “Interactive learning technologies. Specialist. seminar for teachers" M., 2004. - 151 p.
   4. Suvorova N. “Interactive learning: New approaches” M., 2005.- 167 p.

The introduction of interactive forms of training is one of the most important areas for improving student training in a modern professional educational institution. The main methodological innovations today are associated with the use of interactive teaching methods.

The concept of “interactive” comes from the English “interact” (“inter” - “mutual”, “act” - “to act”). Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. One of these goals is to create comfortable learning conditions in which the student or listener feels successful, intellectually competent, which makes the learning process itself productive.

Interactive learning is a way of learning based on dialogue forms of interaction between participants in the educational process; training immersed in communication, during which students develop skills of joint activities. This is a method in which “everyone teaches everyone and everyone teaches everyone” (according to V.S. Dyachenko)

While maintaining the final goal and main content of the educational process, interactive learning changes the usual broadcasting forms to dialogue ones based on mutual understanding and interaction.

In pedagogy, there are several teaching models:

® passive - the learner acts as an “object” of learning (listens and watches);

® active - the learner acts as a “subject” of learning ( independent work, creative tasks);

® interactive - interaction. The use of an interactive learning model involves modeling life situations, using role-playing games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. From an object of influence, the student becomes a subject of interaction; he himself actively participates in the learning process, following his individual route.

The purpose of the work is to study the features of using interactive methods in modern institutions secondary vocational education.

Job objectives:

1. Consider the state of interactive methods on modern stage development of education.

2. To study the scope of application of interactive methods in the modern educational process.

3. Identify the features of modern interactive methods.

The object of research is interactive methods.

The subject of the research is the features of the use of interactive methods in modern open source software.

Research methods - analysis of literature on the topic of pedagogy, psychology and issues of innovative methods of education.

Work structure. The work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. Theoretical basis pedagogical support for interactive interaction

1.1. Classification of interactive methods of interactive interaction in training sessions with college students

The educational process, based on the use of interactive teaching methods, is organized taking into account the involvement of all students in the group, without exception, in the learning process. Joint activity means that everyone makes their own special individual contribution; in the course of work, knowledge, ideas, and methods of activity are exchanged. Individual, pair and group work is organized and used project work, role-playing games, work with documents and various sources of information. Interactive methods are based on the principles of interaction, student activity, reliance on group experience, and mandatory feedback. An environment of educational communication is created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, and the possibility of mutual assessment and control.

The presenter (teacher, trainer), along with new knowledge, leads the training participants to an independent search. The activity of the teacher gives way to the activity of students, his task becomes to create conditions for their initiative. The teacher refuses the role of a kind of filter that passes educational information through himself, and performs the function of an assistant in work, one of the sources of information. Therefore, interactive learning is intended initially to be used in intensive training of fairly mature students. Interactive methods can be used when the curator organizes the following work with students:

® organization of thematic classes,

® organization of temporary creative teams when working on educational project,

® formation of a student’s portfolio,

® organization of discussions and discussion of controversial issues that have arisen in the team,

® for creating educational resources.

To solve educational and educational tasks The curator can use the following interactive forms:

1. Interactive tour.

2. Use of case technologies.

3. Video conferencing.

4. Round table.

5. Brainstorming.

6. Debate.

7. Focus group.

8. Business and role-playing games.

9. Case-study (analysis of specific, practical situations).

10. Educational group discussions.

Acquisition key competencies depends on the activity of the student himself. Therefore, one of the most important tasks is the introduction of active methods into the educational process, which together make it possible to organize interactive learning. From an object of influence, the student becomes a subject of interaction; he himself actively participates in the learning process, following his individual route. Joint activity means that everyone makes their own special contribution to it; in the course of work, knowledge, ideas, and methods of activity are exchanged.

Interactive learning is a special form of organizing the cognitive activity of college students. It implies very specific and predictable goals: the development of students’ intellectual abilities, independent thinking, criticality of mind; achieving speed and strength in mastering educational material, deep penetration into the essence of the phenomena being studied; development of creative potential - the ability to “see” a problem, originality, flexibility, dialecticism, creative imagination, ease of generating ideas, the ability to conduct independent search activities; the effectiveness of applying professional knowledge, skills and abilities in real production practice.

1.2. Comparison of traditional and interactive approaches

Traditional education has the goal of imparting and assimilating to students as much knowledge as possible. The teacher transmits information that has already been meaningful and differentiated by him, determines the skills that, from his point of view, need to be developed in students. The task of students is to reproduce as completely and accurately as possible the knowledge created by others. The knowledge obtained in the process of such training is encyclopedic in nature, representing a certain amount of information on various academic subjects, which in the student’s mind exists in the form of thematic blocks that do not always have semantic connections.

Many teachers are faced with the problem of being unable to connect the content of their subject with students’ knowledge of other subjects. academic disciplines. And then doubt arises about how deeply the students have understood the educational material, appropriated it and used it in situations beyond the scope of the average vocational educational institution. It is quite difficult to dispel this doubt, primarily because the process of reproducing educational material also acts as feedback from the student to the teacher. Confirmation of the above is the words of Sh. A. Amonashvili: “Before, in that distant past, when I was an imperative teacher, I did not live with my students in one creative passion, and the difficulties they faced remained unknown to me. For them I was only a controller, and for me they were problems solved correctly or incorrectly.”