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Modern problems of science and education. Interactive forms of training for vocational education students Interactive training in vocational education during chemistry classes

The use of modern interactive teaching methods in the secondary vocational education system using the example of computer science lessons.

Teacher: Maksimova A.D.

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.

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.

Main goals of interactive learning:

stimulation of educational and cognitive motivation;

development of independence and activity;

education of analytical and critical thinking;

formation of communication skills

self-development of students.

To effectively solve problems of this kind, there is an urgent need for skills that students can only develop in practice, solving applied problems close to their future professional activities.

In modern medical institutions there is already an urgent need for highly qualified personnel with ICT competencies.

Students show interest in acquiring new knowledge, including computer science, which creates favorable conditions for the teacher to work in a study group, develop goal-setting competence, and for the organic introduction of a competence-based approach. These features allow the teacher to use various methods and techniques in his lessons.

Thus, there is a need to create conditions for the formation of ICT competence of medical college students.

But here contradictions arise between educational and practical activities.

After all, in practical activities it is necessary to demonstrate competence in solving the assigned task.

Information and communication competence (ICC) is one of the most sought-after competencies of a modern person and is manifested, first of all, in activities when solving various problems involving a computer, telecommunications, the Internet, etc.

The formation of ICT competence among medical college students requires special methods and techniques from the computer science teacher, and here interactive teaching methods can play an invaluable role.

The essence of interactive learning is that the educational process is organized in such a way that almost all students are involved in the learning process. The joint activity of students in the learning process means that everyone makes their own individual contribution, knowledge and ideas are exchanged. Moreover, this happens in an atmosphere of goodwill and mutual support.

Basic interactive teaching methods: “Brainstorming”, role-playing game, game exercises, project method, case method, dramatization, playing out situations, debates, etc.

In the course of studying “Informatics and ICT” for students of all specialties of the medical college, I chose the following interactive teaching methods: business game, project method and case method

The variety of topics in the Computer Science and ICT course provides ample opportunities for implementing the project method. Therefore, in this article I would like to dwell in more detail on this method.

For example, the project method is very effective when studying the topic: “DBMS and their use”

The purpose of using this method is not only to study a specific DBMS, but also to master the ideology of the information model, databases, their types, functions, communication methods, information systems and the acquisition of professional skills in designing and maintaining databases.

Practical classes can be structured as follows: first, theoretical knowledge is consolidated using the example of a demonstration database, and then students move on to independent work on an individual project (if necessary, referring to a reference presentation). When using the project method in the classroom, it is very important to determine which topics students will master in the usual way, and which ones at the design stage. The main methodological technique is the problem-based teaching method and heuristic laboratory work. Lesson topics are grouped into groups. They include theoretical material on the topic, developments for laboratory work, practical tasks, tests that allow monitoring throughout the entire course of study, as well as tests on the topic of each group, business games, and project work.

The organization of monitoring students' knowledge acquires specific features. After studying a section or topic of the course, a mini-test is conducted, which includes thematic testing on the basic concepts and definitions of this section. In addition, students must report on an individual project. At the end of the course, a final test is conducted, covering all sections of the course to check the level of students' mastery of the theoretical foundations, for example, the DBMS course. Practical skills in information systems development are tested during the defense of individual projects. In addition to the test form of control, you can use a rating system to evaluate design work.

The total number of points for a topic is determined depending on the number of hours allocated to study it, as well as the importance of this topic compared to others.

In order to use the rating system, the teacher must:

determine the main topics of the course being studied, highlighting all types of educational work;

have sets of test tasks for each topic;

determine the content of individual tasks, creative tasks;

draw up questions for the test, if such a test is planned, or formulate requirements for the knowledge, skills and abilities of students on this topic;

communicate the rules for correlating the results of students’ academic work with their rating;

develop guidelines for students to study this topic;

We can conclude that the use of modern educational technologies, in this case interactive learning technologies in computer science lessons, can make the lesson meaningful and practically significant for the student.

Using the project method makes it possible to implement a developmental approach to teaching and enables students to perform joint creative work.

INTRODUCTION

The introduction of interactive teaching methods 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 special form of organizing the educational process, the essence of which is the joint activity of students to master educational material, in the exchange of knowledge, ideas, and methods of activity. Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, and the joint solution of common but significant tasks for each participant. Main goals of interactive learning:

stimulation of educational and cognitive motivation;

development of independence and activity;

education of analytical and critical thinking;

formation of communication skills

self-development of students.

In interactive learning, the student’s needs are taken into account, his personal experience is involved, knowledge is adjusted in a targeted manner, the optimal result is achieved through cooperation, co-creation, independence and freedom of choice, the student analyzes his own activities. The pattern of relationships between participants in the educational process changes fundamentally; in contact with a teacher and a peer, the student feels more comfortable. 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 student 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.

Purpose of the work – studying the features of using interactive methods in working with secondary vocational education students.

Job Objectives :

Consider the state of interactive methods at the present stage of development of education.

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

Identify the features of modern interactive methods.

Object of study – interactive methods forteaching secondary vocational education students.

Subject of research – features of the use of interactive methods in the open source software system.

Research methods – theoretical (study and analysis of pedagogical, psychological, methodological literature and issues of innovative methods of education, study of advanced pedagogical experience), empirical (observation of the educational process, student activities, conversation).

Practical significance : the materials of the work are expected to be introduced into the practice of teachers of the pedagogical college.

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

Chapter 1. Theoretical foundations of 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, project work, role-playing games are used, work with documents and various sources of information is carried out. 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 shared knowledge, 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,

organizing temporary creative teams when working on an educational project,

creating a student portfolio,

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

to create educational resources.

Modern pedagogy is rich in a whole arsenal of interactive approaches, among which the following can be distinguished:

To solve educational and educational problems by the curator, the following interactive forms are most common:

"Microphone". Students are invited to express their point of view on the issue or problem posed. An object simulating a microphone is passed around the audience. Everyone who receives such a “microphone” is obliged to clearly and concisely express their thoughts and draw a conclusion.

"Brainstorm" To solve a problematic issue, students are asked to find as many ways, ideas, proposals as possible, each of which is recorded on a board or piece of paper. After creating such a “Bank of Ideas,” analysis and discussion are carried out.

“By teaching, I learn.” The lesson material is divided into separate blocks according to the number of students in the group. Students practice and exchange information, creating temporary pairs, after which there is a collective discussion and consolidation of the educational material.

"Carousel". Students are placed in two circles facing each other. For some time, each couple exchanges information and their thoughts; After this, the students in the outer circle move around the circle to the next partner. You can first invite students to prepare questions on the topic and conduct a survey in a circle.

"Two, four - together." Students are presented with a problem or information, which they first work through independently, then discuss in pairs, and then unite in fours. After a joint decision is made, a general discussion of the issue takes place in the fours.

"Choose a position." A problematic question is proposed, two opposing points of view and three positions: “Yes” (for the first sentence), “No” (for the second sentence), “I don’t know, I haven’t determined my own position.” Students in the group choose a specific position, form three groups, and discuss the correctness of their position. One or more members of each group argue their position, after which there is a collective discussion of the problem and making the right decision.

"Joint project". Groups work on different tasks of the same topic. After completing the work, each group presents their research, as a result of which all students become familiar with the topic as a whole.

It would be a mistake to adhere to any one model. It is reasonable to combine these teaching models to achieve the effectiveness and quality of the educational process. The modern system of vocational education in conditions of market relations emphasizes the principle of taking into account the interests of the student as one of the priorities for successfully solving the problems of training qualified personnel. In this regard, teachers of secondary vocational education are faced with the task of developing and implementing such techniques and teaching methods that would be aimed at activating the student’s creative potential and his desire to learn. At the same time, the pedagogical task of forming a citizen’s personality and his value orientations must be solved, since the learning process in secondary vocational education is the main component of the educational process in the life of every person. And therefore, the level of education and intelligence in every sense of the word will ultimately depend on how involved each individual student is in the learning process. In addition, the global informatization of modern society also had a significant impact on the educational process, on the system of vocational education in Russia, requiring a radical revision of the teaching methods used.

The acquisition of 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.

The leading features of interactive interaction are:

Dialogue. The dialogical nature of communication between the teacher and students presupposes their ability to listen and hear each other, treat each other attentively, and provide assistance in forming their vision of the problem and their way of solving the problem.

Thought activity. It consists in organizing the active mental activity of the teacher and students. It is not the teacher’s transmission of ready-made knowledge into the minds of students, but the organization of their independent cognitive activity.

Creation of meaning. This is the process of conscious creation by students and teachers of new meanings on the problem being studied. This is an expression of one’s individual attitude towards the phenomena and objects of life.

Freedom of choice.

Creating a situation of success. The leading conditions for creating a situation of success are positive and optimistic assessment of students.

Reflection. This is introspection, self-assessment by participants in the pedagogical process of their activities and interactions.

Thus, the reorganization of the vocational education system in Russia assumes, as a starting basis, a transition to teaching methods that are based on a constructivist, operational approach, instead of the traditional linear approach, when knowledge was given for future use during the learning process (according to the principle - the more, the better).

1.2. Comparison of traditional and interactive approaches

Traditional trainingsets himselftarget: transfer to students and assimilation of 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.Students' task - 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 in other 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 becausethe process of reproducing educational material also acts as feedback from the student to the teacher. Confirmationto the above- words by 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.”

The problems of modern education contribute to an increasing contrast between interactive learning and traditional learning. The crisis of traditional education, the existence of which is recognized by most teachers, can be traced in the following contradictions in teaching:

– between motivation and stimulation of learning: stimulation in traditional teaching exceeds motivation, teachers complain that students do not want to learn, and students complain about boredom, monotony, and the overwhelming nature of studying;

– between passive-contemplative and active-transformative types of educational activities: passive contemplation in traditional teaching takes up most of the lesson, for example, when the teacher explains new material, and the rest listen or do not listen;

– between psychological comfort and discomfort: in a traditional lesson, conditions for lively, relaxed communication are rarely created;

– between education and training: in a regular lesson, the educational mutual influence of students is suppressed by the teacher, they do not have the opportunity to talk, correct, evaluate each other;

– between individual development and learning standards: in traditional teaching, an individual approach to each student is rarely provided;

– between subject-subject and subject-object relationships: in a classical lesson the principle of “subject-object” relationships always applies.

Interactive learning helps overcome these contradictions. During interactive interaction, students’ cognitive activity is activated, their independence and initiative increase.In contextinteractive learningknowledge is acquiredother forms. On the one hand, they represent certain information about the world around us. The peculiarity of this information is that the student receives itnot as a ready-made systemfrom the teacher, and in the process of its own activity. The teacher, according to O. Bassis, must create situations in which the student is active, in which he asks, acts. In such situations, “he, together with others, acquires abilities that allow him to transform into knowledge what was originally a problem or obstacle.”

On the other hand, a student, in the process of interaction in class with other students and a teacher, masters a system of tried and tested methods of activity in relation to himself, society, the world in general, and learns various mechanisms for searching for knowledge. Therefore, the knowledge acquired by the student is at the same time a tool for acquiring it independently.

Thus,goal of active learning - this is the creation by the teacher of conditions in which the student himself will discover, acquire and construct knowledge. This is a fundamental difference between the goals of active learning and the goals of the traditional education system.

To clarify the conversation about the goals achieved in the active learning strategy, we will use B. Bloom’s taxonomy of cognitive (cognitive) goals, which is now actively discussed in the pedagogical community. If you follow the taxonomy developed by B. Bloom, then knowledge is only the first, simplest level of this hierarchy. Then there are five more levels of goals, with the first three (knowledge, understanding, application) being lower-order goals, and the next three (analysis, synthesis, comparison) being higher-order.

The systematizer of cognitive attitudes, according to B. Bloom, can be presented as follows:

Knowledge:the ability to recognize, reproduce specialized information, including facts, accepted terminology, criteria, methodological principles and theories.

Understanding:the ability to literally understand the meaning of any message.

Application:the ability to take and apply principles or processes previously studied to a new situation, without outside instructions. For example, the application of social scientific generalizations to specific social problems or the application of natural science or mathematical principles to practical situations.

Analysis:dividing material into separate components, establishing their relationships and understanding the pattern of their organization. For example, recognizing unstated assumptions, identifying cause-and-effect relationships, and recognizing forms and techniques in artistic works.

Synthesis:the creative process of combining parts or elements into a new whole. This is professional essay writing, suggesting ways to test hypotheses and formulating theories applicable to social situations.

Grading:the process of making value judgments about ideas, solutions, methods, etc. These evaluations can be quantitative or qualitative, but they must be based on the use of criteria or standards, for example, involve evaluating the appropriateness of a treatment or evaluating performance against standards in a given discipline).

And then the methods, methods and techniques used in traditional teaching make it possible to achieve the first three levels of goals in the educational process. Let us consider, as an example, the tasks located at the end of any paragraph in the textbook. In most cases, simply reproducing its contents is enough to complete them. Tasks that require the student to understand and apply knowledge (the second and third level of goals), as a rule, are marked with some kind of sign and are not always used by the teacher.

Interactive learning methods also achieve the goals of the first three levels, and more effectively than traditional teaching methods. As a result, teachers working in the traditional paradigm often use interactive teaching methods to better assimilate information by students. In this case, we will only talk about optimizing the traditional educational process. This fixation is very important because it can allow the teacher to decide in which strategy he is working.

Chapter 2. Application of interactive methods

in the educational process

1.2. Interactive learning strategy

The existing education system seems so clear to the teacher working in it that the discoveries or conclusions made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and call into question all of his activities.

The research described in A. Zverev’s article “10 and 90 - new intelligence statistics” began with a regular experiment conducted by American sociologists. They approached young people from different countries who had recently graduated from school with a series of questions from various training courses. And it turned out that only on average 10% of respondents answered all questions correctly.

The result of this study prompted the Russian teacher M. Balaban to draw a conclusion that bewilders teachers: a school, regardless of what country it is located in, successfully teaches only one out of ten of its students.

K. Rogers, reflecting on the effectiveness of teaching in school, writes: “When I try to teach, I am horrified that the results achieved are so insignificant, although sometimes it seems that the teaching is going well.”.

The effectiveness of the pedagogical activity of a secondary school teacher is characterized by the same 10% of students. The explanation is very simple: “only 10% of people are able to study with a book in their hands.”

In other words, only 10% of students are comfortable with traditional school methods. The remaining 90% of students are also able to learn, but not with a book in their hands, but in a different way: “with their actions, real deeds, with all the senses.”

The results of this study led to the conclusion that learning must be structured differently, in a different way, so that all students can learn. One of the options for organizing the educational process is the teacher’s use of interactive teaching methods in his activities..

The strategy of interactive learning is the organization by the teacher using a certain system of methods, techniques, and methods of the educational process based on:

subject-subject relations between teacher and student (parity);

multilateral communication;

constructing knowledge for students;

using self-assessment and feedback;

student activity.

In order to more fully reveal the content of the category “interactive learning methods”, we will compare traditional learning and active learning by selecting the following parameters:

Goals.

The position of the student and the teacher.

Organization of communication in the educational process.

Teaching methods.

Principles of the interactive approach.

From the point of view of the competency-based approach, one of the goals of using innovative pedagogical technologies in the learning process of college students is the development of the student’s personality, his ability for self-development, self-determination and self-education, i.e. formation of key competencies. Teachers consider the practice of modeling, design, the use of active and interactive forms of work with students, various options for seminars, trainings and the introduction of their elements into practical classes as innovative approaches in the educational process.

2.2. Interactive teaching methods in computer science lessons

The subject “Informatics and ICT” in college is taught in the first year, i.e. It is visited by teenagers aged 15 and 16 years old. Often, the subject of computer science seems not so important to students; they do not realize the importance of studying this subject. Students of this age need to be captivated by work, focused on the need to study a particular topic, reveal their significance in life situations and in the future profession of a teacher, and do everything necessary to make the lessons interesting and useful. The teaching of this subject must be filled with theoretical information, visual demonstration of explanations and a variety of tasks on and without a computer. In order to increase the “richness” of the discipline in the conditions of a small number of hours allocated for its study, it is necessary to carefully consider the methodology for preparing for lessons, presenting material, and a system of practical tasks on the computer.

There are a lot of interactive forms and methods of teaching and they all encourage students to creative cognitive activity and create an atmosphere of heightened interest.

So, when studying the topic “Modeling”, you can use the “Joint Project” method. Students are divided into three groups. Each group is asked to write a description of “Planet Earth”:

the first group from the point of view of mathematics (diameter, thickness of the atmosphere and the earth's crust, length of the equator and meridian, etc.);

the second group from the point of view of the Russian language (essay-description);

the third group from the point of view of fine arts (drawing);

After discussing the results obtained, the teacher introduces other representations of “Planet Earth”: a globe, a geographical map.

Students form the concept of “model” and independently identify certain types of material and information models.

When preparing for lessons on the topic “Computer Design”, you should prepare creative tasks, for example:

1. You have been asked to connect a new computer. You have connected all devices. There is no image when I turn on the computer. Determine what may be causing the problem.

2. Can there be a computer without...(monitor, hard drive, optical drive, keyboard, mouse, processor, RAM).

3. Would it make sense to have two copies on a computer...(monitor, hard drive, optical drive, keyboard, mouse, processor, RAM).

4. Having some computer spare parts and a motherboard circuit available, try to assemble everything into a single whole (there is a processor, motherboard, RAM, bus, hard drive).

Using such simple exercises, students begin to more accurately understand the purpose of computer devices.

When studying the topic “Information. Information Processes" it is convenient to use the "Sinkwine or slow immersion" method. Students are announced the topic of the lesson “Information. Information Processes" and proposes:

1. Name one noun (related to the topic of the lesson)

2. Choose two adjectives for it.

3. Name three verbs that go with the word.

4. Make four sentences with these words.

The guys first work individually, then discuss the resulting options together. Thus, students develop a concept of information, they themselves draw conclusions about information processes and types of information.

When studying the topic “Graphic Editors,” you can use the project method. Students are offered the following topics to choose from: “Raster or vector graphic editors”, “Drawing tools for raster or vector graphic editors”. As part of the project, students study theoretical material, compose an abstract, and during the course of defending projects they learn to put aside their point of view and lead a discussion.

Educational games can also be used in interactive classes. This category includes role-playing games and simulations.

In role-playing, participants are asked to “play” another person or “act out” a specific problem or situation.

These games contribute to:

Imitation refers to role-playing games using (imitation) known, established procedures, such as a trial. In computer science lessons, you can conduct “Trial on the Internet”, “Trial on a computer virus”, “Trial on computer games”. Students choose their own roles and select material for performances. Often a heated discussion ensues between the defense and prosecution.

In the modern world, with the rapid development and improvement of information and communication technologies, computer training programs, digital educational resources, teacher blogs, which will be useful to students in their immediate future professional activities, can be considered as interactive teaching methods.

For example, in computer science lessons, you can use training programs both for the students themselves (for example, “World of Informatics”, “Computational Mathematics and Programming”, “Keyboard Trainer”, etc.), and introduce them to programs that they can use in their professional activities (for example, “Everything is on sticks”, “Mathematics in games and tasks”, etc.)

In addition, many interesting tasks are contained in the Unified Collection of Digital Educational Resources (http://school-collection.edu.ru).

I would like to note that interactivity will be more effective and students’ cognitive activity in the classroom will increase when using multimedia and interactive technology. Interactive methods include presentations using various aids: blackboards, books, videos, slides, posters, computers, etc., followed by discussion of the materials.An interactive whiteboard allows you to model abstract ideas and concepts without touching the computer, change the model, move an object to another location on the screen, or establish new connections between objects. All this happens in real time. The introduction of interactive and multimedia technology into the educational process makes it possible to increase the efficiency and level of teaching computer science and ICT, in the conditions of its correct implementation. Education, in which modern technology is introduced, makes it possible to realize the much greater potential of not only the teacher, but also the student, since often boring lessons take on a new meaning, and the motivational function of learning almost doubles, which leads to a high pace of work and better assimilation of knowledge , as well as a high degree of preparedness of future teachers.

The use of “interactive” during the lesson, as practice shows, relieves the nervous load of students, makes it possible to change the forms of their activity, and switch attention to the key issues of the lesson topic.

Thus, interactive learning takes place in so-called non-standard lessons: games, seminars, workshops, competitions, debates, project defense lessons, theatrical performances, conferences, trials, discussions, press conferences, etc.

The main principles of the interactive lesson:

The line of experiencing experience in dialogue;

Line of reflection (comprehension of both information and oneself).

The difficult thing for a teacher is not so much mastering interactive techniques or selecting optimal paths, but organizing dialogue and reflection, as well as assessing the student.

It is necessary to ensure that students do not violate the norms of behavior during the interactive learning process.

The following norms of behavior in the classroom were identified:

Every student deserves to be listened to without interruption;

You should speak in such a way that you are understood; speak directly on the topic, avoiding unnecessary information;

If the information presented is not entirely clear, ask questions “for understanding” (for example, “Did I understand correctly...?”); only after this are conclusions drawn;

Ideas are criticized, not individuals;

The goal of collaboration is not to “win” any one point of view, but to be able to find a better solution by hearing different opinions on the problem, etc.

At the reflection stage, the difficulty lies not so much in students’ reluctance to understand their feelings, but in the inability to express their feelings. Therefore, it is worth preparing the following tips in advance:

It is important that reflection is present in every lesson, so that at first all students without exception are included in it (later you can stop at listening to the remarks of several people).

In interactive teaching methods, reflection is one of the important stages of a modern lesson. Learning cannot be effective when things are simply done. It is necessary to think about what has been done, take stock, and understand how the knowledge gained can be applied in the future.

The main distinguishing feature of interactive teaching methods is the initiative of students in the learning process, which is stimulated by the teacher from the position of a partner-assistant. The course and result of learning acquires personal significance for all participants in the process and allows students to develop the ability to independently solve problems.

And, do not forget that the personal example of a teacher is an integral part in the formation of a future teacher. The student learns from every lesson and can use the techniques he likes in his future profession, adapting them for children of his age.

CONCLUSION

Thus, interactive learning increases the motivation of participants in solving the problems under discussion, which gives an emotional impetus to the subsequent search activity of participants and encourages them to take specific actions. It is impressive that in interactive learning everyone is successful, everyone contributes to the overall result of group work, the learning process becomes more meaningful and exciting.

In addition, interactive learning develops the ability to think outside the box, to see a problem situation in one’s own way and a way out of it; justify your positions, your life values; develops such traits as the ability to listen to another point of view, the ability to cooperate, enter into partnership communication, while showing tolerance towards one’s opponents, the necessary tact, and goodwill towards participants in the process of jointly finding ways of mutual understanding and searching for the truth.

In interactive learning, the teacher performs the function of an assistant in the work, one of the sources of information; the central place in its activities should be occupied not by the individual student as an individual, but by a group of interacting students who stimulate and activate each other.

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. Interactive learning helps the student not only learn, but also live.

Thus, it can be noted that modern teachers should increasingly use interactive teaching methods when working with vocational education students, since they are more productive, there are opportunities for organizing the form of training and tools for evaluating results.

Based on the analysis of the theory and practice of using interactive teaching methods in the process of preparing students, a number of conclusions can be drawn:

firstly, interactive teaching methods complement and develop already known scientific pedagogical methods, therefore they are actively being introduced into the educational process;

secondly, interactive teaching methods can be used to prepare students of secondary vocational education more effectively if their use is based on a modern scientific approach and technical means;

thirdly, the need to use interactive teaching methods in the process of professional training of future teachers is associated with a new paradigm for the development of educational information technologies.

Interactive learning is undoubtedly an interesting, creative, promising direction in our pedagogy.

List of used literature

Amonashvili, Sh.A. Reflections on humane pedagogy / Sh.A. Amonashvilli - Minsk: Modern Word, 2009. - 214 p.

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In the specialized literature there are different interpretations of the terms “teaching method” and “teaching technique”. In essence, it is a way of interaction between a teacher and students, through which knowledge, skills and abilities are transferred.

The difference is that the technique is a short-term method that involves working with one specific ZUN. And the method is a long process, consisting of several stages and including many techniques.

Thus, the teaching method is only an integral part of this or that method.

Classification of teaching methods

Methods are classified according to different criteria:

by the nature of educational activities: reproductive, problem-based, research, search, explanatory and illustrative, heuristic, etc.;
according to the degree of activity of the teacher and students: active and passive;
by source of educational material: verbal, practical;
by the way of organizing educational and cognitive activities: methods of forming knowledge in practice, methods of obtaining new knowledge, methods of testing and evaluation.

Active learning methods: definition, classification, features
What are active learning methods?

Active teaching methods are based on the “teacher = student” interaction scheme. From the name it is clear that these are methods that require equal participation of the teacher and students in the educational process. That is, children act as equal participants and creators of the lesson.

The idea of active learning methods in pedagogy is not new. The founders of the method are considered to be such famous teachers as J. Comenius, I. Pestalozzi, A. Disterweg, G. Hegel, J. Rousseau, D. Dewey. Although the idea that successful learning is built, first of all, on self-knowledge, is found among ancient philosophers.

Signs of active learning methods

activation of thinking, and the student is forced to be active;
long time of activity - the student works not sporadically, but throughout the entire educational process;
independence in developing and searching for solutions to assigned tasks;
motivation to learn.

Classification of active learning methods

The most general classification divides active methods into two large groups: individual and group. More detailed includes the following groups:

Discussion.
Gaming.
Training.
Rating.

Active learning methods and techniques

During the learning process, the teacher can choose either one active method or use a combination of several. But success depends on the consistency and relationship between the chosen methods and the assigned tasks.

Let's look at the most common active learning methods:

Presentations- the simplest and most accessible method for use in lessons. This is a demonstration of slides prepared by the students themselves on the topic.
Case technologies- have been used in pedagogy since the last century. It is based on the analysis of simulated or real situations and the search for solutions. Moreover, there are two approaches to creating cases. The American school offers a search for one and only correct solution to a given problem. The European school, on the contrary, welcomes the versatility of decisions and their rationale.
Problem lecture— unlike the traditional one, the transfer of knowledge during a problem-based lecture does not occur in a passive form. That is, the teacher does not present ready-made statements, but only poses questions and identifies the problem. The students themselves come up with the rules. This method is quite complex and requires students to have some experience in logical reasoning.
Didactic games— unlike business games, didactic games are strictly regulated and do not involve the development of a logical chain to solve a problem. Game methods can also be classified as interactive teaching methods. It all depends on the choice of game. Thus, popular travel games, performances, quizzes, and KVN are techniques from the arsenal of interactive methods, since they involve students interacting with each other.
Basket method- based on simulating a situation. For example, a student must act as a guide and give a tour of a historical museum. At the same time, his task is to collect and convey information about each exhibit.

Interactive teaching methods: definition, classification, features

What are interactive teaching methods?

Interactive methods are based on the “teacher = student” and “student = student” interaction patterns. That is, now not only the teacher involves children in the learning process, but also the students themselves, interacting with each other, influence the motivation of each student. The teacher only plays the role of an assistant. Its task is to create conditions for children’s initiative.

Objectives of interactive teaching methods

Teach independent search, analysis of information and development of the right solution to the situation.
Teach teamwork: respect other people’s opinions, show tolerance for another point of view.
Learn to form your own opinion based on certain facts.

Methods and techniques of interactive teaching

Brainstorm- a stream of questions and answers, or proposals and ideas on a given topic, in which an analysis of correctness/incorrectness is carried out after the storming. Read more about.
, comparison charts, puzzles— search for keywords and problems on a specific mini-topic.
Interactive lesson using audio and video materials, ICT. For example, online tests, working with electronic textbooks, training programs, educational sites.
Round table (discussion, debate)- a group type of method that involves students’ collective discussion of problems, proposals, ideas, opinions and a joint search for a solution.
Business games(including role-playing, imitation, hole) - a fairly popular method that can be used even in elementary school. During the game, students play the roles of participants in a particular situation, trying on different professions.
Aquarium- one of the varieties of business games, reminiscent of a reality show. In this case, the given situation is played out by 2-3 participants. The rest observe from the sidelines and analyze not only the actions of the participants, but also the options and ideas they propose.
Project method— students’ independent development of a project on the topic and its defense.
BarCamp, or anti-conference. The method was proposed by webmaster Tim O'Reilly. Its essence is that everyone becomes not only a participant, but also an organizer of the conference. All participants come up with new ideas, presentations, and proposals on a given topic. Next comes a search for the most interesting ideas and their general discussion.

Interactive teaching methods in the classroom also include master classes, building an opinion scale,

Interactive learning technologies in the system of secondary vocational education.

One of the goals of the state program of the Russian Federation “Development of Education” for 2013-2020. is “... ensuring high quality of Russian education in accordance with the changing demands of the population and long-term goals for the development of Russian society and the economy.” Modern education standards currently require the introduction of new pedagogical technologies that ensure the development of students and improve the quality of their education.

Traditional (reproductive) teaching technology still prevails, based on the classroom-lesson system developed by Ya.A. Comenius in the 17th century.

The purpose of traditional education is to transmit to the student certain samples of culture, the formation of a personality with given properties. Traditional education is focused on mastering educational skills, rather than on personal development.

Over the past decades, society has undergone fundamental changes in its understanding of the goals of education and ways to implement them. The goal of education is the general cultural, personal and cognitive development of students, providing such a key competence as the ability to learn.

Interactive training most accurately meets the needs of the modern world in training qualified personnel capable of adapting to constantly changing conditions.

The term “interactive” means interaction, being in a mode of conversation, dialogue, with well-organized feedback. Interactive learning prioritizes two key objectives. The first task is to “teach how to learn,” so that a person can independently develop his individuality, and be able to effectively work with large information arrays, isolating and mastering what is required to solve current issues. The second task is “to teach how to apply new knowledge in practice.”

It should be noted that through interactive technologies, a three-pronged process is implemented in learning: firstly, an independent search for socially useful knowledge is carried out; secondly, professionally significant competencies and behavioral lines are developed; thirdly, skills are developed to effectively use new knowledge to solve professional and situational problems. As a result, specialists are produced who are capable of solving problems of increased complexity and efficiently managing the professional environment.

Interactive learning allows you to include all participants in the learning process. At the same time, conditions are created where each student interacts with the learning environment, which serves as the area of life experience he masters. The student is a full and active participant in the educational process, and his experience serves as a source of educational knowledge.

In interactive learning, the role of the teacher itself changes, because he does not give ready-made answers to the questions discussed, as is customary in traditional education, but encourages students to independently, consciously search for solutions. Consequently, the activity of the teacher is gradually replaced by the activity of students, while conditions are created aimed at developing their personal initiative, intellectual competence, confidence, ability to communicate effectively, analyze alternative opinions, and also develop the skill of making thoughtful decisions. It is generally accepted that knowledge can be acquired, for example, by listening to lectures or reading texts. In fact, in this case, there is a process of information transfer, and not the formation of skills and abilities useful for life or a future profession. Because only small children under the age of 7 can be taught using words. For an adult audience, special educational technologies are needed, with the help of which one can acquire specific skills, and then develop skills aimed at solving real life and professional problems.

Knowledge is always subjective, it is formed by each person independently, grown by him in the process of serious, systematic, systematic internal work. In this regard, interactive learning has an undoubted advantage - it allows you to implement a competency-based interdisciplinary approach to learning on a scientific basis, which means it enhances the practical orientation of education, using the personal experience of each student to systematically develop the skills and abilities they need in their professional activities.

Literature:

1. Selevko G.K. Modern educational technologies: textbook.-M.: National Education, 1998;

2. Elena Karpenko, Olga Rice Interactive technologies in teaching. Pedagogy of new times. LitagentRidero, 2016;

3. Secondary vocational education, No. 6, 2016;

4. School of Teachers, No. 2, 2016.