What is interactive work? Topic: “Passive, active and interactive teaching 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 ability to present a relatively large amount of educational material -ala 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 presupposed an authoritarian teaching style, then active ones presuppose a democratic style. Active and interactive methodological approaches have much in common. In general, the interactive method can be considered as the most modern form of 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. Study and consolidation of new material (interactive lecture, work with visual aids, video and audio materials, “student as 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 and get to know different people.

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 - the initial stage of the 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 of the lesson, at which the teacher usually asks what you liked during the lesson, what you didn’t, collects wishes, comments, and ultimately summarizes what has been learned and encourages further independent and deeper study of the material.

Traditional approaches to preparing and conducting training sessions and non-traditional ones are analyzed: active and interactive. The factors contributing to the improvement of the educational and cognitive process at the university are identified. The definitions of the concepts: “active learning”, “interactive learning” are considered. Examples of classifications of interactive teaching methods are given. Various interactive forms of the educational and cognitive process are presented. An algorithm for conducting an interactive lesson is proposed, rules and a list of necessary conditions affecting the effectiveness of student learning at a university are considered. It has been established that interactive learning promotes the development of communication skills, helps establish emotional contacts between students, teaches teamwork, and expands the range of educational opportunities.

educational-cognitive process

communication environment

teaching methods

activation of educational and cognitive activities

interactive forms of classes

active

1. Active and interactive educational technologies (forms of conducting classes) in higher education: textbook / comp. T.G. Mukhina. – N. Novgorod: NNGASU. – 2013. – 97 p.

2. Dvulichanskaya N. N. Interactive teaching methods as a means of developing key competencies // Electronic scientific and technical publication “Science and Education”. – 2011. - No. 4 [Electronic resource] http://technomag.edu.ru/doc/172651.html (access date: 04/28/2014).

3. Kruglikov V. N. Active learning in a technical university: theory, technology, practice. – St. Petersburg. : VITU, 1998. – 308 p.

4. Panina T.S., Vavilova L.N. Modern ways to enhance learning. – 4th ed., erased. – M. – 2008. – 176 p.

5. Panfilova A.P. Innovative pedagogical technologies: Active learning: textbook. aid for students higher textbook establishments. – M.: Publishing center “Academy”. – 2009. – 192 p.

6. Solodukhina, O.A. Classification of innovative processes in education // Secondary vocational education. – 2011. - No. 10. – P.12 -13.

The Federal State Educational Standard for Higher Professional Education (FSES HPE) imposes, among many requirements for the educational process, the use of active and interactive forms of classes in order to form and develop the professional skills of students. It is noted that the proportion of such classes is determined by the content of specific disciplines and generally amounts to 20 - 25 percent of classroom classes in many areas of training.

The purpose of this study is to determine the most effective teaching methods that promote the activation of educational and cognitive activities of university students. To begin with, we should consider the concepts of “active” and “interactive” teaching methods.

The educational process using active and interactive methods, in contrast to traditional classes where the student is a passive listener, is built on the basis of the inclusion of all students in the group without exception, and each of them makes an individual contribution to solving the task through the active exchange of knowledge , ideas, ways of doing things. Unfortunately, today there is no clear distinction between active and interactive teaching methods; the same types of methods are classified as both active and interactive, so there is no clear classification of interactive teaching methods.

According to researcher V.N. Kruglikova, active learning represents such an organization and conduct of the educational process that is aimed at the comprehensive activation of educational and cognitive activities of students through the widespread use of both didactic and organizational and managerial means and methods of activation.

Researcher A.P. Panfilova offers her classification of interactive teaching methods:

1. Radical - the desire to rebuild the educational process based on the use of computer technologies (distance learning, virtual seminars, conferences, games, etc.).
2. Combinatorial - a combination of previously known elements (lecture-dialogue, lecture together, etc.).
3. Modifying (improving) - improvement, addition to the existing teaching methodology without significantly changing it (for example, a business game).

Researchers T.S. Panina, L.N. Vavilov classify interactive teaching methods into three groups:

1. Discussion: dialogue; group discussion; analysis of practical situations.
2. Gaming: didactic and creative games, including business and role-playing, organizational and activity games.
3. Training: communication trainings; sensitive trainings (aimed at the formation of the figurative and logical spheres of consciousness).

The introduction of interactive forms of teaching is one of the most important areas for improving student training in a modern university, where the teacher shows not only his competence and erudition, but also knows how to captivate students with new forms of educational and cognitive activity. For this purpose, individual, pair and group work is organized, project activities are used, role-playing games are carried out, work with documents and various sources of information is carried out. The teacher creates an environment of educational communication that will facilitate business interaction between participants with mutual assessment and control.

Interactive(“Inter” - mutual, “act” - to act) means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other. The teacher, as before, develops the plan and content of the lesson, using interactive methods in order to present new material in the most interesting and effective form.

Interactive methods are based on the principles of interaction, student activity, reliance on group experience and mandatory feedback. The teacher in such a lesson plays the role of an assistant in the students’ research work. The activity of the teacher gives way to the activity of students, his task becomes to create conditions for their initiative. Participants actively communicate with each other, jointly solve assigned tasks, overcome conflicts, find common ground, and make compromises. The lesson is organized by the teacher in advance; assignments and questions for discussion in groups are carefully selected.

Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. the main objective consists of creating pedagogical conditions for studying at a university, under which a student can become confident in his intellectual competence, which makes the learning process itself productive. In other words, interactive learning is, first of all, dialogue learning, during which interaction takes place between the student and the teacher, as well as between the students themselves:

The objectives of interactive forms of training are:

• awakening students' interest in learning;
• effective learning of educational material;
• students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
• learning to work in a team: showing tolerance to different points of view, respecting everyone’s rights to freedom of speech;
• formation of students’ own opinions based on certain facts;
• reaching the level of conscious student competence.

The most common interactive forms among teachers are:

• round table (discussion, debate);
• brainstorming (brainstorm, brain attack);
• case-study (analysis of specific situations, situational analysis);
• master classes;
• work in small groups;
• educational games (role-playing, simulation, business, educational, etc.);
• use of public resources (invitation of a specialist, excursions);
• social projects and other extracurricular forms of education (competitions, films, performances, exhibitions, etc.);
• interactive lecture using video and audio materials;
• Socratic dialogue;
• discussion of complex and controversial issues and problems (take a position, opinion scale, POPS formula);
• “decision tree”, “case analysis”, “negotiations and mediation”, “ladders and snakes”;
• trainings, etc.

It should be noted that in the course of preparing a lesson based on interactive forms of teaching, the teacher faces the question not only of choosing the most effective form of teaching for studying a specific topic, but also of the possibility of combining teaching methods, which undoubtedly contributes to the most in-depth understanding of the topic. In this case, one must rely on the following methodological principles:

• an interactive lesson is not a lecture, but a joint work of students on a specific problem;
• all participants in the educational process are equal regardless of age, social status, experience, place of work;
• Each participant has the right to his own opinion on the issue being studied.
• criticism of a person is unacceptable (only an idea or incorrect information can be criticized).

Algorithm for conducting an interactive lesson:

1. Preparation of the lesson

The presenter selects the topic, situation, and defines definitions. When developing an interactive lesson, we recommend paying special attention to the following components:

• the age of the participants, their interests, future profession;
• time frame for the lesson;
• interest of the group in this activity.

2. List of necessary conditions:

• clear definition of the purpose of the lesson;
• clarification of problems to be solved;
• preparing a lesson program;
• preparation of handouts;
• availability of technical equipment;
• selection of main questions, determination of their sequence;
• selection of practical examples from life;
• use of graphs, illustrations, diagrams, symbols;
• trusting, positive relationships between students;
• variety of forms and methods of providing information, forms of student activity, etc.

Introduction of the lesson consists of a message about the topic and purpose of the lesson . Participants get acquainted with the proposed situation, with the problem they will have to work on, set a goal, and define tasks. The teacher informs the participants about the conditions and gives clear instructions on the rules for working in groups. If there is a need, then you need to introduce the participants (if the lesson is intergroup, interdisciplinary).

During the lesson, you should achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus, the working definition of the topic being studied. Timely clarification of the conceptual apparatus will form in students the habit of using only well-understood terms, avoiding unfamiliar words or simultaneously finding out their meaning, and systematically using reference literature.

3. Sample rules for working in a group:

• be active and friendly;
• do not interrupt interlocutors, respect the opinions of other participants;
• be open to interaction;
• strive to reach the truth;
• adhere to the regulations;
• be creative, etc.

Peculiarities main part determined by the chosen form of interactive lesson. Determining the positions of the participants should be done very correctly. Interactive positioning of participants consists in understanding the content common to their positions, as well as in forming a new set of positions based on the given facts and arguments.

4. Reflection is carried out on the emotional aspect, the feelings that the participants experienced during the lesson. A mandatory step is evaluative, which determines the attitude of the participants to the content aspect of the methods used, the relevance of the chosen topic, etc. Reflection ends with general conclusions made by the students with the help of the teacher’s leading questions.

Sample questions for reflection:

• Were you impressed by the discussion?
• Was there a situation that surprised you during the lesson?
• What guided your decision-making process?
• did you take into account the opinions of other group members?
• How do you evaluate your actions and the actions of the group?
• What would you like to change in organizing such classes?

Let's look at the interactive teaching methods preferred by university teachers and note some of their features. The most popular methods among teachers are:

• small group work, giving all students the opportunity to participate in the work of the group, practice cooperation and interpersonal communication skills, and resolve disagreements;
• R fielding game , during which the group members act out a skit with pre-assigned roles reflecting certain life situations;
• m ini-lecture- one of the effective forms of presenting theoretical material, presented in a language accessible to students, while each term is necessarily given a definition with reference to authoritative authors and sources. At the end of the presentation, there is a discussion of the issues that have arisen, as well as ways to use the information received in practice;
• R project development allows participants to mentally go beyond the audience and draw up a project of action on the issue under discussion, the main thing is that everyone has the opportunity to defend their project and prove its advantage over others;
• "brainstorm",“brainstorming” (“Delphi” method) is a method in which any student answer to a given question is accepted, while the assessment of the expressed points of view is not given immediately, but after all presentations, the main thing is to clarify the awareness and/or attitude of the participants towards a specific issue;
• lecture for two allows you to distribute educational material of problematic content in dialogical communication between two teachers, while professional discussions seem to unfold between different specialists, for example, theorist and practitioner, supporter and opponent of a certain concept. This type of lecture forces students to actively engage in the thought process, compare different points of view and their choices;
• lecture with pre-planned mistakes is aimed at students’ ability to detect errors, record them in notes and bring them up for discussion. Such a lecture, as a rule, performs not only a stimulating function, but also a control one;
• lecture-visualization promotes the transformation of oral and written information into visual form using diagrams, drawings, drawings, etc. Such a lecture contributes to the successful solution of a problem situation, because The mental activity of students is actively involved with the widespread use of visual aids, etc.

The study we conducted showed that in the conditions of interactive learning, students experience an increase in the accuracy of perception, mental performance, and there is an intensive development of the intellectual and emotional properties of the individual: stability of attention, observation, ability to analyze and summarize. Interactive learning promotes the development of communication skills of students, helps establish emotional contacts between them, activates teamwork, and expands the range of educational opportunities.

Reviewers:

Zhukov G.N., Doctor of Pedagogical Sciences, Professor, Director of the branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University", Kemerovo.

Petunin O.V., Doctor of Pedagogical Sciences, Professor, Head of the Department of Natural Sciences and Mathematical Disciplines of the State Educational Institution of Further Professional Education (PK) “Kuzbass Regional Institute for Advanced Training and Retraining of Education Workers”, Kemerovo.

Bibliographic link

2.1. Round table, discussion, debate

2.2. Brainstorming (brainstorm, brain attack)

2.3. Business and role-playing games

2.4. Case-study (analysis of specific situations, situational analysis)

2.5. Master Class

OTHER INTERACTIVE METHODS

BIBLIOGRAPHY

1. General Provisions

In education, three forms of interaction between teachers and students have developed, become established, and become widespread, which we will present with diagrams for clarity.

1. Passive methods

2. Active methods

3. Interactive methods

Each of them has its own characteristics.

Passive method

Figure 1.1 Passive method

Passive method (Fig. 1.1) is a form of interaction between a teacher and a student, in which the teacher is the main actor and manager of the course of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive classes is carried out through surveys, independent work, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is not very effective, but despite this, it also has some advantages . This is a relatively easy preparation for the lesson on the part of the teacher and an opportunity to present a relatively larger amount of educational material in the limited time frame of the lesson.

Active method

Figure 1.2 Active method

Active method (Fig. 1.2) is a form of interaction between students and the teacher, in which they interact with each other during the lesson and students here are not passive listeners, but active participants, students and the teacher are on equal rights. If passive methods presupposed an authoritarian style of interaction, then active ones presuppose a more democratic style.

Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

Interactive method

Figure 1.3 Interactive method

Interactive method (Fig. 1.3). Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones 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. The place of the teacher in interactive classes comes down to directing the students’ activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually, these are interactive exercises and assignments during which the student learns the material).

Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. Target is to create comfortable learning conditions in which the student or listener feels his success, his intellectual competence, which makes the learning process itself productive, provide knowledge and skills, and also create a basis for working on solving problems after the training is over.

In other words, interactive learning is, first of all, dialogue learning, during which interaction takes place between the student and the teacher, and between the students themselves.

The objectives of interactive forms of training are:

awakening students' interest;

effective learning of educational material;

students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);

establishing influence between students, learning to work in a team, to be tolerant of any point of view, to respect everyone’s right to freedom of speech, to respect their dignity;

formation of students' opinions and attitudes;

formation of life and professional skills;

reaching the level of conscious student competence.

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.

To solve educational and educational problems, the teacher can use the following interactive forms:

Round table (discussion, debate)

Brainstorming (brainstorm, brain attack)

Business and role-playing games

Case-study (analysis of specific situations, situational analysis)

Master Class

These guidelines propose leading interactive forms of learning for consideration. There are other types of interactive training (methods “Take a Position”, “Decision Tree”, “Pop Formula”, trainings, Socratic dialogue, group discussion, interactive tour, video conference, focus group, etc.) that can be used in the process of teaching students. In addition, the teacher of the department can use not only currently existing interactive forms, but also develop new ones depending on the purpose of the lesson, i.e. actively participate in the process of improvement and modernization of the educational process.

It should be noted that in the course of preparing a lesson based on interactive forms of teaching, the teacher is faced with the question of not only choosing the most effective and appropriate form of teaching for studying a specific topic, but also the opportunity to combine several teaching methods to solve the problem, which, undoubtedly, opens up. promotes better understanding of students. It seems appropriate to consider the need to use different interactive forms of training to solve the problem.

Principles of working in an interactive lesson:

The lesson is not a lecture, but general work.

all participants are equal regardless of age, social status, experience, place of work.

Each participant has the right to his own opinion on any issue.

there is no place for direct criticism of the individual (only the idea can be criticized).

everything said in class is not a guide to action, but food for thought.

Algorithm for conducting an interactive lesson:

1. Preparation of the lesson

The presenter (curator, teacher) selects a topic, situation, defines definitions (all terms, concepts, etc. must be equally understood by all students), selects a specific form of interactive lesson that can be effective for working with a given topic in a given group .

When developing an interactive lesson, we recommend paying special attention to the following points:

1) Participants of the lesson, choice of topic:

age of the participants, their interests, future specialty.

time frame for the lesson.

whether classes on this topic were held in this student group previously.

interest of the group in this activity.

2) List of necessary conditions:

The purpose of the lesson must be clearly defined.

handouts have been prepared.

technical equipment provided.

participants are designated.

the main issues and their sequence are identified.

Practical examples from life have been selected.

3) What should be in preparation for each lesson:

clarification of problems to be solved.

designation of the prospects for implementing the acquired knowledge.

determination of the practical block (what the group will do during the lesson).

4) Handouts:

lesson program.

handouts should be tailored to the student audience (“Write for the audience!”).

the material must be structured.

use of graphs, illustrations, diagrams, symbols.

2. Introduction:

State the topic and purpose of the lesson.

– participants get acquainted with the proposed situation, with the problem they have to work on, as well as with the goal they need to achieve;

– the teacher informs the participants about the framework conditions, the rules of work in the group, gives clear instructions about the limits within which the participants can act in the lesson;

– if necessary, you need to introduce the participants (if the lesson is intergroup, interdisciplinary);

– achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus and working definitions of the topic being studied. Systematic clarification of the conceptual apparatus will form in students the attitude and habit of using only well-understood terms, not using obscure words, and systematically using reference literature.

Sample rules for working in a group:

to be active.

respect the opinions of the participants.

be friendly.

be punctual and responsible.

don't interrupt.

be open to interaction.

be interested.

strives to find the truth.

adhere to the regulations.

creativity.

respect the rules of group work.

3. Main part:

The features of the main part are determined by the chosen form of the interactive lesson, and include:

3.1. Clarification of participants' positions;

3.2. Segmentation of the audience and organization of communication between segments (This means the formation of target groups based on the common positions of each group. Similar opinions of different participants are united around a certain position, common directions of questions being developed are formed within the framework of the topic of the lesson, and a set of groups with different positions is created from the audience. Then - organizing communication between segments. This step is especially effective if the lesson is conducted with a sufficiently large audience: in this case, segmentation is a tool for increasing the intensity and effectiveness of communication);

3.3. Interactive positioning includes four stages of interactive positioning: 1) clarifying a set of audience positions, 2) understanding the common content for these positions, 3) rethinking this content and filling it with a new meaning, 4) forming a new set of positions based on the new meaning)

4. Conclusions (reflection)

Reflection begins with the participants concentrating on the emotional aspect, the feelings that the participants experienced during the lesson. The second stage of the reflective analysis of the lesson is evaluative (the attitude of the participants to the substantive aspect of the methods used, the relevance of the chosen topic, etc.). Reflection ends with general conclusions made by the teacher.

An approximate list of questions for reflection:

What impressed you the most?

What helped you during the lesson to complete the task, and what hindered you?

Is there anything that surprised you during the class?

What guided your decision-making process?

Did you take into account the opinions of group members when taking your own actions?

How do you evaluate your actions and the actions of the group?

If you played this game again, what would you change in your behavior patterns?

Interactive learning allows you to solve several problems simultaneously, the main one of which is the development of communication skills. This training helps to establish emotional contacts between students, provides an educational task, since it teaches them to work in a team, listen to the opinions of their comrades, provides high motivation, strength of knowledge, creativity and imagination, sociability, an active life position, the value of individuality, freedom of expression, emphasis on activity, mutual respect and democracy. The use of interactive forms in the learning process, as practice shows, relieves the nervous load of students, makes it possible to change the forms of their activities, and switch attention to key issues of the lesson topic.

The teacher of the department needs to delve deeply into this type of training. The use and preparation of students for one or another interactive form of training to study a specific discipline (lesson topic) should be reflected in the work program of the discipline and in the methodological recommendations for preparing for a lesson in an interactive (specific) form.

The classification of teaching methods according to the level of activity of students includes the following groups:

– passive;

– active;

– interactive.

During application passive methods learning, the student acts as learning object, he must learn and reproduce the material that is transmitted to him by the teacher - the source of knowledge. Such techniques are called reproductive. This usually happens when using a lecture-monologue (unidirectional transfer of information from teacher to student), reading, or demonstration. Students do not cooperate with each other and do not perform any problematic tasks.

When using active methods During teaching, the student becomes the subject of educational activity, enters into dialogue with the teacher, and performs creative, problem-solving tasks. The student establishes individual contact with the teacher, but not with other members of the group. Such techniques today occupy a major place in seminar classes and in the process of doing independent work.

With changes in socio-economic conditions, human labor activity is transformed, which actualizes the problem of finding new approaches to improving the education system. A person must have the appropriate abilities, knowledge and skills to master technological innovations. A modern specialist must be able to work in a team, make both independent decisions and those coordinated with the team. In this regard, modern teaching methods are characterized by the fact that students work individually and in teams.

Traditional teaching methods provide training for the student to perform certain functions based on known algorithms (norms) for performing activities. But to perform complex functions productively in a constantly changing socio-economic environment, a person needs to use creativity to solve problems. Therefore, students must not only acquire knowledge and skills, but also acquire experience in creative activity and the necessary personality qualities, such as independence, collectivism, responsibility, mobility, and creativity. It is important to develop in students a critical attitude to information, the ability to make optimal decisions, and foster feelings of solidarity, community, and involvement in a common cause. To achieve such goals, it is necessary to choose methods that are based on constructive, partnership relationships, and the formation of knowledge and skills occurs in the process of interaction between the teacher and students as subjects of the pedagogical process.

The above requirements are met interactive methods training, which are based on the organization of creative communication between participants in the pedagogical process.

A feature of interactive teaching methods is that communication is organized not only between the teacher and students, which is typical for traditional teaching methods, but also between all students.

The main concept that defines the main feature of interactive teaching methods is the concept “ interactive "(from English interact - interact; be in interaction, act, influence each other).

However, interaction, being a fundamental element of any educational activity, is present to a greater or lesser extent when using almost any of the teaching methods. Then what is the peculiarity of interactive teaching methods? To clearly define this concept, it is necessary to turn to the ideas of interactionism - a theoretical and methodological direction in foreign sociology and social psychology.

American sociologist and social psychologist George Mead, the founder of interactionism, considered the development of society and the social individual (social “I”) in an inextricable unity. He believed that the origin of the “I” is entirely social, and its main characteristic is the ability to become an object of introspection, self-reflection and self-control. Representatives of later interactionism (M. Kuhn, T. Shibutani), exploring the nature of social processes, saw at their basis the development and change of social meanings, the constant definition and redefinition of interaction situations by their participants.

Interactivity is understood not simply as a process of mutual influence, but as a specially organized cognitive activity that has a pronounced social orientation.

Conclusion.Interactive methods can only include those teaching methods that organize the process of social interaction, on the basis of which the participants acquire some “new” knowledge, born directly during this process.

Interactive methods involve joint learning (cooperative learning), that is, students and the teacher are the subjects of learning. All participants in the educational process interact with each other, exchange information, jointly solve problems, simulate situations, evaluate the actions of others and their own behavior. Students are immersed in a real atmosphere of business collaboration to solve problems.

Interactive techniques allow you to use not only a person’s consciousness, but also his feelings, emotions, and volitional qualities. This allows you to increase the percentage of material assimilation.

The main advantages of interactive teaching methods include: a high level of assimilation of information through an emotional and value-based attitude to activity; formation of listening and hearing skills; learning through mutual exchange of experience; activation of thinking; personal growth; developing teamwork skills, increasing everyone’s activity; posing new problems; creating situations of uncertainty for participants, etc.

The disadvantages include the following: there is a risk of conflict between personal ambitions; high competence of the teacher (trainer) is required; long duration of time, etc.

Interactive teaching methods are characterized by somepeculiarities, related to the activities of the teacher and students.

Self-determination of students based on internal motivation. In activities, internal motivation determines the purposeful nature of students’ actions and acts as an active incentive for development and success.

Building a strategy for your own educational activities. Strategy is a pattern of organizational actions and management approaches used to carry out independent activities. In the learning process, the student acts as a full-fledged subject of activity and at the same time he develops a strategy for his activities: forecasting, goal setting, determining short-term and long-term goals and ways to achieve them.

Achieving success. It is important to organize a positive psychological climate that ensures the joy of learning in the process of performing creative independent and collective activities. The desire of students to achieve success is an important incentive for self-improvement and self-development. It is known that the pedagogical situation is an integral part of the learning process, characterizing its state at a certain time and in a certain space. Situations are always specific, they are created or arise during the learning process and, as a rule, are resolved immediately. A situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in human activity. Success is the experience of a state of joy, satisfaction from the fact that the result that a person strives for in his activity coincided with his expectations. Success can be short-term, frequent, long-term, momentary, sustainable, significant. Situations of success are designed in advance by the teacher or can be created during the learning process.

Creative communication. Creative communication between students is aimed at creating a collective product (intellectual, material). Creative communication is a complex process of establishing and developing contacts between subjects of the pedagogical process, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person. Within the framework of the dialogue, an individual opinion is expressed on a specific issue and a collective solution is developed.

Creating problematicsituations. Solving problem situations is characterized by the greatest emotional intensity, disputes, discussions, and clashes of different opinions. Solving problem situations is possible if there is reliance on the individual characteristics of students, their intuition, imagination, and freedom of argumentation. In the process of discussing and justifying the choice of solution to the problem, students come to “insight.”

Organizationcollective and individual self-government. Distribution of management functions between all subjects of the learning process. During the learning process, the teacher delegates some managerial functions to students, while collective and individual self-government is carried out. Effective teams are created, the algorithm for their work is determined, roles and functions are distributed, and ways of interaction between subjects of activity are selected.

Exercising self-control. The exercise of self-control by students in the process of learning activities is associated with the manifestation of activity and independence. Self-control is based on a feedback system that makes it possible to evaluate and regulate activities. During self-control, students perform mental and practical actions to self-assess, correct and improve the work they perform.

Positive assessment. Positive assessment is the absence of negative assessments. Students identify and evaluate their own achievements when completing educational tasks.

Reflective attitude to activity. As V.I. Slobodchikov and E.I. Isaev note, reflection is the “central phenomenon of human subjectivity.” By reflecting on activities, the student identifies his own reserves, capabilities, driving forces and contradictions. The student comprehends the intent and consequences of the need to change actions.

It can be concluded that A feature of interactive teaching methods is that the subject’s assimilation of new information, new experience, and new personality traits occurs in the mode of individual and collective activity based on self-organization and self-government.

– identification, satisfaction and development of personally, socially and professionally significant needs and interests of students;

– development of students’ abilities, their critical thinking, creativity and mobility;

– positive impact on the emotional, volitional, intellectual spheres of the individual;

– implementation of cultural, activity-based, personality-oriented approaches in the educational process;

– formation of gnostic, design-constructive, organizational, communicative and reflective skills in students;

– organizing creative communication, since communication gives rise to a process of exteriorization, in which thought is objectified and becomes available for reflection and criticism;

– formation and development of a subject position;

– fostering a responsible attitude towards one’s own activities based on reflection.

Classification of interactive teaching methods

The following groups of interactive teaching methods are distinguished:

– non-imitation;

– simulation (game and non-game simulation teaching methods).

TO n non-imitation teaching methods include the following : problem seminar, thematic discussion, brainstorming, round table, etc.

When using simulation teaching methods, an unreal environment or situation is created, which helps students adapt to the real professional environment.

TOnon-game simulation teaching methods include the following: solving industrial and situational problems and exercises, case method, micro-situation method, incident method, game design, information labyrinth, group discussions, watching video recordings of games with analysis and discussion, modeling specific problems, etc.

TO gaming imitative teaching methods include the following: “acting out” a situation in roles, simulation games, role-playing, business, organizational and activity-based, innovative, search and testing, problem-based business games, creative interactive methods (synectics method, association method, Delphi method), computer simulation games methods, etc.

The need to use interactive teaching methods can be explained by the fact that when presenting material through lectures, no more than 20% of the information is absorbed, during discussion learning - 75%, and when conducting, for example, a business game, about 90% of the information is absorbed.

Models of interaction between participants

pedagogical process

Learning is considered as a joint activity of the teacher and students, that is, learning as a process becomes more complex in comparison with teaching due to the inclusion of the activities of the teacher, who manages the activities of students. Management as a process of informational influence of a subject on an object, aimed at achieving the goals of the subject. The subject of management must know the state of the object so that the management impact can be adjusted. Ideally, the goals of the subject and object can coincide.

Taking into account the fact that different teaching methods are based on the use of different management models of interaction between the teacher and students, we can consider ma teaching method as a system of methodological techniques and rules for effective interaction between subjects of the pedagogical process based on determining their responsibilities and efforts to achieve didactic goals and objectives.

For example, the management model within traditional teaching methods is built on the basis of subject-object interaction (Figure 1).

Picture 1– Typical contour of pedagogical management

within traditional teaching methods

This management model can be called directive. It is managed by one person - a teacher. He develops decisions, coordinates and controls the activities of students. But at the same time, the quality of teaching will mainly depend on the information that the teacher has, on his ability to make optimal decisions in various pedagogical situations. On the one hand, such a management model is simple and efficient, but, on the other hand, it leads to a decrease in the level of motivation and activity of students.

The directive model of pedagogical management is not effective enough also because the object of management is the student, his educational activity, and this is a complex object that can be in several stable states and move from one state to another.

In the learning process, the student acquires new knowledge, skills, needs, norms, values, and develops his abilities. The process of cognition, which underlies teaching, refers to processes with internal determination. Therefore, at the present stage, interactive teaching methods are increasingly being used, which make it possible to take into account the personally, socially and professionally significant needs and interests of students, their own experience and creative potential.

Management models within the framework of interactive teaching methods are based on the organization of individual and collective self-government, since the distribution of management functions is carried out among all participants in the pedagogical process. We call this management model cooperative.

Individual self-government assumes that students become full-fledged subjects of educational activities. In the process of self-government, they carry out the following types of activities: forecasting the results of their activities; goal setting (conscious self-change: I will find out, I will understand, I will decide); planning; self-organization and self-regulation of one’s own activities; analysis of the results of one’s activities and self-control; evaluating the results of your activities; reflection. It is necessary to take into account that a student will become a subject of educational activity only if there are internal personally, socially and professionally significant motives and only if self-development and self-education on the basis of a reflexive attitude towards one’s activities becomes a value for him. There is no doubt that student morale and satisfaction are significantly higher than under the directive management model.

In addition to individual self-government, it is also advisable to highlight the level of collective self-government, when there is an active exchange of information and decisions are made collectively. There is an opportunity for everyone to participate in the discussion of problems, freely express individual opinions, and reflect their position within the framework of the dialogue.

Dialogue – (Greek dialogos – conversation) – informative and existential interaction between communicating parties through which understanding occurs.

This model is embodied in a mode of collective activity, where everyone is functionally connected to each other by a common cognitive interest. The team becomes a mechanism for personal development. The success of the general search is determined by the intellectual, organizational, and moral efforts of everyone.

The management resource within the framework of interactive teaching methods is the intellectual potential of students, their needs and interests.

A typical outline of pedagogical management within the framework of interactive teaching methods is presented in Figure 2.

Figure 2– Typical control loop within interactive

teaching methods

The problem of managing the pedagogical process is determined by the fact that the student body is a complex hierarchy of groups and individuals with their inherent interests and goals. Students' goals often contradict each other and are unstable. When solving problems in a group, differentiation arises due to the individual characteristics of each group member. Some of them have “broad” knowledge and are able to find analogies from other problem areas. Others perform specific roles, for example, “critics”, “idea generators”. The optimal solution to a problem that satisfies all group members is achieved through conflict.

In this case, the goals of pedagogical management are the following: involving all students in internally motivated, purposeful educational and cognitive activities and increasing communicative relationships between students, which will lead to the emergence of different opinions and ideas, fluctuations (deviations from the norm) and increasing the efficiency of the learning process.

The basis of this model is the management of the process of assimilation of culture by the student, during which the internal needs, abilities, and consciousness of each person develop. Goals, content, methods of activity are determined by the teacher and students together, taking into account their interests and abilities. The main goal of the teacher is to teach the student to perform activities. The teacher organizes the interaction of students in the cognitive process, while consciously creating a social infrastructure that makes them need to act according to the norms of social relations.

Equal, democratic interaction in learning stimulates everyone’s desire to show initiative and creativity. At the same time, the attitude towards the other person as an individual changes significantly: alienation and indifference give way to interest, mutual understanding, and involvement.

2.8. Round table, discussion, debate

Round table -This is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion. A characteristic feature of the “round table” is the combinationthematic discussion with group consultation.

The main purpose of the round table is to develop in students professional skills to express thoughts, argue their ideas, justify proposed solutions and defend their beliefs. At the same time, information and independent work with additional material are consolidated, as well as problems and issues for discussion are identified.

An important task when organizing a round table is:

discussion during the discussion of one or two problematic, acute situations on this topic;

illustration of opinions and positions using various visual materials (diagrams, diagrams, graphs, audio, video recordings, photographs, film documents);

careful preparation of the main speakers (not limited to reports, reviews, but to express their opinions, evidence, arguments).

When holding a round table, it is necessary to take into account some features:

a) it needs to be really round, i.e. the process of communication, communication, took place “eye to eye.” The “round table” principle (it is no coincidence that it was adopted at the negotiations), i.e. arrangement of participants facing each other, and not at the back of the head, as in a regular lesson, generally leads to an increase in activity, an increase in the number of statements, the possibility of personally including each student in the discussion, increases the motivation of students, includes non-verbal means of communication, such as facial expressions, gestures , emotional manifestations.

b) the teacher was also located in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students, who face him. In the classic version, participants address their statements primarily to him, and not to each other. And if the teacher sits among the students, the group members’ addresses to each other become more frequent and less constrained, this also helps to create a favorable environment for discussion and the development of mutual understanding between the teacher and the student.

It is advisable to organize the “round table” as follows:

1) The teacher formulates (it is recommended to involve the students themselves) questions, the discussion of which will allow a comprehensive consideration of the problem;

2) Questions are distributed into subgroups and distributed to participants for targeted preparation;

3) Specialists (lawyer, sociologist, psychologist, economist) can be invited to cover specific issues;

4) During the lesson, questions are revealed in a certain sequence.

Speeches by specially trained students are discussed and supplemented. Questions are asked, students express their opinions, argue, and justify their point of view.

The main part of a round table on any topic consists of discussion and debate.

Discussion (from lat.discussio- research, consideration) is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, in a dispute. In other words, a discussion consists of a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The purposes of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

1. Preparation of the lesson. When organizing a discussion in the educational process, several educational goals are usually set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive and contains a large amount of information, as a result of the discussion only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision being made.

During the discussion, students can either complement each other or oppose each other. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of an argument. As a rule, both of these elements are present in a discussion, so it is wrong to reduce the concept of discussion only to an argument. Both mutually exclusive dispute and mutually complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance.

In order to organize a discussion and exchange of information in the full sense of the word, so that the “round table” does not turn into a mini-lecture, a teacher’s monologue, the lesson must be carefully prepared. To do this, the organizer of the round table must:

prepare questions in advance that could be raised for discussion at the conclusion of the discussion in order to prevent it from dying out;

do not go beyond the scope of the problem under discussion;

ensure wide involvement in the conversation of as many students as possible, or better yet, all of them;

do not ignore any incorrect judgment, but do not immediately give the correct answer; Students should be involved in this, organizing their critical assessment in a timely manner;

do not rush to answer questions regarding the round table material yourself: such questions should be redirected to the audience;

ensure that the object of criticism is the opinion, and not the participant who expressed it.

compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that the basis of knowledge is always comparison.

Various organizational techniques are used to conduct the discussion.

Question-answer technique. This technique is a type of simple interview; the difference is that a certain form of asking questions is used for interviews with participants in the discussion-dialogue.

Procedure "Discussion in a low voice." This technique involves holding a closed discussion in microgroups, after which a general discussion is held, during which the opinion of the microgroup is reported by its leader and this opinion is discussed by all participants.

Clinic methodology. When using the “clinic method”, each of the participants develops their own version of the solution, having previously presented their “diagnosis” of the problem situation for open discussion, then this solution is assessed both by the leader and by a group of experts specially allocated for this purpose on a point scale or on a pre-adopted scale. “accepted or not accepted” system.

"Labyrinth" technique. This type of discussion is otherwise called the method of sequential discussion; it is a kind of step-by-step procedure in which each subsequent step is taken by another participant. All decisions, even incorrect (dead-end) decisions, are subject to discussion here.

Relay race technique. Each participant who finishes his speech can pass the floor to whoever he sees fit.

Free floating discussion. The essence of this type of discussion is that the group does not come to a result, but the activity continues outside the lesson. This group work procedure is based on the “B.V. effect.” Zeigarnik”, characterized by a high quality of memorization of unfinished actions, so participants continue to “think through” in private ideas that turned out to be unfinished.

The effectiveness of the discussion depends on factors such as:

preparation (awareness and competence) of the student on the proposed problem;

semantic uniformity (all terms, definitions, concepts, etc. must be understood equally by all students);

correct behavior of participants;

The teacher's ability to conduct a discussion.

The correct organization of a “round table” in the form of a discussion goes through three stages of development: orientation, assessment and consolidation.

2. Introduction. At the first stagestudents adapt to the problem and to each other, i.e. At this time, a certain attitude towards solving the problem is developed. In this case, the teacher (discussion organizer) is given the following tasks:

formulate the problem and goals of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should yield.

introduce the participants (if a group of such composition is meeting for the first time). To do this, you can ask each student to introduce themselves or use the “interviewing” method, which consists of participants breaking into pairs and introducing each other after a short introductory (no more than 5 minutes), directed conversation.

create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).

establish rules of discussion, or rather, rules of speeches.

formulate rules for conducting discussion, the main one of which isEveryone must speak. In addition, it is necessary to: listen carefully to the speaker, do not interrupt, justify your position, do not repeat yourself, do not allow personal confrontation, remain impartial, do not evaluate speakers without fully listening and understanding the position.

create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method isnon-conflict!

achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus and working definitions of the topic being studied. Systematic clarification of the conceptual apparatus will form in students the attitude and habit of using only well-understood terms, not using obscure words, and systematically using reference literature.

3. Main part. The second stage is the assessment stage- usually involves a situation of comparison, confrontation and even a conflict of ideas, which, in the case of inept management of the discussion, can develop into a conflict of personalities. At this stage, the teacher (organizer of the “round table”) is given the following tasks:

begin an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

collect maximum opinions, ideas, suggestions. To do this, it is necessary to activate each student. When speaking with their opinion, everyone can immediately make their proposals, or they can simply speak first and formulate their proposals later.

not to go away from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. You should tactfully stop those who deviate, directing them into a given “channel.”

maintain a high level of activity for all participants. Avoid excessive activity of some at the expense of others, follow the rules, stop protracted monologues, and involve everyone present in the conversation.

promptly analyze the ideas, opinions, positions, and proposals expressed before moving on to the next round of discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. It is very useful to entrust summing up to students, offering them a temporary role as a leader.

4. Conclusions (reflection). The third stage is the stage of reflection- involves the development of certain common or compromise opinions, positions, and decisions. At this stage, the control function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative aspects.

help the participants in the discussion come to a consensus, which can be achieved by carefully listening to different interpretations, looking for common trends to make decisions.

make a group decision together with the participants. At the same time, the importance of diverse positions and approaches should be emphasized.

in the final speech, lead the group to constructive conclusions that have cognitive and practical significance.

achieve a feeling of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

When conducting a “round table” in the form of a discussion, students perceive not only the ideas expressed, new information, opinions, but also the bearers of these ideas and opinions, and, above all, the teacher. Therefore, it is advisable to specify the main qualities and skills that the organizer must have in the process of holding a “round table”:

high professionalism, good knowledge of the material within the curriculum;

speech culture and, in particular, fluent and competent knowledge of professional terminology;

communication skills, or rather, communication skills that allow the teacher to find an approach to each student, listen to everyone with interest and attentively, be natural, find the necessary methods of influencing students, be demanding, while maintaining pedagogical tact;

speed of reaction;

ability to lead;

ability to conduct dialogue;

predictive abilities that allow you to foresee in advance all the difficulties in mastering the material, as well as predict the course and results of pedagogical influence, and anticipate the consequences of your actions;

ability to analyze and correct the course of a discussion;

self-control

the ability to be objective.

An integral part of any discussion isquestion and answer procedure.A skillfully posed question (as is the question, so is the answer) allows you to obtain additional information, clarify the speaker’s positions and thereby determine further tactics for holding the “round table”.

From a functional point of view, all questions can be divided into two groups:

clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical sign of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand that correctly?” The answer to such a question can only be “yes” or “no”.

replenishing (open) questions aimed at clarifying new properties or qualities of phenomena and objects that interest us. Their grammatical feature is the presence of question words:what, where, when, how, why etc.

From a grammatical point of view, questions can besimple And complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject or phenomenon.

If we look at the questions from the perspective of the rules of discussion, then among them we can highlightcorrect Andincorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at the individual rather than at the essence of the problem). A special place is occupied by the so-calledprovocative orcatching questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, turn attention to himself, or inflict a critical blow.

From a teaching point of view, questions may becontrolling, activating attention, activating memory, developing thinking.

In a discussion, it is preferable to use simple questions, since they do not carry ambiguity and are easy to give a clear and precise answer. If a student asks complex questions, it is advisable to ask him to divide his question into several simple ones.

At the base of the “round table” in the formdebate - free expression, exchange of opinions on the thematic thesis proposed by students. Debate participants give examples, facts, arguments, logical arguments, explanations, information, etc. The debate procedure does not allow personal assessments or emotional manifestations. The topic is discussed, not the attitude of individual participants to it.

The main difference between debate and discussion is the following: this form of “round table” is devoted to an unambiguous answer to the question posed - yes or no. Moreover, one group (affirmers) are supporters of a positive answer, and the other group (deniers) are supporters of a negative answer. Within each group, 2 subgroups can be formed, one subgroup selects arguments, and the second develops counterarguments.

The debate is shaped by:

the ability to form and defend one’s position;

public speaking and dialogue skills;

team spirit and leadership qualities.

“Round table” in the form of debates develops abilities and forms the necessary skills for conducting dialogue:

development of critical thinking (rational, reflective and creative thinking necessary in formulating, defining, justifying and analyzing the thoughts and ideas discussed);

development of communication culture, public speaking skills;

formation of research skills (the arguments presented require evidence and examples, the search for which requires working with sources of information);

formation of organizational skills (implies not only the organization of oneself, but also the materials presented);

developing listening and note-taking skills.

Two teams take part in the debate (one affirms the thesis, and the other denies it). Teams, depending on the debate format, consist of two or three players (speakers). The point of the game is to convince a neutral third party, the judges, that your arguments are better (more convincing) than your opponent's.

Each stage of debate has its own structure and system of methods and techniques used.

1. Preparation of the lesson. Development of the preparatory stage for the “Debates”. To do this, together with proactive students, determine the following:

academic subject;

“Debate” topic (several options);

the purpose of the Debate;

principles of team formation;

types of work with information on the topic of “Debate”;

preparing teams for “Debates”;

evaluation criteria for “Debates”;

form of analysis and evaluation of “Debates”.

Implementation of developed classes with students or colleagues. The discussion of the results.

Preparing for a debate begins with identifying the topic (thesis). In debates, as a rule, it is formulated in the form of a statement, for example: “Technological progress leads to the death of civilization.” When selecting a topic, it is necessary to take into account the requirements according to which a “good” topic should:

provoke interest by addressing issues that are significant to debaters;

be balanced and give equal opportunities to teams to present quality arguments;

have a clear formulation;

stimulate research work;

have a positive wording for the approving party.

In general, the structure of the preparatory stage can be presented as follows.

Working with information