Interactive forms of training in college. Active and interactive forms of conducting classes in the establishment of the SPO

Introduction

The introduction of interactive learning methods is one of the most important directions for improving the training of students in a modern professional educational institution. The main methodological innovations are connected today using precisely interactive learning methods.

The concept of "interactive" comes from the English "Interact" ("Inter" - "mutual", "ACT" - "act"). Interactive learning - This is a special form of organization cognitive activity. It implies quite concrete and predicted goals. One of these goals is to create comfortable learning conditions, in which a student or a listener feels its success, its intellectual consistency, which makes the learning process itself.

Interactive learning is a special form of organization. educational processwhose essence is in joint activity Students over development educational material, in the exchange of knowledge, ideas, ways of activity. Interactive activity in the lessons involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to a joint solution of common, but significant tasks for each participant. The main goals of interactive learning:

stimulation of educational and educational motivation;

development of independence and activity;

raising analytical and critical thinking;

formation of communicative skills

self-development student.

In interactive learning, the needs of the student takes into account the needs of the student, his personal experience is involved, the address adjustment is carried out, the optimal result is achieved through cooperation, the creation, independence and freedom of choice, the student analyzes its own activity. The scheme of the relationship between the participants of the educational process is fundamentally changing, in contact with the teacher and peers, the student feels more comfortable. Keeping the ultimate goal and the main content of the educational process, interactive learning changes the usual broadcasting forms on dialogue, based on mutual understanding and interaction.

In pedagogy, there are several learning models:

passive - the trainee acts as a "object" of training (listens and looks);

active - the student acts as a "subject" of training (independent work, creative tasks);

interactive - interaction. The use of an interactive learning model provides for modeling life situations, the use of role-playing games, joint solving problems. The dominance of any participant in the educational process or any idea is excluded. From the object of exposure, the student becomes a subject of interaction, he himself actively participates in the learning process, following its individual route.

purpose of work - Studying the features of the use of interactive methods in working with students of the SPO.

Tasks of work :

Consider the status of interactive methods on modern stage development of education.

Examine the scope of use of interactive methods in a modern educational process.

Identify the features of modern interactive methods.

Object of study - Interactive methods fortraining students of the SPO.

Subject of study - Features of the use of interactive methods in the SPO system.

Research methods - theoretical (study and analysis of pedagogical, psychological, methodological literature and issues of innovative education methods, study of advanced pedagogical experience), empirical (monitoring the course of the educational process, the activities of students, conversation).

Practical significance : Working materials are intended to be implemented in the practice of teachers of the pedagogical college.

Structure of work. The work consists of administration, two chapters, conclusion and literature of the literature used.

Chapter 1. Theoretical Basics of Pedagogical Support of Interactive Interaction

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

The educational process based on the use of interactive learning methods is organized, taking into account the inclusion in the process of knowing all students of the group without exception. Joint activity means that everyone contributes its special individual contribution, in the course of work there is a knowledge exchange, ideas, ways of activity. Individual, steaming and group work are organized, project work, role-playing games are used, work with documents and various sources of information. Interactive methods are based on the principles of interaction, the activity of trainees, support for group experience, mandatory feedback. The environment of educational communication is created, which is characterized by openness, interaction of participants, equality of their arguments, accumulating joint knowledge, the possibility of mutual assessment and control .

The presenter (teacher, coach), together with new knowledge, conducts participants in learning to independent search. The activity of the teacher is inferior to the place of activity of students, its task is to create conditions for their initiative. The teacher refuses the role of a kind of filter that transmits academic information and performs the function of the assistant in the work, one of the sources of information. Therefore, interactive learning is intended to be initially applied in intensive learning enough adult students. Interactive methods can be applied when organizing the curator of the next work with students:

organization of thematic classes,

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

student's portfolio formation,

organization of discussions and discussions of controversial issues arising 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:

For solving educational and educational tasks, the following interactive forms are most common:

"Microphone". Students are invited to express their point of view on the question or problem. The audience is allowed to imitate the microphone. Each, who received such a "microphone", is obliged to clearly and concisely state his thought and conclude.

"Brainstorm". To solve the problematic question, students are invited to find as many ways as possible, ideas, proposals, each of which is fixed on a blackboard or sheet of paper. After creating such a "bank of ideas", analysis and writing is carried out.

"Training - I study." The lesson material is divided into separate blocks by the number of students in the group. Students work out and exchange information, creating temporary pairs, after which collective discussing and consolidation of educational material occurs.

"Carousel". Students are placed in two circles face to each other. For a while, each couple exchanges information, its thoughts; After that, the external circle students move in a circle to the next partner. You can pre-invite students to prepare questions on the topic and spend the survey in a circle.

"Two, four - together." Students are offered a problem or information that they first work independently, then discuss in pairs, then unite in four. After making a joint decision in the fours, the general discussing the issue.

"Choose a position." A problem question is offered, two opposite points of view and three positions: "Yes" (for the first sentence), "no" (for the second sentence), "I don't know, I did not define my own position." Group students choose a certain position, form three groups, discus matter the correctness of their position. One or more members of each group argue its position, after which the collective discussion of the problem and adoption occurs right solution.

"A joint project". Groups work on the performance of different tasks of one topic. After completing the work, each group presents its research, as a result of which all students get acquainted with the topic as a whole.

It would be an error to stick to any single model. It is reasonable to combine these learning models to achieve the effectiveness and quality of the educational process. Modern system vocational education In terms of market relations, one of the priorities for the successful solution of the tasks of training qualified personnel allocates the principle of accounting for the interests of the student. In this regard, the teachers of the SPO are worth the task of developing and implementing such techniques and methods of learning, which would be aimed at activating the creative potential of the student, his desire to learn. At the same time, the pedagogical task of forming the personality of a citizen and its value orientations should be solved, since the learning process in the SPO is the main component of the educational process in the life of each person. And therefore, on how every individual - a student will be involved in the learning process, the level of its education and intelligence in all senses of this word will depend on the learning process. In addition, the global informatization of modern society also had a significant impact on the educational process, on a system of vocational education in Russia, demanding a radical revision of the methods of learning.

The acquisition of key competencies depends on the activity of the student itself. Therefore, one of the most important tasks is to introduce active methods into the educational process, which in the aggregate make it possible to organize interactive learning. From the object of exposure, the student becomes a subject of interaction, he himself actively participates in the learning process, following its individual route. Joint activity means that everyone contributes to it its special contribution, in the course of work there is a knowledge exchange, ideas, ways of activity.

Interactive learning is a special form of organizing cognitive college students. It implies quite concrete and predicted goals: the development of intellectual abilities of students, independence of thinking, criticality of the mind; achieving the speed and strength of the absorption of educational material, deep penetration into the essence of studied phenomena; Development of creative potential - the ability to "vision" of problems, originality, flexibility, dialecticity, creative imagination, ease of generation of ideas, ability to independent search activity; The effectiveness of the use of professional knowledge, skills and skills in real production practices.

The leading signs of interactive interaction are:

Dialogue. The dialogue between the teacher and the students involves their ability to listen and hear each other, carefully treat each other, to assist in the formation of their vision of the problem, its way to solve the problem.

Move testing. It is to organize the active mental activity of the teacher and students. Not broadcast by teacher into consciousness of students of ready-made knowledge, and the organization of their independent cognitive activity.

MEASOLUMY. This is the process of conscious creation by students and the teacher of new meanings for themselves. This is the expression of its individual attitude to phenomena and subjects of life.

Freedom of choice.

Creating a situation of success. Leading conditions for creating a success situation are a positive and optimistic estimation of students.

Reflection. This is self-analysis, self-assessment by participants in the pedagogical process of their activities, interaction.

Thus, the reorganization of the vocational education system in Russia suggests as the starting basis, the transition to such training methods, which are based on a constructivist, operational approach, instead of a traditional linear approach, when in the process of learning knowledge, they were given (according to the principle - the more, the better).

1.2. Comparison of traditional and interactive approaches

Traditional training puts in front of himtarget: transfer of students and assimilate as much as possible knowledge. The teacher broadcasts the information that is already meaningful and differentiated by them, determines the skills that need from its point of view, to work out students.Task learning - as much as possible and accurately reproduce the knowledge created by others.The knowledge gained in the process of such training is an encyclopedic character, represent a certain amount of information on various educational subjects, which in the consciousness of the student exists in the form of thematic blocks that do not always have semantic ties.

Many teachers face the problem of the inability to associate the content of their subject with knowledge of students in other academic disciplines. And then there is a doubt how deeply the awareness of the educational training material, assigning it and the use of situations in situations outside the secondary vocational educational institution. It is quite difficult to dispel this doubt first of all becauseas feedback from the student to the teacher, the process of reproduction of educational material. the confirmation Forest- Words Sh. A. Amonashvili: "Previously, in that distant past, when I was an imperative teacher, I did not live with my disciples with one creative burning, and the difficulties they encountered, remained unknown to me. For them, I was only the controller, and they are for me right or incorrectly resolved tasks. "

The problems of modern education contribute to increasingly opposed to interactive learning traditional. The crisis of traditional education, the presence of which recognize most teachers is traced in the following contradictions of training:

– between the motivation and stimulation of the exercise: Stimulation in traditional training exceeds motivation, teachers complain that students do not want to learn, and students are on boredom, monotony, the unimpressness of study;

– between passive and contemplative and active-converter species learning activities: Passive contemplation in traditional training takes most of the classes, for example, when the teacher explains new Materialand the rest are listening or not listening;

– between psychological comfort and discomfort: the traditional lesson rarely create conditions for live, relaxed communication;

– between education and training: At the usual occupation, the educational mutual influence of students is hampered by the teacher, they do not have the opportunity to talk, correlate, evaluate each other;

– between individual development and learning standards: in traditional training, an individual approach is rare to each learning;

– between the subject-subject and subject-object relationship: the classical lesson always has the principle of the relationship between the subject-object.

Interactive learning helps to overcome these contradictions. In the course of interactive interaction, the cognitive activity of students, an increase in their independence and initiatives occurs.In the contextinteractive learning Knowledge acquireother forms. On the one hand, they represent certain information about the world around. A feature of this information is that the student receives itnot in the form of a ready-made system from teacher, and in the process of own activity. Pedagogue, according to O. Bassis, should create situations in which the student is active in which he asks is valid. In such situations, "he, together with others, acquires the ability to transform into knowledge, was originally a problem or an obstacle."

On the other hand, a student in the process of interaction with other students, teacher mastering the system of experienced (tested) methods of activity in relation to themselves, society, the world at all, absorbs various knowledge search mechanisms. Therefore, the knowledge gained by students is both a tool for their independent mining.

In this way,the purpose of active learning - this creation of a teacher in which the student himself will open, acquire and construct knowledge. This is the principal difference between the goals of active learning from the goals of the traditional education system.

In order to specify the conversation about the goals achieved in the strategy of active learning, we will use the taxonomy of cognitive (cognitive) goals B. Bloom, which is now actively discussed in the pedagogical community. If you follow the taxonomy developed by B. Bloom, then knowledge is only the first, the easiest level of this hierarchy. Next, there are still five levels of goals, and the first three (knowledge, understanding, use) are the objectives of the lowest order, and the following three (analysis, synthesis, comparison) - higher order.

The systematizer of cognitive installations, B. Bloom, can be represented as follows:

Knowledge: The ability to learn, reproduce special information, including facts adopted by terminology, criteria, methodological principles and theory.

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

Application: The ability to take and apply the principles or processes in the new situation previously studied without specifying on the part. For example, the use of socio-scientific generalizations to individual social problems or the use of natural science or mathematical principles to practical situations.

Analysis: The separation of material into individual components, establishing their relationships and realizing the model of their organization. For example, recognition of incorrect assumptions, identification of causal relationships and recognition of forms and techniques in artistic work.

Synthesis: The creative process of connecting parts or elements into a new whole. This is a professional writing of the essay, the proposal of methods for checking the hypotheses and the formulation of theories applicable to social situations.

Evaluation: The process of developing value judgments about ideas, solutions, methods, etc. These estimates may be quantitative or qualitative, but they should be based on the use of criteria or standards, for example, include the estimation of a suitable method of treating or evaluating the results of work based on standards in this discipline).

And then the methods, methods and techniques used in traditional learning make it possible to achieve the first three levels of objectives in the educational process. Consider as an example of a task located at the end of any paragraph of the textbook. In most cases, it is sufficiently simple to reproduce its content. Tasks that require a student understanding and applying knowledge (second and third level of goals) are usually marked by any sign and not always used by the teacher.

Methods of interactive learning also ensure the achievement of the first three levels, and more efficiently than the methods of the traditional learning system do. As a result, teachers working in the traditional paradigm often use interactive learning methods for better learning to students. In this case, it will only be about optimizing the traditional educational process. This fixation is very important because it can allow the teacher to decide on what strategy plane it works.

Chapter 2. Application of interactive methods

in educational process

1.2. Interactive learning strategy

The existing education system seems to be so clear for the teacher working in it that made by psychologists, sociologists in this area of \u200b\u200bdiscovery or conclusions seem completely unexpected, lead in bewilderment and cast doubt on all its activities.

The study described in Article A. Zverev "10 and 90 - new statistics of intelligence", began with a conventional experiment conducted by American sociologists. They turned to young people from different countriesrecently graduated from school with a number of questions from various training courses. And it turned out that only on average 10% of respondents correctly answered all questions.

The result of this study pushed the Russian teacher M. Balaban to conclude, which leads to the perplexity of teachers: the school, regardless of which country it is, teaches successfully only one of the ten student.

K. Rogers, reflecting on the efficiency of school learning, writes: "When I try to teach, I'm terrifying that the results achieved are so insignificant, although sometimes it seems that training is successful.".

Efficiency pedagogical activity Pedagogue high School It is characterized by all the same 10% of students. The explanation is very simple: "Only 10% of people are able to learn with a book in their hands."

In other words, only 10% of students are acceptable methods used in traditional school. The remaining 90% of students are also able to learn, but not with a book in their hands, but in a different way: "own actions, real affairs, all the authorities."

The results of this study led to the conclusion that training should be constructed differently, in a way, so that all students can learn. One of the options for organizing the educational process - the use of teacher in its activities of interactive learning methods.

Interactive learning strategy - organization of teacher using a specific system of methods, techniques, methods of the educational process based on:

subject-subject attitude of the teacher and student (parity);

multilateral communication;

constructing knowledge of students;

using self-esteem and feedback;

particular activity.

In order to more fully reveal the content of the category "Methods of interactive learning", we compare traditional training and active learning by selecting the following parameters:

Goals.

Position of the student and teacher.

Organization of communication in the educational process.

Teaching methods.

Principles of an interactive approach.

From the point of view of a competence approach, one of the objectives of the use of innovative pedagogical technologies in the process of training college students is the development of the personality of the study, its ability to self-development, self-determination and self-education, i.e. Formation of key competencies. Innovative approaches in the educational process of teachers consider the practice of modeling, designing, using active and interactive forms of working with students, various options seminars, trainings and making their elements in practical classes.

2.2. Interactive learning methods in computer science lessons

The subject "Informatics and ICT" in college is taught in the first year, i.e. He is visited by teenagers 15, 16 years old. Often, students subject to informatics seems not so important, they are not aware of the importance of studying this subject. Students of this age must be carried away by work, to aim on the need to study this or that topic, to reveal their importance in life situations and in the future profession of the teacher, to make everything necessary that the lessons are interested in and useful. Teaching this subject is necessary to fill theoretical information, visual demonstration of explanations and a variety of tasks on the computer and without it. In order to increase the "saturation" of the discipline in the conditions of a small number of hours of allocated to study, it is necessary to carefully think through the method of preparation for lessons, material supply, system practical tasks on the computer.

Interactive forms and methods of learning are very much and all of them encourage the creative cognitive activity of students, create an atmosphere of increased interest.

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

first group in terms of mathematics (diameter, atmospheric thickness and earth crust, equator and meridian length, etc.);

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

the third group from the point of view of the visual art (drawing);

After discussing the results obtained, the teacher introduces other ideas of the "Planet Earth": globe, geographical map.

Students form the concept of "model", independently allocate some types of material model and information.

When preparing for lessons on the topic "Computer Device", you should prepare the tasks of a creative nature, for example:

1. You were instructed to connect a new computer. You connected all devices. When you turn on the computer, there is no image. Determine what causes the problem.

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

3. Can it make sense in the computer two instances ... (monitor, hard disk, optical disk drive, keyboard, mice, processor, RAM).

4. Having available some parts of the computer and the motherboard scheme, try to collect everything in a single whole (there is a processor, motherboard, RAM, Tire, Hard Disk).

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

When studying the topic "Information. Information processes »It is convenient to use the" Synkievine or Slow Difference "method." Students are announced the topic of the lesson "Information. Information processes "and offered:

1. Call one noun (related lesson)

2. Pick up two adjectives.

3. Name the three verbs suitable for the Word.

4. Make up four sentences with these words.

Guys first work individually, then jointly discuss the options obtained. Thus, students are formed by the concept of information, they themselves make the conclusion about the information processes and the types of information.

When studying the "Graphic Editors" theme, you can use the project method. Students on the choice are offered topics: "raster or vector graphic editors", "Tools drawing raster or vector graphic editors." In the framework of the project implementation, students study theoretical material, make up an abstract, during the sewn projects learn their point of view, lead a discussion.

In interactive classes, you can use learning games. This category includes role-playing and imitation.

In the role-playing game, participants are invited to "play" another person or "play" a certain problem or the situation.

These games contribute:

The simulation is called role-playing games using (imitation) of well-known, established procedures, for example, such as a trial. In the lessons, computer science can be held "Court of Internet", "Court of Computer Virus", "Court computer games" Students themselves choose roles, pick up material for performances. Often, a hot discussion is tied between the side of protection and side of the charge.

In the modern world, with the rapid development and improvement of information and communication technologies, computer training programs, digital educational resources, blogs of teachers who will use students and directly further students can be viewed as interactive learning methods. professional activity.

For example, in computer science lessons you can use training programs as for students themselves (for example, "World of Informatics", "Computer Mathematics and Programming", "keyboard simulator", etc.), and to introduce the programs that they can use in His professional activities (for example, "everything on sticks", "mathematics in games and objectives", etc.)

In addition, many interesting tasks are contained in a single collection of digital educational resources (http://school-collection.edu.ru).

I would like to note that interactivity will be more efficient and encouraged in cognitive activity in the classroom in students when using multimedia and interactive equipment. Interactive methods include presentations using various auxiliary means: boards, books, video, slides, posters, computers, etc., followed by discussion of materials.An interactive board allows you to simulate abstract ideas and concepts without touching the computer, change the model, transfer the object to another screen location or set new links between objects. All this happens in real time. The introduction of interactive and multimedia techniques into the educational process, makes it possible to increase the efficiency and level of training in computer science and ICT, in its proper implementation. Training in which modern technique is introduced, it allows you to realize a much greater potential of not only the teacher, but also a student, as often boring lessons acquire a new meaning, and the motivational function of learning increases almost twice, which leads to a high pace of work, better learning knowledge , as well as high degree Future teachers' preparedness.

The use of an "interactive" in the course of the lesson, as practice shows, relieves the nervous load of students, makes it possible to change the forms of their activities, switch attention to the nodal issues of the subject of classes.

Thus, in the interactive mode, there is training on, so-called, non-standard lessons: games, seminars, workshops, competitions, debates, project protection lessons, theatricalization, conferences, courts, discussions, press conferences, etc.

The main principal lines of the interactive lesson:

Line experience experience in dialog;

Reflection line (understanding both information and itself).

A difficult for the teacher is not so much mastery of interactive techniques or the selection of optimal paths, how much organization of dialogue and reflection, as well as the assessment of the student.

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

The following norms of behavior in the lesson were allocated:

Each student deserves that he was listened not to interrupting;

It should be said so that you understand you; speak directly on the topic, avoiding unnecessary information;

If the information sounded is not quite clear, ask questions "for understanding" (for example, "I understood" correctly ... "); only after that conclusions are made;

Ideas are criticized, not a person;

The purpose of joint activities is not in the "victory" of any one point of view, but in the ability to find the best solution, having learned different opinions on the problem, etc.

At the stage of reflection, the difficulty lies not so much in the reluctance of students to deal with their feelings as in the inability to express their feelings. Therefore, it is necessary to prepare the following tips in advance:

It is important that the reflection is present at each occupation in order to at first, all of the students will be included at first (later you can stay on the hear of the replica of several people).

In interactive learning methods, reflection is one of the important stages. modern lesson. Training cannot be effective when something is simply performed. It is necessary to think about what is done, summarize, understand how to apply the knowledge gained in the future.

The main thing distinctive feature Interactive learning methods are the initiative of students in the educational process, which stimulates the teacher from the position of the assistant partner. The course and the result of learning acquires personal significance for all participants in the process and allows you to develop the ability self-decide Problems.

And, do not forget that personal example The teacher is an integral part in the formation of the future teacher. The student is studying at every lesson and can use the receptions liked in the future profession, adapting them for children of their age.

Conclusion

Thus, interactive learning increases the motivation of participants in solving the problems discussed, which gives an emotional impetus to the subsequent search activity of participants, encourages them to specific actions. It cannot but impress that in interactive learning everyone is successful, everyone contributes to the overall result of group work, the learning process becomes more meaningful and fascinating.

In addition, interactive learning forms the ability to think in an extraordinary, in its own way to see the problem situation, exit from it; justify their positions, their vital values; Develops such features as the ability to listen to a different point of view, the ability to collaborate, enter into partnership, showing tolerance towards their opponents, the necessary tact, goodwill to the participants of the co-attachment process of mutual understanding, the search for truth.

In interactive training, the teacher performs the function of the assistant in the work, one of the sources of information; The central place in its activities should take a separate student as an individual, but a group of interacting students who stimulate and activate each other.

Psychologists have been established that in the context of educational communication there is an increase in the accuracy of perception, the effectiveness of memory is increasing, such intellectual and emotional properties of the individual develop more intensively, as - stability of attention, the ability to distribute it more intensively; observation at perception; The ability to analyze the partner's activities, see its motives, goals. Interactive learning helps the student not only to learn, but also live.

Thus, it can be noted that modern teachers It is increasingly used interactive learning methods when working with STAT students, as they are more productive, there are opportunities for organizing a form of training and tools to evaluate results.

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

first, interactive learning methods complement and develop already well-known scientific pedagogical methods, therefore their active introduction to the educational process;

secondly, interactive learning methods can be used to prepare students of the SPO more efficiently if their use is based on a modern scientific approach, technical means;

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

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

List of used literature

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Berezhnova, E.V. Fundamentals of students' training activities: Textbook / E.V. Berezhnova - M.: Enlightenment, 2007. - 98 p.

Borytko, N.M. Training Theory / N.M. Borytko - Volgograd: VGPU, 2008. - 326 p.

Voronin, A.S. Dictionary of terms in general and social pedagogy / A.S. Voronin - Ekaterinburg: USPU, 2006. - 198 p.

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Interactive learning is a special form of organizing the educational process, the essence of which is to jointly with students on the development of educational material, in the exchange of knowledge, ideas, ways of activity.

The purpose of interactive learning is to create comfortable training conditions, in which the student feels its success, its intellectual perfection.

The educational process using interactive learning provides for the active interaction of all students. This is based on collaboration, mutual education: teacher - student, student - student. At the same time, the teacher and the student are equal, equivalent subjects of training. Interactive interaction eliminates the dominance of one participant in the educational process over another, one thought above the other. During such communication, students learn to be democratic, communicate with other people, critically think, make informed decisions.

Each teacher, in any educational institution he did not work well, knows that the success of the lesson, lectures, conversations, any educational event depends on the creation of activity in training in many ways. Creating training projects, visiting the circles, elective courses gives rise to their need for knowledge, makes learning more meaningful. Thanks to the use of knowledge from other areas of science, their skills are specified, become more vital.

The leading role in interactive learning is allocated to developing, partially searching, search and research methods. For this purpose, individual, pair and group work are organized in the lessons, apply research projectsRole-playing, work with documents and various sources of information is used, creative works are used. The occupation is organized so that almost all students are involved in the process of knowledge, they have the opportunity to think, understand and reflect.

One of these interactive learning methods is a business game, since "at a lecture supply of the material, no more than 20-30% of the information is absorbed, independent work With literature - up to 50%, when pronouncing - up to 70%, and with personal participation in the studied activities (for example, in a business game) - up to 90%. "

A business game is an imitation of the workflow, modeling, simplified reproduction of a real production situation.

Business game promotes the development of theoretical and practical thinking of the future specialist, education in students of such necessary "production" qualities as the ability to make decisions, the ability to constructive subordination, the formation and development of skills and skills that contribute to the more successful socialization of graduates.

Characteristic features of the business game are:

Distribution of roles between the participants of the game.
The interaction of participants acting on or other roles.
The presence of a common gaming goal in the entire gaming team.
The presence of managed emotional voltage.
The presence of a system of individual or group assessment of the activities of the participants of the game.

By participating in the business game, students have the opportunity to show their professionally important personal features and qualities.

Knowledge, skills and skills of students obtained in the learning process, as well as professionally important qualities are the basis for forming professional competencies. But there is still an experience of "production" activities.

A business game is valuable precisely, it gives the experience of professional activities even before practicing and this creates conditions for the implementation of knowledge in professional activities and, therefore, to form professional competencies.

Therefore, the main objectives of the business game are the formation of the ability to apply theoretical knowledge in practical situations and the formation of professional competencies of students.

Conducting a business game on the topic "Accounting for trading operations in the program" 1C: Accounting "completes the study of the program" 1C: Accounting 8.1 "in the framework of the Module" Processing industry information ". The game is held with the second year students. Business game precedes cycle practical work By decision of the end-to-end task in the program "1C: Accounting 8.1" (starting from the creation of the organization and ending with the completion of the month).

For the organization of the game requires careful preparation:

the purpose of the game is determined;
the game situation is described;
formulate the rules for the game;
prepared props;
the system of assessment of the results of the game is determined (estimated sheet).

During the business game:

students get acquainted with the list of general and professional competencies provided for by GEF in their own specialty and in the study of this discipline;
the roles between the participants of the game (the team of suppliers and buyers) are distributed;
contracts for the supply / purchase of goods in accordance with the rules of the game are concluded;
are issued required documents and sales / purchase reports in the program "1C: Accounting";
"Audit verification" of documents and reports issued by teams and reports.

In the process of holding a business game:

work out various professional actions of students;
interdisciplinary communications are significantly activated;
the creative potential of the student is being implemented;
there is a transition from the reproductive level of learning material to productive;
the share of group and pair of students prevails;
formed the skill of students to work in a team;
students learn to independently organize their activities;
student motivation increases for the development of the future profession;
the self-esteem of students is growing;
the occupation takes place in the competition atmosphere;
the teacher is easier to detect gaps in basic knowledge of students and, therefore, make adjustments to the teaching of disciplines at the subsequent stages.

The criterion for assessing the formation of professional competencies is the number of scored points. The preparation of the contract is evaluated, the number of documents and reports decorated in the program "1C: Accounting", the ratio of issues that were asked for which the team members responded, participation in the "audit" check. The data is recorded in the estimated sheet, in which each type of work is estimated separately. The final assessment depends on the number of scored points.

Preparation of such a lesson and requires certain skills from a teacher, including the ability to design a game situation, depending on the content of the educational material and its focus on the formation of professional competencies. But students are waiting for such classes, respond to all requests of the teacher about helping them, they are happy to participate in them, and then discussed and with humor remember their mistakes.

A business game plays a significant role in the implementation of a competence approach in training and, therefore, contributes to improving the quality of vocational training of graduates.

In special literature there are different interpretations of terms "Training Method" and "Acceptance of Training". In fact, it is a way of interaction between the teacher and students, with the help of which the transmission of knowledge, skills and skills takes place.

The difference is that reception is a short-term way, which involves working with one, concrete zone. And the method is a long-term process consisting of several steps and includes many receptions.

Thus, receiving training is only component of one or another method.

Classification of learning methods

Methods are classified by different features:

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

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

Active teaching methods are built under the interaction scheme "Teacher \u003d Student". It is clear from the name that these are methods that suggest the equivalent participation of teachers and students in the educational process. That is, children act as equal participants and creators of the lesson.

The idea of \u200b\u200bactive learning methods in pedagogy is not Nova. The methods of the method are considered to be considered by such famous teachers as J. Komensky, I. Pestalotski, A. Disterveg, G. Hegel, J. Rousseau, D. Dewey. Although the idea that successful training is built, first of all, on self-knowledge, there are still antique philosophers.

Signs of active learning methods

activation of thinking, and the student is forced to be active;
for a long time of activity - the student does not work epizodically, but during the entire educational process;
independence in the development and search for solutions of the tasks;
motivation for learning.

Classification of active learning methods

The most common classification divides active methods into two large groups: individual and group. More detailed includes such groups:

Discussion.
Game.
Training.
Rating.

Methods and techniques of active learning

In the learning process, the teacher can choose as one active method, and use a combination of several. But success depends on the systemism and the ratio of selected methods and the tasks.

Consider the most common methods of active learning:

Presentations - The simplest and most affordable method for use in the lessons. This is demonstrating slides prepared by the students themselves on the topic.
Case technology - Used in pedagogy from the last century. It is built on the analysis of modeled or real situations and finding a solution. Moreover, there are two approaches to the creation of caides. The American school offers the search for one-sole correct solution to the task. The European School, on the contrary, welcomes the multifaceted solutions and their rationale.
Problem lecture - Unlike traditional, the transfer of knowledge during the problem lecture is not in passive form. That is, the teacher does not present ready-made allegations, but only puts questions and refers to the problem. Rules bring students themselves. This method is quite complicated and requires the presence of student a certain experience of logical reasoning.
Didactic games - Unlike business games, didactic games Regulated rigidly and do not intend to develop a logical chain to solve the problem. Gaming methods can be attributed to interactive learning methods. It all depends on the choice of the game. So, popular travel games, performances, quizzes, KVN are techniques from an arsenal interactive methods, as they involve the interaction of students with each other.
Basket-method - based on the simulation of the situation. For example, a student must act as a guide and hold a tour of the historical museum. At the same time, its task is to collect and convey information about each exhibit.

Interactive learning methods: Definition, Classification, Features

What are interactive learning methods?

Interactive methods are built on the schemes of interaction "Teacher \u003d student" and "student \u003d student". That is, now not only the teacher attracts children to the learning process, but also students themselves, interacting with each other, affect the motivation of each student. The teacher only acts as an assistant. His task is to create conditions for the initiative of children.

Tasks of interactive learning methods

Teach independent search, analysis of information and developing the right solution to the situation.
Teach work in a team: to respect someone else's opinion, to show tolerance to another point of view.
Teach to shape your own opinion based on certain facts.

Methods and techniques for interactive learning

Brainstorm - The flow of questions and answers, or suggestions and ideas on a given topic, in which the analysis of the correct / incorrectness is made after the assault. Read more about.
, comparative charts, puzzles - Search for keywords and problems according to a certain mini-subject.
Interactive lesson with the use of audio and video materials, ICT. For example, online tests, work with electronic textbooks, educational programs, training sites.
Round table (discussion, debate) - Group species of the method, which involves a collective discussion by students of problems, proposals, ideas, opinions and joint solutions.
Business games (including role-playing, imitation, well) - a fairly popular method that can be applied even in primary school. During the game, students play the role of participants in a situation, trying on different professions.
Aquarium - One of the species of a business game, reminiscent of a reality show. At the same time, 2-3 participants play the specified situation. The rest observe from the side and analyze not only the actions of the participants, but also the options proposed by them, ideas.
Project method - Independent development of students of the project on the topic and its protection.
Barcamp., or anti-conference. The method proposed a webmaster Tim O'Reili. Its essence is that everyone becomes not only a member, but also by the organizer of the conference. All participants perform with new ideas, presentations, suggestions on a given topic. The following is the search for the most interesting ideas and their overall discussion.

Interactive learning methods in the lesson also include master classes, constructing a scale of opinions,

Interactive technologies Training in the system of secondary vocational education.

One of the goals of the state program Russian Federation "Education Development" for 2013-2020 is "... provision high Quality russian education In accordance with the changing requests from the population and the promising tasks of the development of Russian society and the economy. " Modern education standards currently require the introduction of new pedagogical technologies, ensuring the development of students and improving the quality of their education.

Until now, traditional (reproductive) learning technology is prevailing, which is based on a class-grade system, developed by Ya.A. Komensky in the XVII century.

The purpose of traditional learning is to broadcast the learning specific samples of culture, forming a person with specified properties. Traditional training is focused on the assimilation of the Wood, and not on the development of the person.

Over the past decades, there have been drastic changes in the application for the purpose of education and the ways of their implementation. The purpose of education becomes the general cultural, personal and cognitive development Students, providing such key competence as the ability to learn.

Most accurately meets the needs modern Mira In the preparation of qualified personnel capable of adapting under constantly changing conditions, interactive learning.

The term "interactive" - \u200b\u200bmeans interaction, in conversation mode, dialogue, with well-organized feedback. In interactive learning, priority is given to two key tasks. The first task is to "teach to learn", so that the person can independently develop his individuality, and it is possible to effectively work with large information arrays, hiding and mastering what is required to solve current issues. The second task is to "teach new knowledge in practice."

It should be noted that through interactive technologies, a triune process is being implemented in training: first, an independent search for social useful knowledge is carried out; secondly, professionally significant competencies and behavioral lines are being studied; Thirdly, the ability to effectively use new knowledge to solve professional and situational tasks are formed. As a result, experts are issued capable of solving problems of increased complexity, efficiently manage professional environment.

Interactive learning makes it possible to include in the learning process of all participants. At the same time, conditions are created where each studying interacts with the academic environment, which serves as a region of life experience of them. The studying, while it is a full and active participant in the educational process, and its experience serves as a source of educational knowledge.

In interactive learning, the role of the teacher is changing itself, because he does not give ready-made answers to the issues under discussion, as it is accepted in traditional training, but encourages students to independently, conscious search for solutions. Consequently, the activity of the teacher is gradually replaced by the activity of students, and conditions are created to develop their personal initiative, intellectual consistency, confidence, ability to effective communication, analyzing alternative opinions, and also forms the skill of adopted solutions. It is believed that knowledge can be obtained, for example, listening to lectures or reading texts. In fact, in this case, the process of transferring information is underway, not the formation of skills and skills, useful for life or future profession. Because with the help of the word you can train only young children under the age of 7 years. For an adult audience, special training technologies are needed with which you can get specific skills, and then form the skills aimed at solving real life and professional tasks.

Knowledge is always subjective, it is formed by each person independently, it is grown by him in the process of serious, systemic, systematic internal work. In this regard, interactive learning has a certain advantage - it allows a scientific basis to carry out a competence of an interdisciplinary approach to learning, which means that strengthens the practical orientation of education, using the personal experience of each studying for the systemic formation of skills and the skills necessary to them in professional activities.

Literature:

1. Seleevko G.K. Modern educational technologies: tutorial.-M.: Public Education, 1998;

2. Elena Karpenko, Olga Rice Interactive technologies in learning. Pedagogy of the new time. Litagendero, 2016;

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

4. Pedagogue School, # 2, 2016.

Traditional approaches to preparation and maintenance are analyzed. training activities And unconventional: active and interactive. The factors contributing to the improvement of the educational and cognitive process in the university are determined. The definitions of concepts are considered: "Active Training", "Interactive Training". Examples of classifications of interactive learning methods are given. The various interactive forms of the educational and educational process are presented. The algorithm for conducting an interactive occupation is proposed, the rules are considered. required conditionsaffecting the effectiveness of student learning in the university. Installed: Interactive training contributes to the development of communicative skills and skills, helps to establish emotional contacts between students, teaches working in a team, expands the spectrum of educational opportunities.

educational and educational process

communicative environment

teaching methods

activation of educational and educational activities

interactive forms of classes

active

1. Active and interactive educational technologies (forms of classes) in higher education: Tutorial / Sost. T.G. Mukhin. - N. Novgorod: NNGASU. - 2013. - 97 p.

2. Bilician N. N. Interactive learning methods as a means of forming key competencies // Electronic Scientific and Technical Edition "Science and Education". - 2011. - № 4 [Electronic resource] http://technomag.edu.ru/doc/172651.html (date of handling: 04/28/2014).

3. Kruglikov V.N. Active training in a technical college: theory, technology, practice. - St. Petersburg. : Vita, 1998. - 308 p.

4. Panina Ts., Vavilova L.N. Modern methods Activation of learning. - 4th ed., Ched. - M. - 2008. - 176 p.

5. Panfilova A.P. Innovative pedagogical technologies: Active learning: studies. Manual for studies Higher. studies. establishments. - M.: Publishing Center "Academy". - 2009. - 192 p.

6. Saloduhina, O.A. Classification of innovative processes in education // secondary vocational education. - 2011. - № 10. - C.12 -13.

Federal state educational standard Higher Professional Education (GEF VPO) places among many requirements for the learning process - the use of active and interactive forms of classes in order to form and develop professional skills of students. It was noted that the proportion of such classes is determined by the content of specific disciplines and is in general 20 - 25 percent of the audit classes in many areas of preparation.

The purpose of this study is to determine the most effective methods learning to promote the intensification of educational and educational actions of students of the university. To begin with, we should consider the concepts of "active" and "interactive" learning methods.

The educational process with the use of active and interactive methods, in contrast to traditional classes, where the student is a passive listener, is based on the inclusion of all students of the Group without exception, and each of them contributes to the solution of the task with the help of active knowledge , ideas, ways of activity. Unfortunately, today there is no clear distinction between active and interactive learning methods, the same types of methods are as active and interactive, therefore there is no clear classification of interactive learning methods.

According to the researcher V.N. Kruglikov, active learningit is such an organization and maintenance of the educational process, which is aimed at all the intensification of the educational and cognitive activity of students through widespread, both didactic and organizational and management facilities, and activation methods.

Researcher A.P. Panfilova offers its classification of interactive learning methods:

Radical - the desire to rebuild the educational process based on the use of computer technologies (distance learning, virtual seminars, conferences, games, etc.).
Combinatorial - connection of previously known elements (lecture - dialogue, lecture in together, etc.).
Modifying (improving) - improvement, addition to the existing training methodology without a significant change (for example, a business game).

Researchers T.S. Panina, L.N. Vavilova classify interactive teaching methods for three groups:

Discussion: dialog; Group discussion; Selling situations from practice.
Games: Didactic and creative games, including business and role-playing, organizational and activity games.
Training: Communicative trainings; Sensitive trainings (directed to the formation of the figurative and logical as consciousness).

The introduction of interactive forms of training is one of the most important areas for improving the training of students in a modern university, where teachers are not only its competence of the IRUDITION, but also to know the students with new forms of educational and cognitive activity. For this, individual, steaming and group work are organized, project activities are used, role-playing games are carried out, work with documents and various sources of information. The teacher creates a medium of educational communication, which will contribute to the business interaction of participants in mutual assessment and control.

Interactive ("Inter" - mutual, "ACT" - to act) means to interact, be in conversation mode, dialogue with someone. In other words, in contrast to active methods, interactive are focused on wider interaction of students not only with the teacher, but also with each other. The teacher, as before, is developing a plan and content of classes using interactive methods in order to represent a new material in the most interesting and effective form.

Interactive methods are based on the principles of interaction, the activity of students, support for group experience and mandatory feedback. The teacher at such a lesson fulfills the role of an assistant in research work Students. The activity of the teacher is inferior to the place of activity of students, its task is to create conditions for their initiative. Participants actively enter into communications with each other, jointly solve the tasks set, overcome conflicts, find common points of contact, go on compromises. The organization is conducted by the teacher in advance, carefully selected tasks and questions for discussion in groups.

Interactive learning is a special form of organization of cognitive activity. It implies quite concrete and predicted goals. the main objective It is to create pedagogical learning conditions at the university, in which the student can become confident in its intellectual consistency, which makes the learning process itself. In other words, interactive learning is, first of all, the dialogue training, during which the interaction between the student and the teacher is carried out, as well as between the students themselves:

The tasks of interactive forms of learning are:

awakening among students interest in learning;
effective absorption of educational material;
independent search for students' tracks and solving options task (choosing one of the proposed options or finding your own option and the rationale for the decision);
training in the teamwork: manifestation of tolerance to different points of view, respect for the rights of every voice freedom of speech;
the formation of students from a student, based on certain facts;
exit to the level of conscious competence of the student.

The most common among teachers are the following interactive forms:

round table (discussion, debate);
brainstorming (brainstorm, brain attack);
sASE-STUDY (analysis of specific situations, situational analysis);
master classes;
work in small groups;
educational games (role, imitation, business, educational, etc.);
use of public resources (invitation of a specialist, excursion);
social projects and other extracurricular forms of training (competitions, films, performances, exhibitions, etc.);
interactive lecture using video and audio materials;
reduratory dialogue;
discussion of complex and discussion issues and problems (loan position, the scale of opinions, Popps-formula);
"Tree of decisions", "Analysis of the incident", "negotiations and mediation", "stairs and snakes";
trainings and others.

It should be paid to the fact that during the preparation of the exercise on the basis of interactive forms of training before the teacher, the question is worth not only in the choice of the most effective form of training to study a particular topic, but also in the possibility of combinations of learning, which undoubtedly contributes to the in-depth understanding of the topic. At the same time, it is necessary to rely on the following methodological principles:

interactive occupation is not a lecture, but joint work studying on a certain problem;
all participants in the educational process are equal independently of age, social status, experience, jobs;
each participant has the right to his own opinion on the issue under study.
the criticism of the person is unacceptable (only the idea or incorrect information can be criticized).

An interactive class algorithm:

1. Training Classes

The presenter produces the selection of themes, situations, determination of definitions. When developing interactive classes, we recommend paying special attention to the following components:

age of participants, their interests, future profession;
temporary framework for classes;
the interest of the group in this lesson.

2. List of prerequisites:

clear definition of the goal of classes;
clarification of the problems to be solved;
training program classes;
preparation of dispensing material;
provision of technical equipment;
selection of major issues, determining their sequence;
selection of practical examples from life;
using graphs, illustrations, schemes, symbols;
confidence, positive relationships between students;
multifier forms and methods for providing information, forms of students' activities, etc.

Entry consists of the subject of the topic and goals of the classes . Participants get acquainted with the proposed situation, with a problem, on the decision of which they have to work, set the goal, determine the tasks. The teacher informs participants on the conditions, gives clear instructions on the rules of work in groups. If there is a need, then you need to submit to the participants (in the event that the intergroup occupation, interdisciplinary).

During the occupation, a unambiguous semantic understanding of terms, concepts, etc. should be achieved. To do this, with the help of questions and answers, the conceptual apparatus should be clarified, the working determination of the topic under study. Timely clarification of the conceptual apparatus will form among students the habit to operate only well understandable terms, avoid unfamiliar words or simply find out their meaning, systematically use reference literature.

3. Approximate rules of work in the group:

be active and friendly;
do not interrupt interlocutors, respect the opinion of other participants;
be open to interaction;
strive to reach the truth;
adhere to the rules;
show creativity, etc.

Features main Part Determined by the chosen form of interactive classes. The definition of the positions of participants should be done very correctly. Interactive positioning of participants is to understand the maintenance of the content, as well as in the formation of a new set of positions on the basis of the above facts and arguments.

4. Reflectionit is conducted on an emotional aspect, the feelings that participants experienced in the process of occupation. Obligatory stage is estimatedwhich determines the attitude of the participants to the meaningful aspect of the techniques used, the relevance of the chosen theme and others. The reflection ends with general conclusions made by students with the help of teacher's leading issues.

Approximate questions for reflection:

was the impression of a discussion?
was the situation that surprised you in the process of classes?
what were you guided in the decision-making process?
did you take into account the opinion of other members of the group?
how do you evaluate your actions and actions of the group?
what would you like to change in the organization of such activities?

Consider interactive learning methods, which prefer the teachers of the university, and note some of their features. The most popular among teachers are methods such as:

work in small groups, giving the opportunity to all learners to participate in the work of the Group, practice the skills of cooperation, interpersonal communication, resolve emerging differences;
r oale game , during which the participants are playing a group of scenes with pre-distributed roles reflecting certain life situations;
m. ini lecture - One of the effective forms of presenting theoretical material set on accessible to the student language, with each term necessarily definitions with reference to authoritative authors and sources. At the end of the speech, there is a discussed relationship, as well as ways to use the information obtained in practice;
r project Arabity Allows the participants to mentally go beyond the audience and draw up a draft actions on the issue under discussion, the main thing is that everyone has the ability to protect its project, prove its advantage over others;
"brainstorm","Brain Attack" (Delphi method) is a method in which any response to a given question is accepted, and the assessment of the points expressed not immediately, but after all performances, the main thing is to find out awareness and / or participating relations to a certain question;
lecture-togetherallows the distribution material of the problem content in the dialogistic communication of two teachers, while professional discussions seek between different specialists, for example, a theorist and practitioner, a supporter and an opponent of a certain concept. This type of lectures makes students actively incorporate in the mental process, compare different points of view and their choice;
lecture with pre-scheduled errors Directed to the skill of students to detect errors to put them in the abstract and make a discussion. Such a lecture performs, as a rule, not only a stimulating function, but also the control;
lecture-visualization Promotes the transformation of oral and written information into a visual form when using schemes, drawings, drawings, etc. Such a lecture contributes to the successful solution of the problem situation, because The mental activity of students on widespread use is actively involved.

The study conducted by us showed that in the context of interactive learning, students have an increase in the accuracy of perception, mental performance, there is an intensive development of intellectual and emotional properties of the individual: stability of attention, observation, ability to analyze and summarize. Interactive learning contributes to the development of communicative skills and skipping, helps to establish emotional contacts between them, activates the work in the team, expands the spectrum of educational opportunities.

Reviewers:

Zhukov G.N., Ph.D., Professor, Director of the Branch of FSBE VPO "Russian State Vocational Pedagogical University", Kemerovo.

Petunin O.V., Dp., Professor, Head of the Department of Natural Science and Mathematical Disciplines GOU DPO (PC) "Kuzbass Regional Institute for Advanced Training and Retraining Education Workers", Kemerovo.

Bibliographic reference

Talvanova G.F. Active and interactive learning methods as a factor in improving the educational and educational process in high school // Modern problems science and education. - 2014. - № 3;
URL: http://science-education.ru/ru/Article/View?id\u003d13161 (date of handling: 12/19/2019). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science"