Interactive technologies in SPO. Active and interactive teaching methods: overview, classifications and examples

INTRODUCTION

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

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

Interactive learning is a special form of organization educational process, the essence of which is joint activities students to master educational material, in the exchange of knowledge, ideas, ways of doing things. Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, and the joint solution of common but significant tasks for each participant. Main goals of the inter active learning:

stimulation of educational and cognitive motivation;

development of independence and activity;

education of analytical and critical thinking;

formation of communication skills

self-development of students.

In interactive learning, the student’s needs are taken into account, his personal experience is involved, knowledge is adjusted in a targeted manner, the optimal result is achieved through cooperation, co-creation, independence and freedom of choice, the student analyzes his own activities. The pattern of relationships between participants in the educational process changes fundamentally; in contact with a teacher and a peer, the student feels more comfortable. While maintaining the final goal and main content of the educational process, interactive learning changes the usual broadcasting forms to dialogue ones based on mutual understanding and interaction.

In pedagogy, there are several teaching models:

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

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

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

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

Job Objectives :

Review the state of interactive methods on modern stage development of education.

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

Identify the features of modern interactive methods.

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

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

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

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

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

Chapter 1. Theoretical basis pedagogical support for interactive interaction

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

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

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

organization of thematic classes,

organizing temporary creative teams when working on an educational project,

creating a student portfolio,

organization of discussions and debates controversial issues that arose in the team,

to create educational resources.

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

To solve educational and educational tasks curated by the most common interactive forms:

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

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

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

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

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

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

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

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

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

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

The leading features of interactive interaction are:

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

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

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

Freedom of choice.

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

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

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

1.2. Comparison of traditional and interactive approaches

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Chapter 2. Application of interactive methods

in the educational process

1.2. Interactive learning strategy

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

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

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

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

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

In other words, only 10% of students are comfortable with the methods used in a 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: “with their actions, real deeds, with all the senses.”

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

Interactive learning strategy - organization by the teacher with the help a certain system ways, techniques, methods of the educational process based on:

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

multilateral communication;

constructing knowledge for students;

using self-assessment and feedback;

student activity.

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

Goals.

The position of the student and the teacher.

Organization of communication in the educational process.

Teaching methods.

Principles of the interactive approach.

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

2.2. Interactive teaching methods in computer science lessons

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Choose two adjectives for it.

3. Name three verbs that go with the word.

4. Make four sentences with these words.

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

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

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

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

These games contribute to:

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

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

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

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

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

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

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

The main principles of the interactive lesson:

The line of experiencing experience in dialogue;

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

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

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

The following norms of behavior in the classroom were identified:

Every student deserves to be listened to without interruption;

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

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

Ideas are criticized, not individuals;

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

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

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

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

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

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

CONCLUSION

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

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

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

Psychologists have found that in the conditions of educational communication there is an increase in the accuracy of perception, the effectiveness of memory work increases, and such intellectual and emotional properties of the individual develop more intensively as - stability of attention, the ability to distribute it; observation in perception; the ability to analyze a partner’s activities, see his motives and goals. Interactive learning helps the student not only learn, but also live.

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

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

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

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

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

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

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annotation

This paper discusses general issues and practice of introducing interactive methods. A plan-summary of a test lesson on the topic “Legislative provisions on labor protection and industrial ecology” for secondary vocational education students studying in the profession “Cook, Confectioner” is presented.
All this can help teachers and specialists at the secondary vocational education level.

Introduction

This work is devoted to interactive methods that need to be used in teaching students at the present stage.
Documentary support for this work is the Federal State Educational Standard for the profession “Cook, Confectioner”, the Labor Code.

The basis methodological development based on: personality-oriented and information and communication technologies. The most actively used popular science literature was:

Interactive teaching methods.// Pedagogy, 2000. - No. 1. -p.23.19.
Selevko G.K. Modern educational technologies.// Public education, 1998.-164 p.
New pedagogical and information technologies in the education system, “ACADEMY” 2005.

In a rapidly changing world, the leading task of vocational education is the preparation of specialists seeking self-development and self-realization, capable of not only responding flexibly to changes in the labor market, but also actively influencing socio-economic and cultural changes. The ideal type of person of our time and the near future is a person who is independent, enterprising, responsible, sociable, tolerant, able to see and solve problems, ready and able to constantly learn new things in life and in the workplace, independently and with the help of others to find and apply necessary information, work in a team, etc.

All of the above properties and qualities are universal and necessary in any professional activity. The introduction of interactive methods is an extremely important task in the education of young specialists. IN Lately employers, parents, graduate School They are paying more and more attention to the education of an inquisitive, thought-seeking person, capable of working in a team, sociable, possessing design skills, endowed with a culture of learning and work. Therefore graduates educational institutions must have key competencies, i.e. universal skills that allow them to understand the situation and achieve results in their professional and personal lives. Key competencies consist of professional competencies (a person’s ability to successfully achieve a specific result in real professional activity) and supraprofessional competencies (this personal qualities person). Therefore, teachers of secondary vocational education and secondary schools in the training of modern specialists it is necessary to use interactive methods more widely. This will awaken students’ interest in their future profession, help them more fully master professional knowledge and skills, navigate new professional, personal and public life and achieve your goals.

This methodological development substantiates the need to introduce interactive teaching methods in secondary vocational education institutions and other educational institutions in connection with the requirements of modern society, provides a conceptual framework and recommendations for conducting a lesson in the academic discipline “Occupational Safety and Environment” by profession: “Cook, confectioner” using interactivity (role-playing game).

The materials of this methodological development are recommended for use in the work of teachers and specialists educational institutions for quality training of students.

Keywords:

Interactive training is a complex process of interaction between teacher and students, based on dialogue.
Brainstorm- a method of producing ideas and solutions when working in a group.
Group discussion
Role-playing game- a situation in which a participant takes a role that is uncharacteristic for him, acts in an unusual way. A small scene of an arbitrary nature, reflecting a model of life situations.
Key competencies- the most general (universal) skills that allow a person to understand the situation and achieve results in his personal and professional life. The term " core competencies” indicates that they are the “key”, the basis for other competencies.
Professional competencies - the ability of a person to successfully achieve a specific result in real professional activity.
Transprofessional competencies- personal qualities of a person.

Goal of the work: Formation of knowledge on interactive methods and their practical use in teaching special disciplines.

Introduce the classification of teaching methods based on the types of relationship between teacher and student.
Reveal the essence of interactive methods, show their role and significance in teaching special disciplines.
Compare interactive teaching methods with traditional ones and highlight the advantages of interactive classes.
Show forms of putting interactive methods into practice.
To ensure the formation of skills to independently apply knowledge about interactive methods in lessons of special disciplines.

1. Theoretical part.

1.1. General concepts about interactive methods.

Finding an answer to the traditional question “How to teach and educate? - brings to the category of teaching methods. Without methods, it is impossible to achieve the goal, implement the intended content, and fill learning with cognitive and educational activities. The method is the core of the educational process, the link between the designed goal and the final result. A teaching method is an ordered activity of the teacher and students aimed at achieving a given learning goal.

There are a great many classifications of teaching methods. Conventionally, they can be divided into 3 main categories: passive, active, interactive.

1. Passive methods (methods of linear influence).

The essence of these methods is that the teacher is the main organizer. He distributes the work, offers a pre-drawn plan, and personally controls all the actions of the students. Any attempt by students to show their independence, their initiative and creativity are considered as a departure from the pre-planned work plan. The research problem is not discussed during collaboration, but is offered as relevant and significant. Students are assigned the role of passive objects of influence from adults.

Forms of implementation in the educational process: Lecture, story, survey on the material covered, problem solving, testing, working with a textbook, etc.

Conditions for choosing a passive method:

Students do not have sufficient quantity sources of information (textbooks, dictionaries, reference books, etc.), and for conducting training sessions or extracurricular activities additional information is needed.
There is not enough time to find information.
Large audience of students.
The initial task is to select the most talented and successful (best auditory or visual abilities - visual or auditory memory) students.
The volume of material being studied requires maximum density of its presentation.
The peculiarity of the group implies the need to “pronounce” certain fundamental provisions; students lack the necessary social experience.

Positive aspects of the passive method:

Save time.
High discipline.
Ease of assessing the assimilation of material with a reproductive nature of testing.
High theoretical level.

Negative aspects of the passive method:

Decreased motivation of trainees.
Lack of individual approach.
Low level student activities
The percentage of material assimilation is small
Emphasis on memorization rather than understanding.

2. Active methods (methods of circular influence)

The essence of these methods is that the nature of interaction between teacher and students changes. The teacher still remains the main, sole source of information and expert, but students are no longer passive listeners. They can ask questions, explain the necessary provisions, and offer their own solutions. In this case, the educational process cannot be fully prepared by the teacher in advance. Classes do not have a rigid structure; additional topics for discussion may arise. The formation of topics and problems also occurs during joint discussion. At the same time, the role of the teacher is key; without him, further teaching is impossible.

Forms of implementation in the educational process:

Competition in rows, variants, groups; any types of discussions, various conversations, discussion of alternative solutions, etc.

Conditions for selecting the active method.

Average level of group preparedness.
The issues addressed attract increased public interest or are based on common social experience.
Developed skill students ask questions.
The need to summarize or discuss the material received.
Medium-sized audience.
The volume of material allows for further discussion.
The teacher has enough time for clarifications and explanations.
The audience is quite homogeneous in terms of preparedness.
High level teacher's competence in the topic under consideration.

Positive aspects of the active method

The topic of the classes is determined jointly.
Does not require a large amount of additional resources.
Students acquire the ability to articulate their needs and questions.
Motivation increases.
The teacher is a competent source of information.

Negative aspects of the active method

The teacher may not be ready to discuss a number of issues.
A number of students remain passive due to embarrassment, inability to quickly formulate a question, speech defects, etc.
It is possible for individual students to step aside.
There may be pressure from the teacher, who remains the central figure of the lesson.
Discipline is decreasing.

3. Interactive methods (circular interaction methods)

Communication.

When using interactive methods, the role of the teacher changes dramatically - it outgrows being central, he only regulates the educational process and deals with it general organization. Determines the general direction (prepares necessary tasks in advance and forms questions or topics for discussion in groups), controls the time and order of implementation of the planned work plan, gives advice, clarifies complex terms and helps in case of serious difficulties. At the same time, students have additional sources of information: books, dictionaries, reference books, collections of laws, search engines computer programs. They also turn to social experience - their own and that of their comrades, and it is necessary to communicate with each other, jointly solve assigned tasks, overcome conflicts, find common ground, and, if necessary, make compromises. At the same time, it is important that all its members are involved in the work of the group; there is no suppression of initiative or assignment of responsibility to one or several leaders. It is also important for interactive methods that there is a relationship between the groups’ tasks, and the results of their work complement each other. The diagram shows that the teacher’s influence is not direct, but indirect, which is still typical for Russian system education. Students come into contact with each other more often, and adults should take care of the direction of their efforts to achieve a positive result, advise and help organize reflection.

Forms of implementation in the educational process.

Role-playing and business games, debates, project activities, modeling, brainstorming, station offsets.

Conditions for choosing interactive methods.

The choice of teaching and educational methods is a responsible matter, on which the success or failure of a lesson often depends. It is also necessary to skillfully combine different methods in the teaching process, which can make learning more varied and interesting. Such conditions and factors for choosing teaching methods may include the following:

Level of theoretical training of students.
Having social experience on the topic under consideration.
The presence or absence of skills to build effective communication.
The degree of students' motivation to learn.
The number of additional sources of information and skills to work with them.
Number of students (in a large group it is difficult to establish interactive interaction).
Individual characteristics teacher (temperament, level of mastery of the material, interests).
External limitations (amount of time, total volume of material, methods for assessing success work-tests, exam questions, oral answers or others).

1.2. Why is it necessary to use interactive methods in teaching?

Interactivity is high motivation, strength of knowledge, creativity and imagination, sociability, active life, team spirit, value of individuality, freedom of expression, emphasis on activity, mutual respect, democracy.

The 21st century gives an order for graduates with probabilistic thinking, i.e., capable of navigating an unfamiliar situation. Therefore, there is an urgent need to introduce innovative methods and new pedagogical technologies into the educational process, designed to ensure the individualization of training and education, develop the independence of students, and also promote the preservation and strengthening of health. Interactive methods fully meet these requirements.

Interactivity (or openness to communication) takes on special significance these days. Interactive surveys and radio and television programs have appeared, the scripts of which are largely dictated by open conversations with viewers and listeners. Such interviews often demonstrate less than ideal examples of dialogue. Therefore, the ability to build an interesting, constructive dialogue needs to be taught. Interactive learning is a complex process of interaction between teacher and students, based on dialogue.

Participation in dialogue requires the ability not only to listen, but also to hear, not only to speak, but also to be understood.

While maintaining the final goal and main content of the educational process, interactive learning changes the usual forms to dialogue ones, based on mutual understanding and interaction. Interactive teaching methods are very effective because they promote a high degree of motivation, maximum individuality in teaching, and offer ample opportunities for creativity and self-realization for students. There is a stronger assimilation of the material, because students “acquire” knowledge on their own, consciously, living every step of learning.

It is interactive methods that allow students to believe in their strength and abilities. Students' self-esteem and self-confidence increase. It is very important to cultivate mutual respect, tolerance for the opinions and actions of other people. Qualities such as communication skills, the ability to communicate, negotiate, find compromises, and work in a team are highly valued.

In the age of information, when one person is not able to “digest” the entire flow of information, the ability to work together is important. It’s not for nothing that the 21st century is also called the “century of teams.”

Interactive methods contribute to the formation of the skills to distribute responsibilities, set goals, make balanced, right choice, analyze the situation and anticipate risks.

Agree, interactive methods make lessons interesting and develop a sense of responsibility in both you and your students. In the end, interactive methods give a feeling of flight of creative thought, a feeling of joy and deep satisfaction from one’s work. Let the results of using the interactive not be visible soon, and these will most likely be words of gratitude from students who have succeeded in business, science, culture, or even in housekeeping. It should be remembered that you need to work for something more than just money...

Therefore, it is necessary to say “Yes?” interactive methods because teachers and students like them.

1.3. How to successfully organize a learning space to implement interactivity?

Before you begin group work, you should pay attention to the study space of the office. In addition to the fact that the office should be clean, fresh, and pleasant to be in, the room should “work for you,” i.e. help you achieve your goals.

Of course, you know that interactive forms of interaction are focused on face-to-face communication, so the traditional arrangement of desks, when students see the backs of the heads of those sitting in front and only one face - the teacher, is inappropriate here. Options for arranging classrooms are needed depending on the number of groups and the number of students in each group. Changing the usual arrangement of desks and the opportunity to solve posed questions together prepare students for non-traditional forms of learning. Upon entering the classroom, where the learning space is prepared in an original way and in accordance with the upcoming lesson, students have a motivational readiness for a non-standard situation. Students' internal readiness allows them to reduce the time they need to immerse themselves in the form and content of interactive learning.

Preparing the classroom only in the form of rearranging desks (even if you surprise students by moving the teacher’s desk behind the door or to the farthest corner, and placing student desks in the most bizarre way), this will still not be enough! Design the background during an interactive lesson, prepare “anchors” - visual, auditory, kinesthetic, olfactory, spatial and others. Often it is enough to hear some melody, and we are suddenly transported into the past, seeing, hearing and experiencing what once was. This is the action of an auditory anchor. Experiment, think about what can help you “immerse” the children in the right atmosphere that matches the form and content of your interactive event.

Maybe you will use chant sheets. For example, with the following content:

“Criticism is like carrier pigeons that always return home.”
“For every whining - one hair pulled out. Look, don’t go bald!”
“Be generous with kind words!”
"Smile!"
"Try sincerely to see things from the other person's point of view."

Take care of the abundance of information sources and their ease of use. For example, you can design a “treasure island” - a table on which you can lay out books, essays, newspapers, and the like on a topic of interest.
So, have the courage to be original!

1.4 Forms of implementation of interactive methods.

1) Brainstorm is a method of producing ideas and solutions when working in a group.

The goal is to find ways to solve a problem.

Involvement of all group members in the work.
Determining the level of knowledge and main interests of participants.
Activation of the creative potential of participants.

Rules for brainstorming:

When naming ideas, you cannot repeat yourself.
The longer the list of ideas, the better.
When developing a problem, approach it from different angles, expanding and deepening different approaches.
Ideas are not evaluated or criticized.

The role of the presenter

Determines the direction and topic of the brainstorming session.
Captures ideas expressed by participants.
Stays away from the discussion.

2) Group discussion- a specific form of conversation organized by the presenter, when the participants, based on their knowledge and experience, have different opinions on some problem.

The goal is to solve group problems or influence the opinions and attitudes of participants in the communication process.

Tasks:

Training participants to analyze real situations.
Formation of problem formulation skills.
Developing the ability to interact with other participants.
Demonstration of the ambiguity of solving various problems.

The role of the presenter:

Identification of the problem.
Encouraging discussion among all participants.
Collection of different opinions and arguments.
Selection common points view and important points.
Summing up the group discussion.
Provide objective information on the topic of discussion and your commentary.

3) - this is a situation in which a participant takes a role that is uncharacteristic for him and acts in an unusual way.

Target- develop optimal behavior based on self-confidence in a given situation.

Tasks:

Provide participants with the opportunity to apply new behaviors in situations close to real ones.
Show how the behavior of participants affects others.
Give the opportunity to experience new feelings, thoughts, ideas.
Encourage work by providing feedback from group members.

Role-playing game components:

Modeling.
Briefing.
Reinforcement.

Modeling— formation effective way behavior of each group member in the specific situation he plays out.

Briefing— the intervention of a facilitator who helps group members with advice, feedback, and support in finding the optimal way out of a difficult situation.

Reinforcement- encouragement that stimulates the correct behavior of group members in a situation being played out.

Role-playing stages:

Setting a goal is identifying the behavior that needs correction or training.
Instructing and training participants to perform the role of the planned situation.
Acting out the situation.
Receiving feedback.

1.5. Role-playing, business and various games.

Some may think that gaming, compared to other methods, is a rather frivolous undertaking. Some people use games to entertain children and nothing more, while others include them in thematic planning and believes that they are extremely useful for more successful learning.

The game itself can take various shapes. Playing a role, operator games, communication games, mathematical imitation - all these are, so to speak, members of the same “family”, and the suitability of each of them for a particular task depends on the intentions of the author of the game and on general level development of its participants.

Situational role-playing games (dramatization) are small scenes of an arbitrary nature, reflecting models of life situations. This is a good development of behavior options in situations in which game participants may find themselves. The game allows you to acquire skills in making responsible decisions in life. In a role-playing game, the participant plays the role of a character rather than his or her own. This helps a person to experiment freely and not be afraid that his behavior will be stupid.

Role-playing stages:

Statement of the problem - identification of behavior that needs correction or training.
Instruction and training of participants to perform the role in the planned situation.
Acting out the situation.
Modeling desired behavior.
Practicing optimal behavior.
Reflection.

Operator games. The situation of an operator game differs from the situation of a role-playing game by some additional rules.

We offer you the universal game “Live Mark Twain”. The teacher prepares one smart student in advance for the role of Mark Twain (Lomonosov, Yesenin, Giordano Bruno, the President of the United States or anyone!), gives him materials from the biography, newspaper clippings, etc., helps him “fit into” the role. During the lesson, students will be presented with a “living” Mark Twain, with whom they can communicate and interview him. Introduction additional rules- at your discretion!
Communicative (rhetorical, situationally determined, speech) games in the classroom help create an atmosphere of verbal communication and stimulate active speech mental activity student.

Here's how to use communication games to introduce ad writing. They are very common in everyday communication. Schoolchildren constantly encounter these texts both orally and in writing, and they themselves often find themselves in situations where it is necessary to announce, inform, or notify about something. Students find it difficult to select the main information, supplement texts with unnecessary details, etc.

Game No. 1.

Teacher's instructions:
- Imagine that you have lost your grade book, a book from the library, or a hat. Divide into three teams. Each team must make a verbal announcement about the loss of the item indicated on the card and voice it. Since the announcement is oral, it is necessary to take into account the volume and pace of speech.

Summarizing. Possible questions:
- Whose ad, in your opinion, was the most successful? Whose ad is better voiced?

Game No. 2.

Equipment: task cards:

Inform that your group is going on a hike.
Tell them that you are going to the museum on Sunday.
Let them know that the trip to the cinema has been postponed until tomorrow, etc.

Business games. Why are they called that? Let's start with the fact that the rapid spread of games and simulation in military affairs and in the training of businessmen preceded the introduction of games into education. Now in many educational organizations introduced elective courses management, economics, jurisprudence, etc., and what else can we call games that are held on topics related to economics, management, if not business? Naturally, business games can also be played in history, geography, biology lessons, if there are problems that require the ability to make decisions, manage, etc. Business games in educational organizations are very common in highly developed countries, especially in the USA, where students in some schools can place stock bets in real time during lessons and earn money for their own expenses. In our educational organizations, unfortunately, there is very little practice of business games.

We offer one of many options business games- “Meeting of the local city council”, dedicated to the issue of widening the roadway of a street (or any other problem that is most relevant at the moment for your neighborhood).

In order for students to imagine the possible nature of the expected dispute in the municipality and the reality of the problem posed:

give to students short biographies supposed opponents. These included the secretary of the city council (he sought to give the city a modern look), the chief engineer of the city (he was interested in this project from the point of view of the free circulation of urban transport flows), the chairman of the local historical society (he sought to protect ancient houses from demolition), and the owner of a store (he was worried about profit), etc.;
equip students with maps and statistics;
help students find a compromise.

There are a huge variety of games - look how many there are on TV! It is important not to outplay, not to lose in the struggle for knowledge!

2. Practical part

2.1. Lesson on the topic “Legislative provisions on labor protection and industrial ecology” (test for the completed section)

Role-playing game

Explanatory note

1. Preparation for the test.

The teacher prepares assignments of the following types: test, theoretical issues, situational and problematic tasks.
The teacher prepares groups of examiners from among the students, who must solve all the tasks of their stage and check the correctness of the solution with the teacher. They will be members of the jury.

1-2 weeks before the test, an information sheet is posted in the office with questions from the theoretical stage of the test, sample tasks at different levels of other stages.
Each student prepares a route sheet for the test.

The order of movement through the stages is indicated by the teacher in the previous lesson.

The lesson is held in a computer lab. The test takes place in 3 stages:

Stage 1. “Test” (students are asked to complete a test different levels difficulties on computers);
Stage 2. “Theory” (students are asked to answer theoretical questions);
Stage 3 “Tasks” (students are asked to solve problems of a situational and problematic nature).

At stages 2 and 3, the teacher organizes work in groups. For this, the office is prepared as follows: two desks are moved together, with chairs placed around them.

At each stage there should be a sign with its name and a set of tasks.

2.2. Outline of an open test lesson in the academic discipline “Occupational Safety and Environmental Protection”

Group No. 5 Profession: cook, pastry chef.

Topic: “Legislative provisions on labor protection and industrial ecology”

Learning Objective- Carrying out quality control and level of students’ assimilation of knowledge and methods of action, at the level of their application in various situations.

Tasks:

conduct periodic testing of knowledge and skills on the topics covered in the section;
identify the strength and depth of acquired knowledge;
work to fill identified knowledge gaps;
establish a connection between theoretical and industrial training.

Educational goal- Formation of love for the chosen profession, respect for nature and communication competencies.

Tasks:

cultivate love and respect for the profession and work;
foster collectivism, friendship and readiness for social communication;
draw your own conclusions;
cultivate an ecological culture.

Developmental goal- Contribute to the development of creative and critical thinking of students.

Tasks:

to intensify the mental activity of students;
form creative thinking;
develop interest in the academic discipline and chosen profession;
develop the ability to recognize, analyze, systematize and generalize.

Lesson type: test (lesson - test)

Method: lesson testing knowledge and skills using interactive teaching methods.

Teaching method: verbal, visual, research.

Form of control: a combined test with the completion of tasks of a theoretical and creative nature in the form of a role-playing game, student work in groups.

Lesson equipment: chalkboard, computer equipment, TV, supporting diagrams, presentation.

Interdisciplinary connections: connection with the academic discipline “Special Technology”, “Equipment”, connection with industrial training.

During the classes:

I. Organizational moment (2-3 minutes).

1.1. Checking those present (report from the duty officer)

1.2. Checking readiness for the lesson (availability of route sheets, pens)

1.3. Organization of attention

Hello guys! Sit down. Duty officer, please state the names of those absent and the reason for their absence from class. You all have route sheets. Have them ready, as well as some fountain pens. Today, guys, we have a lesson in testing and assessing knowledge, a test lesson on the topics covered in the first section. We will conduct this test with the help of role-playing games, group work, and discussion.

This section includes the following topics:

Basic documents regulating labor protection
Work time and rest time.
Organization of labor protection.
Supervision and control of labor protection.
Basic provisions of industrial ecology.
Investigation and recording of industrial accidents.
Organization of occupational safety training for workers.

II. Updating of basic knowledge and motivational state.

2.1. Report the topic of the lesson, the purpose of the lesson.

2.2. Familiarization with the stages of the lesson - test, with the content of the tasks of the stages.

2.3. Presentation of members of the expert group.

So, the topic of today's lesson is: “Legislative provisions on labor protection and industrial ecology.”

Goal: Carrying out quality control and level of students’ assimilation of knowledge and methods of action at the level of their application in various situations.
First I want to introduce you to the steps of the lesson. There will be three stages. At each stage, different tasks await you.

Stage I - “Testing”. At this stage you are asked to answer the test questions. Choose the option according to difficulty level yourself.
Stage II - “Theory”. At this stage, you need to complete three tasks using your theoretical knowledge.
Stage III- “Task” consists of a task of a problematic nature.

I think you are ready for this lesson because you were given questions to prepare for the test the week before. I hope that you have found the answers to all the questions and will pass the test successfully. The level of your knowledge will be assessed by members of the expert group: Dmitry Chemashkin, Igor Pavlov. They have already passed my test in this section successfully, so they will be able to evaluate your work.

III. Motivation (awakening interest in a given topic)

Before you begin completing the tasks of the first stage, listen carefully to me. You may ask why these particular topics were chosen for the test? The point is that you've already been through industrial practice. We worked in the canteen of the White Stones health camp. When you arrived after practice, you told me that some students were injured while working. Luckily the injuries were minor. Why did this happen? What are the causes of these injuries? To answer these questions, let's remember the material we covered by completing the tasks of the three stages. Then we will return to these questions.

So, you can now start running the test. We choose a computer version of the test according to your level of difficulty. The computer itself will give you a score, and you will write it down on the route sheet for the “testing” stage. You are given 3-5 minutes for this work. Let's finish. Raise your hands who received “5”, “4”, “3”, “2”. Experts count how many people received “5”, “4”, “3”, “2” and summarize the results of the first stage.

Now we need to prepare for the next stage. You need to break into groups. I suggest you remember the composition of the fruit salad. Those who love tangerines sit at this table, those who love bananas sit at the second table, and kiwis sit at the third table. So, you have moved to the second stage, which is called “Theory”. Three tasks await you here. They are in envelopes number two. We open the envelopes and get to work.

As a review, make up a question on the topics covered in the section and ask it to another team.
Situational task.
Working according to a circuit with reference signals.

There is work in groups.

Now let's return to the questions posed earlier. Why were there cases of injury? Students respond that occupational safety and health regulations were not followed. Now let’s give the floor to our experts, they will sum up the results of the second stage and evaluate your answers. While the experts are conferring, we will conduct a physical education session (students perform exercises to stretch the muscles of the back, neck and fingers). Then the experts announce the results of the second stage.

Next we proceed to the third stage. We don’t move anywhere, we stay in our places. Before we begin solving the problem of the third stage, let’s look at the presentation of Dmitry Chemashkin on the topic: “The problem of solid household waste and ways to solve it in Chuvashia.” (Showing presentation by student).
Thank you. First, complete the tasks of the third stage, and then we will discuss the problem of environmental pollution. We open envelopes number 3, which contain a problematic task. The task is given to you the same, and each group will solve it in different ways. Decided? Let representatives from each group express their point of view. The expert group will summarize the results of the third stage and mark the most active ones.

IV. Generalization and analysis.

So, guys, we have gone through all the stages. We solved problems and remembered theoretical questions. We hand over the route sheets to experts to determine the final assessment. The expert group has summed up the results, and I will announce to you the preliminary grades for the test. After additional verification, I will publish these assessments in the journal. Anyone who disagrees with the assessment can come to me and we’ll figure it out together.

Let's return to the goal we set at the beginning of the lesson. We have achieved our goal. The quality, level and depth of your knowledge were monitored at the level of their application in various situations. Your knowledge has been assessed.

V. Homework:

Repeat page 5-31
Compose a crossword puzzle on the topics covered in the section

VI. Summing up the lesson:

The teacher evaluates the work of the groups and conducts an objective analysis of the grades given.

VII. Reflection.

Complete the sentences:

In this lesson I learned something new about……….
I would like that in the next classes……….
My impressions of the lesson: …………………..

Thank you for your attention - the lesson is over.

Conclusion

In this work, interactive methods are not placed above all others. Understanding their strengths and weaknesses should not only help to learn from these methods both pedagogical means maximum benefit, but also to see its development in the future. It is also not stated that they are applicable in all cases without exception and should be applied without any adjustments. It is clear that interactive methods help the educational process: student performance, activity in lessons, interest in academic disciplines and chosen profession. And, if this assistance is consistent with modern trends training and education can play an important role as a new, fresh idea.

The range of materials and tools for implementing interactive methods currently available to teachers is very wide. Without borrowing from other disciplines, you can have a veritable wealth of information at your disposal to explore a variety of important, dynamic topics.
Each of the interactive methods - modeling, design, business games - can be devoted to separate work. This paper discusses general issues and practice of introducing interactive methods.

All this can help teachers and specialists at the secondary vocational education level.

References:

Babansky Yu.K. The choice of teaching methods in secondary school.-M.: Education, 1985.- 175 p.
Davidyants A.A. Implementation of the principle of active communication./ / Russian language in the national school. - 1985. - No. 1, 38-44 p.
Deykina A.D. Discussion as a method of forming students’ views on native language.// Russian language at school.-1994.-№3 .-3-11s.

Applications

Stage I “Testing”.

Level 1.

Choose the correct answer:

1) The main document regulating labor protection at present is:

A) labor code
B) labor code
B) employment contract
D) criminal code

2) The normal working hours per week are:

A) no more than 40 hours
B) no more than 42 hours
B) no more than 38 hours
D) No more than 28 hours

3) For workers aged 16 to 18 years, the weekly working hours are:

A) no more than 38 hours
B) no more than 40 hours
B) no more than 36 hours
D) no more than 24 hours

4) Lunch break is:

A) working hours
B) rest time
B) extra time
D) lunch time

5) State control over labor protection at the enterprise is carried out by:

A) trade union organization
B) commissions under ministries and departments
B) independent government inspections

6) Types of labor protection control at an enterprise are:

A) state
B) departmental
B) public
D) all answers are correct

7) An accident in which 2 people were injured is called:

A) group
B) single
B) mixed
D) heavy

8) An “industrial accident” refers to an incident that happened to an employee.

A) outside the territory of the enterprise, if the employee did not work on instructions from the administration
B) at the workplace while performing official duties
C) during overtime work performed not on the instructions of the foreman
D) when working during a lunch break for personal purposes.

9) Introductory briefing is carried out by:

A) at the workplace - master
B) when applying for a job - occupational safety engineer
B) at the workplace - foreman
D) upon conclusion employment contract- director

10) The following is recorded about the induction training:

A) in the introductory briefing magazine
B) in the order book
B) in the master's journal
D) in the shop manager's journal

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

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

Thus, the method of teaching is only component one method or another.

Classification of teaching methods

Methods are classified according to different criteria:

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

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

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

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

Signs of active learning methods

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

Classification of active learning methods

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

Discussion.
Gaming.
Training.
Rating.

Active learning methods and techniques

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

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

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

Interactive teaching methods: definition, classification, features

What are interactive teaching methods?

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

Objectives of interactive teaching methods

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

Methods and techniques of interactive learning

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

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

Interactive technologies in SPO. Active and interactive teaching methods: overview, classifications and examples

Chapter 1. Theoretical basis pedagogical support for interactive interaction

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

1.2. Comparison of traditional and interactive approaches

Chapter 2. Application of interactive methods

in the educational process

1.2. Interactive learning strategy

CONCLUSION

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

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

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

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

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

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

List of used literature

Classification of teaching methods

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

Signs of active learning methods

Classification of active learning methods

Active learning methods and techniques

Interactive teaching methods: definition, classification, features

What are interactive teaching methods?

Methods and techniques of interactive learning

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