Interactive pedagogical technologies examples and main content. Pedagogical Council "interactive pedagogical technologies in the implementation of the Federal State Educational Standards of Basic General Education. Ideal learning model
In pedagogy, there are several models of learning:
Passive learning, when the student is the object of the educational process (listens, looks);
Active learning, when the student is the subject of the educational process (performs independent work, creative task);
Interactive learning (from .inter - mutually, act - to act), when the learning process is carried out in the condition of constant active interaction
all participants in the educational process.
Interactive (dialogue) learning- this is training built on the principles of interaction between the student and the activities of schoolchildren. This is communication learning. The main feature of his methodology is that the learning process takes place in the joint activity of the teacher and students, where the teacher and students are equal subjects of learning (the teacher is the organizer of the learning process, the leader).
Interactive learning is a special form of organization cognitive activity, which has a specific goal - to create comfortable conditions for learning, in which each student feels his success, intellectual ability. The essence of interactive learning lies in the fact that the learning process is carried out with constant, active interaction of its participants. Interactive interaction excludes both the dominance of one participant in the educational process over another, and one thought over others.
The organization of interactive learning involves modeling life situations, using role playing, joint problem solving based on the analysis of circumstances and situations.
Not the search for the only correct answer, but the ability to solve a problem is the essence of an interactive lesson.
During such training, students learn to be democratic, communicate with other people, think critically, and make thoughtful decisions.
Comparative characteristics of passive and interactive learning.
|
Parameters |
Passive learning |
Interactive learning |
|
Amount of information |
A significant amount of material can be studied in a short period of time |
A small amount of material requires a significant investment of time |
|
Depth of assimilation of the content of the material |
Focused on the level of assimilation of the material |
Students master different levels of knowledge (knowledge, understanding, application, analysis, synthesis, evaluation) |
|
The percentage of assimilation of the material |
Usually low |
Usually high |
|
Control over the learning process |
The teacher constantly monitors the entire course of the work of students, the depth and volume of assimilation of the material. |
The teacher exercises little control over the volume and depth of assimilation of the material, the course of the educational process |
|
Source of motivation |
External: teacher, parents, grades |
Internal: the interest of the student himself |
|
The teacher is the source of knowledge |
Teacher - organizer, leader |
|
|
The role of the student |
Passive |
Active |
As you can see, with an interactive learning model, the learning capabilities of schoolchildren are activated by introducing them to a dialogue, during which they are offered to express and justify their own thoughts instead of retelling “ready-made” information. Interactive forms of work contribute to the development of initiative, independence, self-discipline, and the ability to cooperate. They stimulate the development of cognitive processes, attract to active participation in the learning process, and interest in joint activities. Students learn to work together, express their opinions, share experiences, take responsibility for learning. And most importantly, learn to learn.
The backbone of interactive approaches to teaching are interactive exercises and tasks that are performed by students. The main difference between interactive exercises and tasks from the usual ones is that they are aimed not only and not so much at consolidating the already studied material, but at learning new things. Among the interactive approaches today, the following can be distinguished:
creative tasks,
Work in small groups,
Educational games (role-playing and educational),
Use of public resources (invitation of a specialist, excursions),
Extracurricular teaching methods (social projects, competitions, newspapers, films, performances, exhibitions, etc.),
Interactive lecture "student in the role of teacher", "everyone teaches everyone", etc.,
Discussing complex issues (“take a stand”, “carousel”, “talk show”, debate, symposium, etc.)
Interactive study of literature is a process built on the interaction of the student-reader with the artistic and aesthetic environment by studying the content of works of art, scientific texts, literary critical articles in collective and group cooperation through the development of the relationship "student-reader - author - piece of art(textbook) - multimedia - teacher-facilitator - reader (student) ”, where methodological methods and techniques contribute to the acquisition of reading experience, the formation of the spiritual world of the “I-personality”.
Interactive learning technologies under such conditions contribute to the development in students of the ability to see and highlight the problems of a work of art, to identify collisions and contradictions. In the course of interactive learning, students develop the skills of analyzing a work, students develop the ability to study independently, form their own opinion. Also, interactive learning makes it possible to comprehensively consider the problem, creatively approach its solution, and organize the mental activity of schoolchildren.
The basis of any interactive method is creative task, that gives meaning to learning. The uncertainty of the answer and the opportunity to find your own solution based on personal experience and the experience of your colleague, friend, allow you to create a foundation for cooperation, communication of all participants in the educational process, including teachers.
When choosing a creative task, the teacher must ensure that it meets the following criteria:
Didn't have a clear answer.
It was helpful for students
It was connected with the life of schoolchildren,
Aroused students' interest
It served the purposes of teaching as much as possible (in our case, the formation of reading competence).
Creative will be assignments in literature lessons: with the help of oral verbal drawing, illustrate a literary text; find in the work of the 19th century the problems that concern modern young people, and prepare questions for discussion; make a crossword "Poems of poets of the Silver Age"; write a letter to a writer of the 19th century with a review of his book; complete the text of the work (for example, continue the monologue of Kabanova - the heroine of the drama "Thunderstorm" by A. Ostrovsky), etc.
Since the educational process is carried out subject to the interaction of all participants, this forms the spirit of teamwork among schoolchildren, develops personal ties, awakens a desire for care and support, increases self-esteem, and stabilizes the psychological state of students. The transfer of individual knowledge to another person and the general solution of problems is carried out. A sense of individual and group responsibility for decision-making and work results is formed.
Effective in this sense is small group training where everyone has the right to be successful. Interactive learning in them turns into a mutual benefit between the participants in the educational process, who, through constant interaction, cooperation, co-creation, improve their knowledge and ability to navigate in matters of literature. Members of one group know that everyone benefits from everyone's efforts; understand that all members of the group have one goal; agree with the idea that the overall performance is based on the thoughts of each team member; for them, the success of each person is the pride of the whole team.
For example, when studying comedy A.S. Griboyedov “Woe from Wit”, in order to answer the question “winner or defeated Chatsky?” in time, students in groups make up a portrait of the hero in comparison with other characters. The first group examines Chatsky through his relationship with Famusov, the second group compares Chatsky and Molchalin, the third analyzes the relationship of the hero with Sophia, the fourth - with the surrounding society. As a result of the group research conducted for a certain time and the speeches of the representatives of the groups, the schoolchildren find the answer to the question posed (or do not find an unequivocal answer).
Group work in high school may be appropriate for an introductory lesson. For example, before starting to study the topic “Cultural situation in Russia in the second half of the 19th century”, students were given a task in groups: “historians” should talk about the socio-political situation in Russia at that time, “literature” - about the literary struggle, “artists” - about activities of the Association of Traveling Exhibitions, "musicians" - about the organization of the "Mighty Handful". At the lesson, a presentation of the project takes place and a portfolio is presented.
Group work will also be effective in general lessons. For example, at a generalizing lesson on the study of the novel by L.N. Tolstoy "War and Peace" 5-6 groups of students are offered one task - to draw up a plan for an essay on the topic "Folk Thought in the Novel". After the time allotted for work, a competition of drawn up plans takes place.
The success of group work depends on the fulfillment of certain conditions. :
Students must have the knowledge and skills necessary to complete a group assignment;
Teacher instructions should be as clear as possible;
The group must be given sufficient time to complete the task;
Team members must understand that they are connected to each other in such a way that until one achieves success, the whole team will not achieve it;
In the process of work, everyone should help each other, interest each other in learning;
After work, it is necessary to discuss achievements and failures, to analyze the effectiveness of interaction.
Effective group work is based on principles of mutual respect and cooperation. Others must be followed principles of group (cooperative) work:
The principle of equality of positions (the teacher and students are equal members of the group, only the teacher plays the role of a "catalyst" that contributes to the development of thinking; all group members have the same rights and obligations, they establish partnerships);
The principle of activity (activity depends on the level of interest in the problem, the level of awareness, experience in group work, relationships in the group);
The principle of the research and creative position of the participants (openness to new experience, the ability to actively observe their own activities, to implement the principle of partnership);
The principle of feedback (work in a group makes it possible to "see yourself through the eyes of other participants");
The principle of confidential communication (the effectiveness of interaction depends on compliance with this principle);
The principle of partnership communication (subject-subject), which ensures the recognition of the value of the personality of another person.
You can, for example, develop with students memo "Standards of behavior in a group":
a) there are no “actors” and “spectators” in joint work, everyone is a participant;
b) speak so that you are understood, speak directly on the topic, avoid unnecessary information;
c) if the information is not quite clear, ask a question;
d) everyone has the right to ask for help; everyone is obliged to help the one who asked for help;
e) criticize ideas, not individuals;
f) the goal of joint activity is not the “victory” of one point of view. and the opportunity to find the best solution ...
Caroline Henderson, Doctor of Education from the University of the United States, suggests such grouping scheme:
Grouping by ability (students have approximately the same level of knowledge);
Mixed grouping (students of different levels of knowledge work in the same group);
Grouping by interests;
Grouping by gender;
Homogeneous grouping (students have the same attitude to the read work);
Heterogeneous grouping (students have different opinions about the read work);
Grouping blindly (groups are created spontaneously).
Each type of grouping has its advantages and disadvantages, it all depends on the goal pursued by the teacher. Performing various exercises in the lesson, the teacher can combine groupings.
Various options for organizing work in small groups . Here is one of them (according to O. Pometun and L. Pirozhenko):
Combining students into groups (5 - 6 people). Distribution
student roles:
The speaker (group leader) organizes the work in the group, introduces everyone to the discussion, sums up the work, determines the speaker;
Secretary (keeps a record of the results of the work briefly and legibly, participates in the discussion);
Mediator (monitors time and participates in the work of the group);
Initiator,
Speaker, etc.
2. Communication of the task to the group and instructions for its implementation.
3. Setting for a certain time of work.
4. Work in small groups during the set time (making suggestions, information, opinions and processing them, accepting ideas ...).
5. Presentation of the results of the work.
6. Evaluation of group activities.
Discussion moves from intra-group communication to inter-group communication. The organization of the presentation of group solutions depends on the planned construction of the entire lesson and can be implemented in different forms.
|
Forms of intergroup communication |
Options for presenting group solutions |
|
jointly- individual |
Each group presents the result of their activities; decisions are discussed, the best is chosen from them ("fair") |
|
joint-sequential |
The product of each group’s activity becomes a certain step towards solving a common problem (“ladder”, “relay race”) |
|
Collaborative |
Certain aspects of group decisions are selected from the proposals, on the basis of which a common result for the entire team is then developed (“mosaic picture”) |
Interactive learning is one of the best ways to do teacher's mission . In this case, “the student becomes the creator of the literature lesson, and the teacher “the director, wise adviser and organizer who makes sure that all participants can get spiritual and aesthetic pleasure from the work read and done during joint interaction” (V.I. . Shulyar). The teacher is interested in the fact that students learn to understand and constructively evaluate what is happening, so he must be ready to accept the different points of view of students.
In group work, a problem may arise when some students work, but everyone gets grades. Therefore, the teacher needs to take care of the distribution of roles, involve students in systematic work, develop cooperation documents in the team (for example, teamwork rules, or an agreement, or assessment conditions, etc.). It is necessary to evaluate the work of the entire group, in no case give children who worked together different assessments.
Interactive learning can be compared to playing in a movie. Student actors perform their roles, putting their abilities into the game, but the game is regulated by the director - teacher. It is necessary to play according to a certain scenario, since the excessive freedom of the actors can lead to a negative result. Therefore, the teacher must take into account not only the personal characteristics of students, but also their tactics of behavior in the classroom. The teacher must remember that only in a warm atmosphere do students most easily perceive and assimilate information. But the teacher must also know that it is he who sets his own rules and regulations in the classroom, which everyone must adhere to. Students should be aware of this in advance. This approach will ensure the necessary behavior of students and improve their cooperation. If there are problems in the lesson, the teacher should not show his displeasure. It is necessary to give children the opportunity to make mistakes, then they will feel greater responsibility for their actions. However, the teacher should still guide students to correct mistakes.
When preparing for a lesson using interactive technologies the teacher must remember :
Organize the process of researching the task in such a way that it is perceived by the student as his own initiative;
It is necessary to involve all students in the work, if possible and to varying degrees;
It is necessary to take care of the psychological preparation of schoolchildren. Various stimulation of students for active participation in the work will be useful;
It will be productive to work in small groups (everyone should be heard);
Consideration should be given to the preparation of the premises (students should be able to move freely);
All materials for small group work should be prepared in advance;
During the lesson, it is important to adhere to the rules and procedures, to show
tolerance for any point of view, listen carefully to each participant;
Be attentive to students during the formation of groups;
In one lesson, it is desirable to use 1-2 interactive methods of work;
During the preparation of assignments, the teacher needs to think over different answers and develop criteria for evaluating the effectiveness of the lesson in advance;
Lessons should capture students, awaken their interest and motivation;
It is important to note that the interactive dialogue between students skillfully organized by the teacher contributes to the creative self-expression of the reader, his self-affirmation as a self-personality capable of obtaining aesthetic pleasure from reading.
Interactive (dialogue) learning can be successfully applied in non-standard lesson forms.
Interactive technologies.
Encyclopedia of Educational Technologies:
In 2 vols. T. 1. M .: Research Institute of School Technologies, 2006, 816 p.
In pedagogical practice, the term " active methods and forms of learning. It unites a group of pedagogical technologies reaching high level object activity of educational activity of schoolchildren.
Recently, another term has become widespread - "interactive learning". The term interactive learning (English) means education based on active interaction with the teacher. In essence, it represents one of the variants of communication technologies: their classification parameters are the same. In other words, interactive learning is learning with a well-organized feedback of subjects and objects of learning, with a two-way exchange of information between them.
Interactive software technologies are a type of information exchange between students and the surrounding information environment. Three exchanges of information exchange can be distinguished.
Extra active mode: information flows are directed from the subject of the learning system to the object of study (student), but circulate mainly around him, without penetrating inside the object. The student acts as a passive learner. This mode is typical for lectures, traditional technology. This mode is most often passive, does not cause the child's subjective activity, since learning is represented mainly by the activity of the learning environment.
Interactive mode: information flows go to the student or group, cause them, cause their vigorous activity, closed within them. Pupils act here as subjects of teaching themselves, teaching themselves. This mode is typical for technologies of independent activity, self-education, self-education, self-development.
Interactive mode: in this case, information flows penetrate the consciousness, cause its vigorous activity and generate a reverse information flow, from the student to the teacher. Thus, information flows either alternate in direction or have a two-way (counter) character: one flow comes from the teacher, the other from the student. This mode is typical for interactive technologies.
The simplest examples of interactive technologies can be a conversation or a consultation. Most of all, the interactive mode is represented in the technological methods included in any particular monotechnology.
Target Orientations:
§ activation of individual mental processes of students;
§ excitation of the student's internal dialogue;
§ ensuring the understanding of the information being exchanged;
§ individualization of pedagogical interaction;
§ bringing the student to the position of the subject of learning;
§ Achieving two-way communication between teacher and student.
most common goal teacher-leader in interactive technology is facilitation (support, facilitation) - direction and assistance to the process of information exchange:
§ revealing the diversity of points of view;
§ appeal to personal experience participants;
§ support for the activity of participants;
§ combination of theory and practice;
§ mutual enrichment of participants' experience;
§ facilitating perception, assimilation, mutual understanding of participants;
§ encouraging the creativity of the participants.
Features of the organization.
Information should be assimilated not in a passive mode, but in an active one, using problem situations, interactive cycles. Interactive communication contributes to mental development. In the presence of feedback, the sender and recipient of information change their communicative roles. Feedback contributes to a significant increase in the effectiveness of the exchange of educational information, allowing both parties to eliminate interference.
Interactive technologies are based on the direct interaction of students with the learning environment. The learning environment acts as a reality in which the student finds himself as an area of mastered experience, and it is not just about connecting his empirical observations, the student's life impressions as auxiliary material or illustrative addition. The learner's experience is the central activator of learning cognition. In traditional teaching, the teacher plays the role of a “filter” that passes educational information through him, in interactive teaching he plays the role of an assistant in work, one of the factors that activate mutually directed information flows.
Compared to the traditional one, in interactive learning models, the interaction with the leader also changes: his activity gives way to the activity of students, the task of the leader is to create conditions for their initiative. In interactive technology, students act as full participants, their experience is no less important than the leader's experience, which not only provides ready-made knowledge, but encourages independent search.
The teacher acts in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of the information environment. Cast informant - expert the teacher presents the text material, demonstrates the video sequence, answers the questions of the participants, monitors the results of the process, etc. organizer - facilitator he establishes the interaction of students with the social and physical environment (breaks into subgroups, encourages them to independently collect data, coordinates the execution of tasks, the preparation of mini-presentations, etc.). Cast consultant the teacher refers to the professional experience of the participants, helps to find solutions to the tasks already set, independently set new ones, etc.
In some interactive technologies, the facilitator does not need to be an expert on the subject. The disadvantages of the facilitator role include the high cost of the teacher in preparation, the difficulty of accurately planning the results, and the high energy costs of the facilitator.
Sources of interference in interactive mode can be:
§ language (in verbal or non-verbal form);
§ differences in perception, due to which the meaning may change in the processes of encoding and decoding information;
§ Differences in organizational status between leader and student.
Examples of interactive technologies:
1. Technology "Development of critical thinking through reading and writing"
2. Technology of discussions
3. Technology "Debate"
4. Training technologies
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TVER STATE TECHNICAL UNIVERSITY e-mail: |
Creation of so-called Virtual simulators - new way when solving the problem of organizing educational laboratories for the study of complex measuring equipment and instruments. This problem is especially relevant in the study of medical technology due to the high cost of equipment. The main advantage of using Virtual Simulators is that you can create systems that do not exist in reality. That is, systems consisting of elements that are not currently available for connection, located in different parts of the country or only abroad. Types of virtual simulators. According to the functions performed, Virtual simulators can be divided into groups: 1. Simulators teaching knowledge - Electronic textbooks (ES). Due to the widespread use of multimedia tools (graphics, animation, sound), the effectiveness of training is significantly increased. Modern technologies make it easy to supplement the mathematical formulas present in the ES with "pop-up" hints, and graphic illustrations with contextual explanations. 2. Control simulators - testing programs designed to test the student's knowledge on the topics of laboratory work. They can be used for self-training or to obtain a theoretical admission to work. The tests can include questions that allow you to determine the degree of readiness of the student for meaningful work with the simulator. To enhance the controlling effect, the results of passing tests are evaluated in points, the student is informed of the number of tests passed and the amount of penalty points. To minimize the guessing of answers, the program blocks the display of information with the result of each individual test. 3. Simulators teaching skills - multimedia animation simulators designed to simulate changes in the states of physical equipment (instruments, devices) under various conditions, creating the illusion of actions with physical equipment. Their main feature is the most complete reproduction appearance physical devices (front panels, scales, arrows and other elements of indicating and recording devices) and their control elements (buttons, toggle switches, switches), as well as the movement of individual elements in accordance with user actions based on the creation of animated objects and complex scenes. The student gets the opportunity to examine the technical device in detail, get acquainted with its details, and also perform a limited set of actions related to disassembling or setting up the device. It should be noted that a full-fledged Virtual Laboratory must necessarily include simulators of all the listed types. Basic principles for the development of virtual simulators. For an effective virtual simulator, it is necessary to create a user-friendly environment in which the user can easily navigate, focusing on the training material, test questions and workflow, and not on managing the simulator program. Based on the existing experience, several basic rules can be distinguished in the development of ES: 1. Mandatory use of frames. Dividing the screen area into several independent windows allows solving navigation problems, making it easier for the user to find the information they need, and organizing the dialogue more efficiently (context hints, comments, help). It is desirable that the structure of frames does not change significantly in the course of work, since flickering frames on the screen will tire the user and confuse him. 2. It is necessary, if possible, to reduce the scrolling. It is better to break the material into chapters, to view each chapter the user should not spend a lot of time. Illustrations, photographs, animation clips must be of such a size that they fit entirely on the screen. 3. Reading a large amount of text from the screen tires the eyes, so the text can be duplicated by sound. This is especially convenient in relation to email. diagrams: instead of looking from picture to description, the user can study the diagram by listening to the explanations. The Tver State Technical University has developed a Virtual Laboratory, which includes an electronic textbook, a testing program and a multimedia virtual simulator. The program can be used to conduct laboratory work and test students' knowledge, but is more focused on independent work of students. |
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INTERACTIVE LEARNING CAPABILITIES
MOU "Average comprehensive school No. 30, Osinniki, pos. Robin
The modern age is the information age. Today, the possession of information and knowledge plays a decisive role in the social success of a person. Perhaps the most important problem in connection with the ever-growing amount of knowledge acquired by mankind is how to preserve, select and pass this knowledge from generation to generation.
The learning process at school is directly related to the ability of students to use information technology, work on a computer, on the Internet and select the necessary information. Computer training programs, teaching systems based on multimedia technologies, intelligent and teaching expert systems, and means of communication have positively proven themselves in the educational process.
In traditional learning, the main active (in terms of feedback) participants in educational information interaction are two components - the educator and the learner (student). When using an ICT-based learning tool, an interactive partner appears for both the student (student) and the teacher, as a result of which feedback is carried out between the three components of educational information interaction. The role of the educator as the only source of educational information with the ability to provide feedback is changing (shifting in the direction of supervision or mentoring). The time previously spent by the teacher on retelling educational materials is freed up for solving creative and managerial tasks. The role of the learner is also changing. The student moves to a more complex path of searching, selecting information, processing and transmitting it.
Interactive learning tools - a means in which a dialogue occurs, that is, an active exchange of messages between the user and the information system in real time.
The advent of interactive learning tools provides such new forms learning activities such as registration, collection, accumulation, storage, processing of information about the studied objects, phenomena, processes, transfer of sufficiently large amounts of information presented in various forms, control of the display on the screen by models of various objects, phenomena, processes. Now an interactive dialogue is carried out not only with the educator, but also with the ICT-based learning tool.
The leading goal of using multimedia equipment in the classroom is to achieve deeper memorization educational material through figurative perception, strengthening its emotional impact, providing “immersion” in a specific socio-cultural environment. This happens through the use of a multimedia projector, an interactive whiteboard and a computer that provides Internet access.
At present, computer hardware and software have reached such a level that it has become possible to implement an electronic textbook on its basis, which has a number of advantages over a printed product. These advantages are due to the use of a new generation of multimedia, hypertext, and interactivity in the electronic textbook.
Multimedia. Multimedia is a complex of computer hardware and software that allows you to combine information presented in various forms (text, graphics, sound, video, animation) and work with it interactively.
In an ordinary textbook, all information is presented only in the form of text and graphics. In an electronic textbook, you can effectively use the whole variety of multimedia technologies.
Firstly, the text of an electronic textbook can be made bright, colorful, with font selection according to style, color, size, presentation type (regular, bold, italic, underlined). There are rich opportunities to form text and mathematical formulas in a single style, using many different alphabets (Cyrillic, Latin, Greek, etc.), special characters, pictograms.
Secondly, it is easy to create various graphic images (drawings, photographs, tables, graphs of any shape, histograms, three-dimensional images). All this can be animated, i.e. set in motion, change shape.
Thirdly, you can use background sound or a sound signal when referring to a specific block of information, a picture, a control button, etc. You can insert sound clips in offline or interactive mode, voice dynamic processes.
Fourthly, video clips can be used in the same diverse way, including video material prepared for the needs of education in past years and stored on magnetic media and photographic films.
Fifthly, multimedia technologies make it possible to use animation, to "revive" pictures, texts and other textbook objects. This technology makes it possible to demonstrate experimental work on subjects in a virtual form, to “show” invisible or conduct experiments dangerous for live demonstration.
Multimedia facilitates the process of memorization, makes the lesson more interesting and dynamic, creates the illusion of co-presence, empathy, contributes to the formation of voluminous and vivid ideas about the past.
Hypertext. Unlike ordinary text, which is always linear (the meaning of the text is revealed sequentially), hypertext is a set of separate blocks of text (nodes) interconnected through hyperlinks. The diagram shows the structure of plain text and hypertext.
Hypertext implements a non-linear way of organizing and displaying text. The reader in this case has the opportunity to independently choose ways to obtain the information he needs. It is assumed that this method of obtaining information is more efficient than the linear one (used in the classic textbook).
An open hypertext construction structure has the following characteristics:
nodes (blocks) of information have different sizes;
ü the network principle is supported by the structure of links;
ü the possibility of explicitly representing the structure of information through the structure of hypertext;
ü dynamic control of information by the user, when the user decides where to go through the hypertext;
ü multi-user access to information - all hypertext elements are available to many users at the same time.
interactivity. considers three forms of interactivity:
1. Reactive interactivity: students respond to what the program presents to them. The sequence of tasks is very strictly defined, and the individual impact on the program is very small (linear learning model). The student can freely move forward or backward through the application, choosing topics of interest to him, but cannot change the content. Applications of this type can be useful as a demonstration or initial introduction to the material being studied;
2. Active interactivity: students control the program. They decide for themselves whether to complete tasks in the order suggested by the program or act independently within the application (non-linear learning model). Applications of this type use hypertext markup and have the structure of electronic directories, encyclopedias, databases, etc. The non-linear learning model helps users to carry out self-learning along individual educational trajectories, to vary various educational strategies. At the same time, the teacher does not provide students with the necessary knowledge, he only provides support for educational strategies and assistance in finding information and understanding students of their own actions. The non-linear model is effective in distance learning;
3. Mutual interactivity: the student and the program are able to adapt to each other, as in the virtual world (model "Guided discovery"). The model allows the trainee to conduct research, overcoming various obstacles, to solve individual problems, to structure the sequence of tasks. Often the content is provided by motivational game, competitive, research elements. Examples of applications of this kind are adventure games in history, biology, geography, etc., simulators, workshops, tutorials, etc.
Within these three models, the level of control on the part of the student and the program is different. At the reactive level, the student's behavior is determined by the program. At the effective and especially reciprocal levels, control and manipulation are in the hands of the user. Interactivity contains a wide range of possibilities for influencing the course and information content:
ü linear navigation on the screen using vertical scrolling;
ü hierarchical navigation using hyperlinks;
ü interactive help function. Most effective if adapted to instantaneous information representation;
ü feedback. The reaction of the program, giving an assessment of the quality of the user's actions. This reaction is displayed if the further course of the development of the program depends on this assessment;
ü constructive interaction. The program provides the ability to build objects (targets) on the screen;
reflexive interactions. The program stores individual student activities for further research.
Interactive whiteboard.
Smart Board interactive whiteboards provide a teacher and students with a unique combination of computer and traditional methods of organizing educational activities: they can be used with almost any software and at the same time implement various methods of individual and collective, public ("answer at the board") students' work.
The main form of presentation of materials for demonstration to the class is a presentation consisting of a set of slides. The main tool for creating such presentations is usually the Microsoft PowerPoint program. However, the SMART Notebook environment provides even more features specifically designed for interactive whiteboarding.
Drawings can not only be created by yourself, inserted from external files from the disk, but also taken from the built-in rather rich collections.
You can install and use SMART Notebook software on any computer—even if you don't have a whiteboard connected to it. This allows the teacher to prepare all the necessary materials for the next lesson at home.
You can call the student to the blackboard and, giving him an electronic marker instead of traditional chalk, instruct him to solve the problem by completing the necessary drawings and entering the required letters, numbers and other symbols using the virtual keyboard or handwriting recognition tool. At the same time, it is much easier for the student to draw the correct geometric shapes, it is more convenient to supply them with the required signatures, all calculations can be checked immediately if desired using the standard Calculator application from the Windows kit, and the chalk dirt and wet rag that have become familiar will forever be a thing of the past.
"The use of interactive gaming technologies in preschool educational organization»
Performed:
Educator MDOU No. 193
Voronina Elena Gennadievna
Donetsk, 2018
annotation
This work contains theoretical material on innovative gaming technologies for children. preschool age. The features of the use of interactive gaming technologies in preschool educational institutions are singled out and described.
The purpose of the study is to study the possibility of using interactive gaming technologies in the educational process of preschool educational institutions. The paper also presents views on the effectiveness of the use of interactive games with children of senior preschool age.
CONTENT
Introduction…………………………………………………………………………….4
Chapter 1. Theoretical aspects of interactive gaming technologies ... ... .7
The use of interactive technologies and teaching methods in a modern preschool educational institution……………………..7
Game technologies as a kind of pedagogical technologies………….....18
Chapter 2
2.1. The use of interactive games in the classroom with children of senior preschool age …………………………………………………………… 23
Conclusion……………………………………………………………………….…...28
Bibliography ……………..………………………………………….…..30
Introduction
Relevance of the topic
If we teach today the way we taught yesterday,
we will steal from our children tomorrow.
John Dewey /American teacher/
“We live in an era when the distance from the craziest fantasies to absolutely real reality is shrinking with incredible speed,” M. Gorky once wrote. And now, in the age of continuous computerization, in the age when technology has stepped far forward, the words of M. Gorky sound especially relevant: “You can’t go anywhere in the carriage of the past ...”
The advent of computers has caused an unprecedented interest in their use in the field of education. The process of informatization is irreversible, nothing can stop it.Now it is difficult to name any of its areas - be it production, science, technology, culture, agriculture, life, entertainment, wherever the use of computers does not bring tangible results.
One of the directions of development of information technologies in education is the use of interactive technologies. The penetration of modern interactive technologies into the field of education allows teachers to qualitatively change the content, methods and organizational forms of education. The purpose of these technologies in education is to strengthen intellectual capabilities in the information society and improve the quality of education at all levels. educational system. Our life does not stand still. We are developing, our society is developing. What it will be depends on our future generation. The quality of the educational process largely depends on the chosen teaching methodology. Therefore, a new method of teaching children is needed. Modern methodology is necessary not only for schools, but also for preschool institutions. The main goal of modern methodology is the development of the child as a person. Relatively recently, an interactive teaching methodology was introduced.
Taking into account the huge impact of modern interactive technologies on the educational process, many teachers are increasingly willing to include them in their methodological system.
It is necessary to surround the child with such an environment and such a system of relations that would stimulate the most diverse independent activities of the child and form in him exactly what at the appropriate moment can be most effectively formed, including key competencies. And to create such a developing environment, it is necessary to introduce into the educational DOW process gaming pedagogical technologies having an interactive nature, providing independent activity of the child.
“Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. (V.A. Sukhomlinsky).
Modern educational technologies, more than ever, rely on the intellectual development of children. Learning through play fully complies with this concept.
The game is the leading activity in the preschool period age development. At the next stages, the game does not disappear, but complements the leading activities of the maturing child, adolescent, youth.
Modern Requirements to preschool education, they orient teachers to developmental education, dictate the need to use new technologies that would synthesize elements of cognitive, playful, search and educational interaction in the development of preschoolers.The introduction of interactive pedagogical technologies into the educational process is aimed at the formation of the integrative qualities of preschoolers, their mastery of constructive ways and means of interaction with people around them in accordance with the tasks set by modern educational state standards.
Subject of study - the use of interactive gaming technologies in the classroom in preschool educational institutions.
Object of study - the process of teaching preschoolers in kindergarten.
Purpose of the study - to study the possibilities of using interactive gaming technologies in the educational process of preschool educational institutions.
Research objectives:
To study domestic and foreign experience in the use of interactive gaming techniques in preschool education;
Identify the conditions and requirements for the use of interactive technologies in the educational process;
Determine the effectiveness of the use of interactive gaming technologies in preschool educational institutions
Chapter 1. Theoretical foundations of interactive and gaming technologies
1.1. The use of interactive technologies and teaching methods in a modern preschool
At present, teachers face a global task: to provide an individual path for the development of the child through the use of all types of activities provided for by the SES DO: teaching and educational, individual, constructive research, organizational and design. Teachers have to look for new pedagogical technologies in the organization of the correctional educational process, in order to form a personality with communicative competence.
The child should be able to independently show initiative and independence in different types activities - play, communication, cognitive research activities, design, etc.; is able to choose his occupation, participants in joint activities.
A preschooler should show curiosity, ask questions to adults and peers, be interested in causal relationships, try to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. With the transition to a new approach to education, not only schools, but also preschool institutions need the most modern methods that pursue the main goal: the development of the child as a person. Teachers in preschools began to include interactive teaching methods and technologies in direct educational activities.
What is interactive learning technology?
The word "interactive" comes from English word"interact". "Inter" - "mutual", "act" - to act. . Interactivity means the ability to interact or be in a conversation mode, a dialogue with something (for example, with a computer) or someone (a person). Therefore, interactive learning is learning built on the interaction of the learner with the learning environment, the learning environment that serves as an area of learning experience. The essence of interactive learning lies in the fact that the learning process takes place in conditions of constant activation and interaction of all preschoolers. There is constant cooperation and mutual learning: educator-child, child-child. At the same time, the educator and the child are equal subjects of education. Here, the superiority of one participant in training over another is excluded. With the help of interactive methods, children learn to think, communicate, make decisions.
Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to receive new knowledge, but also develops cognitive activity itself, transfers it to higher forms of cooperation and cooperation.
One of the goals of interactive learning is to create comfortable learning conditions, such that the student feels his success, his intellectual viability, which makes the entire learning process productive and effective. Interactive activity involves dialogue communication, as it entails mutual assistance, mutual understanding and attracts people to solve problems in joint ways. Interactive technology is aimed at developing new qualities and skills in preschoolers:
the individual intellectual activity of each preschooler is activated;
interpersonal relationships develop, children learn to overcome communication barriers in communication (stiffness, uncertainty), a situation of success is created;
conditions are formed for self-education, self-development of the personality of each child
The introduction of interactive technologies in work with children is carried out gradually, taking into account the age characteristics of preschoolers.
II junior group - work in pairs, round dance;
middle group - work in pairs, round dance, chain, carousel;
senior group - work in pairs, round dance, chain, carousel, interviews, work in small groups (triples), aquarium;
school preparatory group - work in pairs, round dance, chain, carousel, interviews, work in small groups (troikas),
aquarium, large circle, tree of knowledge.
Let's describe each technology:
Target: formation of cooperation skills, the ability to perform a task sequentially.
Organization : using the same symbols, children pair up and agree on cooperation, performing the task together and sequentially (you can use cards, toys, objects, gender approach to pair pairs: boys-girls or a boy and a girl).
Value for the child: a beneficial effect on self-awareness, self-esteem.
Features of the event: in pairs it is better to unite children “equal” in their development.
Target : Formation of skills of arbitrary behavior (answers to questions in turn).Organization: children stand in a circle, in the center is the leader, who, with the help of an object (ball, toy), teaches them to perform tasks in turn, thereby forming the ability to listen to answers without interrupting each other.
Value for the child: the formation of communication skills.
Peculiarities holding: at a younger preschool age, an adult can lead, and at an older one, peers.
"Chain": Interactive technology "Chain" (from the middle group).
Target: develops the ability to work in a team.
children stand in a circle and sequentially perform individual tasks to obtain a common result (as tasks, you can offer a collective application, filling out a diagram, algorithm, drawing up a route, etc.).
Value for the child: the presence of a common goal, one common result creates an atmosphere of empathy and mutual assistance, makes you communicate with each other, offering options for solving tasks.
Features of the event: every child takes part in common work; with the help of a common goal, the educator creates an atmosphere of empathy, mutual assistance.
"Carousel" This technology is being introduced to organize work in pairs. It is a dynamic couple that has great communicative potential, and this stimulates communication between children.
Interactive technology "Carousel" (recommended from the senior group).
Target: formation of skills of work in pairs.
Organization: the teacher invites the children, at will (or in another way), to pair up and stand in two circles: internal and external. He offers a dialogue task. Children from the inner circle remain in place, and from the outer circle, after a mini-dialogue, they take a step to the left and find themselves paired with a new interlocutor. Each new dialogue develops the child's ability to understand and accept a new view of the problem proposed by the teacher or peer.
value for the child : formation of skills of cooperation, positive self-esteem, orientation in space, education of strong-willed qualities.
Features of the event: first, the children from the inner circle can sit facing the outer circle, while the children from the outer circle move around it. At first, it is better to use etiquette dialogues: “The best compliment”, “I am shopping”, “Let's get to know each other”, “Conversation in a public place”. More complex reasoning dialogues require preliminary preparation; children must be set up for a dialogue by offering a speech sample.
Target: formation of active dialogical speech.
Organization: children stand in a circle; A “journalist” (at the initial stage, an adult, later - a child with the help of an adult, then independently) asks questions to the children with a microphone, summing up the results of joint activities. First, the educator helps the children to master the algorithm for asking questions, then they ask questions themselves without prompting.
value for the child : active development of dialogical speech.
Features of the event:
It is possible to carry out from the second junior group; in the second half of the year, the role of a microphone is played by a plot toy, with which the child tells about the results of the lesson, for example, “I liked to give tea to a doll in a blue dress from a blue cup”; then the children speak into a toy microphone, the teacher plays the leading role;
At senior preschool age, the role of a journalist is performed by a child, using the algorithm of a hint card with an algorithm for formulating questions in the form of symbols, invented together with the children.
"Working in small groups "(Threes, recommended from the older group).
Target : the formation of cooperation skills in small groups in order to consistently complete tasks.
Organization : children are divided into groups of 3 people, offering their own way of dividing. Active work is carried out within the group to complete the task in accordance with the agreed plan, the children agree among themselves on effective ways to complete the task, and I evaluate the result of their work.
value for the child : the formation of the ability to negotiate with each other.
Features of the event: pay attention to the formation of the ability to listen and hear each other, come to a consensus, choose a senior group who will express the opinion of other participants.
"Aquarium": "Aquarium" (recommended from the older group).
Target: the formation of the ability to conduct a public dialogue in front of the audience, to analyze the situation presented.
Organization: a group of children act out the situation, being in a circle, and the rest observe and analyze. It is proposed to agree which of the children will be in the group of spectators, and who will be in the group leading the dialogue on the problem situation. They are given the opportunity to observe from the outside how peers communicate, negotiate and argue their answers.
value for the child : the formation of social and communication skills, the ability to see these skills of peers from the outside.
Features of the : groups change places, observers stand in a circle, it is proposed to argue their point of view, to be tolerant of the opinion of another.
« Brainstorm" - it is a technology for solving a problem based on stimulating creative activity, in which children are asked to express, perhaps, large quantity solutions, including the most fantastic ones. Then, from the total number of ideas expressed, select the most successful ones in accordance with the specified criteria, which can be used in practice. The main goal of Brainstorming is to help children "unchain" the conscious and subconscious, stimulate the imagination in order to get the most unusual, original ideas. Before conducting an interactive brainstorming technology, you must:
-collect information on the topic of discussion;
-develop a chain of questions for children;
-pick up pictures;
-think over options for organizing productive activities;
-have a set of original solutions to the problem under discussion;
-be prepared for the emergence of unforeseen pedagogical situations and be able to solve them. And also for the "Brainstorming" should be preceded by preliminary work. Children should be introduced to the rules and how the game is played. For better assimilation and clarity, it is advisable to introduce a symbolic designation. Symbols can be invented with children.
"Great Circle": Technology "Big circle" (recommended in the preparatory group).
Target: the formation of the ability to publicly express their opinion, to establish cause-and-effect relationships.
Organization: the educator offers to discuss the problem situation, encouraging the children to dialogue, expressing their point of view by each child. Children stand in a circle, each child expresses his opinion, and then transfers the right to express his point of view to another by touching next to standing child. After listening to all the statements, one of the children summarizes using the information received.
Value for the child: creation of conditions for maximum disclosure of potential.
Features of the : the educator differentially, with the help of leading questions, maximally reveals the judgment of each child, creating a situation of success.
Target: intellectual development and formation of communication skills.
Organization: the educator prepares in advance demonstration material in the form of removable cards of diagrams with subject pictures on a specific topic on the “Knowledge Tree” sheet. Children, united in small groups of 2-4 people, perform tasks, then choose the leader of the group, who proves the correctness of the task by his group; children from other groups evaluate the correctness of the answer.
Value for the child: successful solution of social and communicative development, development of the ability to negotiate in solving a common problem.
Features of the : all children of the group participate, small groups can be created in any way suggested by the children.
Target : to form the ability to independently solve real or modeled by the teacher problem situations.
Organization: children work in a team under the guidance of a teacher and conduct a dialogue. They are invited to solve a problem situation, which is determined jointly with an adult. The teacher takes an open position, using stimulating, open-ended questions, provocative questions, expresses oddities and contradictions, offers intellectual gaps in events and actions, helping children to identify the problem.
Children learn:
receive the necessary information in communication;
correlate their aspirations with the interests of others;
prove your point of view, argue the answer, formulate a question, participate in the discussion;
defend your point of view;
accept help.
The characteristic features of interactive methods are:
1. The presence of participants whose interests largely overlap or coincide.
2. The presence of clearly defined rules (each technique has its own rules).
3. Having a clear, specific goal.
4. Interaction of participants to the extent and in the manner that they themselves determine.
5. Group reflection.
6. Summing up.
The interactive method is based on learning by action and through action: a person better remembers and learns what he does with his own hands. The main condition for the development of the personality of a child in preschool age is communication. Therefore, the task of the teacher is to specifically organize this activity, creating within it an atmosphere of cooperation, mutual trust - children with each other, children and adults. To solve this problem, the teacher can use interactive technologies.
The use of interactive technologies and teaching methods in a modern kindergarten characterizes the professional competence of a preschool teacher.
The organization of interactive learning can take place in different forms:
Individual shape, suggests independent solution task assigned by each child;
Paired form, used to solve tasks in pairs; in a group approach, children are divided into subgroups;
If the task is performed by all participants at the same time, this form is called collective or frontal;
The most complex form of interactive learning is planetary. In the planetary form, a group of participants receives a common task, for example, to develop a project; is divided into subgroups, each of which develops its own project, then voices its version of the project; after that, the best ideas are selected, which make up the overall project.
The main tasks of such training and education:
Development of children's initiative, independence, cognitive motivation;
Formation of the ability to learn and independently obtain information;
Integrated content of work with children;
Partnerships between children and adults;
Active involvement of the child in society, etc.
The purpose of interactive learning is to create comfortable learning conditions under which the child feels his success, his intellectual perfection, which makes the educational process itself productive.
The essence of interactive learning is interactive learning, the learning process is carried out in conditions of constant, active interaction of all pupils, the child and the teacher are equal subjects of learning; the dominance of one participant in the educational process over another, one thought over another is excluded; the use of interactive technologies makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child takes an active part in this activity.
Interactive technologies are considered in two meanings:
technologies built on interaction with a computer and through a computer are information and communication technologies (ICT)
organized interaction directly between children and a teacher without using a computer - these are interactive pedagogical technologies
In my opinion, it is on pedagogical skill that depends on how unobtrusively and imperceptibly you can revive the educational process, expand and consolidate the experience gained by children. The use of information technology also makes it possible to increase the motivation of children for classes, to teach them cooperation and new forms of communication with each other and teachers, to form a conscious assessment by the child of his achievements, to maintain a positive emotional state of the child in the course of classes, to increase the effectiveness of corrective work.
Thus, interactive learning is undoubtedly an interesting, creative, promising area of pedagogy. It helps to realize all the possibilities of preschool children, taking into account their psychological capabilities. The use of interactive technology makes it possible to enrich children's knowledge and ideas about the world around them, about relationships with peers and adults, encourages children to actively interact in the system social relations.
It can be concluded that the implementation of educational and educational tasks and the content of educational areas today simply requires the introduction of interactive gaming technologies.
Game technologies as a type of pedagogical technologies
In the pedagogical and psychological literature, the concept of “technology” is often found, which came to us along with the development of computer technology and the introduction of new computer technologies.
At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. First of all, let's find out what technology is in general:
In the explanatory dictionary, technology is defined as a set of techniques used in any business, skill, art.("Dictionary");
According to Shepel V.M. technology is an art, skill, skill, a set of processing methods, changes in state.
While, Likhachev D.S. speaks of pedagogical technology as a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; that it is an organizational and methodological tool of the pedagogical process.
Pedagogical technology according to Bespalko V.P. is a meaningful technique for the implementation of the educational process.
Volkov I.P. sees pedagogical technology as a description of the process of achieving the planned learning outcomes.
Academician, corresponding member Russian Academy Education Monakhov V.M. understands by pedagogical technology a model of joint pedagogical activity thought out in all details for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers.
Analysis of the above definitions shows that many researchers identically interpret the essence of the concept of pedagogical technology. The only difference between them is how broadly this concept is revealed.
In this study, preference is given to the definition of pedagogical technologies by B.T. Likhachev.
Having defined the concept of pedagogical technology, I would like to know its structure.
In the textbook of pedagogy, ed. Pidkasistogo P.I. we find that the structure of pedagogical technology includes:
organization of the educational process;
methods and forms of educational activity of students;
the activities of the teacher in managing the process of assimilation of the material;
diagnostics of the educational process.
Like any technology, pedagogical technology is a process in which there is a qualitative change in the impact on the student. Pedagogical technology can be represented by the following formula:
PT = goals + tasks + content + methods (techniques, means) + forms of education
An essential component of pedagogical technologies are teaching methods - methods of orderly interconnected activities of the teacher and students. In the pedagogical literature there is no consensus on the role and definition of the concept of "teaching method". So, Babansky Yu.K. believes that "a method of teaching is a method of ordered interconnected activity of a teacher and students, aimed at solving the problems of education." Ilyina T.A. understands the teaching method as "a way of organizing the cognitive activity of students"
The game turns into a learning method under the following conditions:
Filling the technology with a certain content;
Giving the content a didactic meaning;
The presence of motivation of trainees;
Establishing didactic links with other teaching methods
According to the classification of G.K. Selevko, pedagogical technologies according to the prevailing (dominant) method differ in:
Gaming
dogmatic, reproductive
Explanatory and illustrative
Developmental learning
Problematic, search
Programmed learning
Dialogic
Creative
Self-developmental learning
Information (computer)
M. Novik, distinguishes non-imitation and imitation and forms (types) of employment.
characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback links between the teacher and students.
A distinctive feature of simulation classes is the presence of a model of the process under study (imitation of an individual or collective professional activity). A feature of simulation methods is their division into game and non-game methods. Methods, in the implementation of which the trainees must play certain roles, are related to the game.
M. Novik points to their high effect in the assimilation of the material, since a significant approximation of the educational material to a specific practical or professional activity is achieved. At the same time, the motivation and activity of learning are significantly increased.
Prutchenkov A.S. defined gaming technology as a certain sequence of actions of a teacher for the selection, development, preparation of games, including children in gaming activities, the implementation of the game itself, summing up, the results of gaming activities.
Game technologies have the means to activate and intensify the activity of students.
A game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.
The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
The structure of the game as a process includes:
the roles assumed by the players;
game actions as a means of realizing these roles;
playful use of objects, i.e. replacement of real things with game, conditional ones;
real relationships between the players;
plot (content) - the area of reality, conditionally reproduced in the game.
The pedagogical game has a clearly defined goal of learning and corresponding to it. pedagogical result, which are characterized by educational and cognitive orientation. It is used to solve complex problems of mastering new material, the formation of general educational skills, development creativity.
Pedagogical technology is a tool of a teacher's professional activity and fixed sequential actions that guarantee a given result. It contains an algorithm for solving the tasks. Its use is based on the idea of complete controllability of training and reproducibility of educational cycles.
Based on the above definitions and classifications, we can conclude that gaming technologies are an integral part of pedagogical technologies. Thus, pedagogical technology, in which the dominant teaching method is a game, is a game technology.
Chapter 2 Efficiency of using interactive gaming technologies with preschool children
2.1. The use of interactive games in the classroom with children of senior preschool age
The first indisputable right of the child is
express your thoughts.
J. Korczak
Teaching older preschool children is becoming more attractive and exciting.
For preschoolers, games are a more suitable learning method. A characteristic feature of a role-playing game is the conventionality of actions, which makes communication lively and exciting. The purpose of the game is to develop skills and attitudes, not to deepen knowledge. Techniques for conducting role-playing games contribute to the development of critical thinking skills, problem solving, the development of various behaviors in problem situations, and the development of understanding of other people. Through play, participants can better understand their own actions in real life get rid of the fear of the consequences of your mistakes. The main thing in organizing an interactive game with preschoolers is to create conditions for gaining meaningful experience for them. social behavior. An interactive game is understood not just as the interaction of preschoolers with each other and with the teacher, but as a jointly organized cognitive activity of a social orientation. In such a game, children not only learn new things, but also learn to understand themselves and others, gain their own experience. There are many options for interactive games, but the way they are played is quite universal and is based on the following algorithm:
Selection by the teacher of tasks and exercises for a group of children. (It is possible to conduct a preparatory session.)
Preschoolers are introduced to a problem to be solved, with a goal to be achieved.
The problem and purpose of the task should be clearly and easily formulated by the teacher so that the children do not have a feeling of incomprehensibility and uselessness of what they are going to do.
Children are informed about the rules of the game, they are given clear instructions.
During the game, children interact with each other to achieve the goal. If any stages cause difficulty, the teacher corrects the actions of preschoolers.
At the end of the game (after a short pause, designed to relieve tension), the results are analyzed and the results are summed up. The analysis consists of focusing on the emotional aspect - on the feelings that preschoolers experienced, and discussing the content aspect (what was pleasant, what caused difficulty, how the situation developed, what actions the participants took, what was the result).
Game classes are very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, freedom, equality, in the absence of isolation of passive children. Game technologies help children to be liberated, self-confidence appears. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily learn material of any complexity. It is important that children enjoy the game by trying themselves in a new situation.
At a certain stage of my pedagogical activity, I realized that not only school, but alsopreschoolthe most up-to-date methodology pursuing the main goal: the development of the child as a person.Interactive teaching methodology- this is an innovation that many modern teachers use.
The choice of this method in working with preschoolers is debatable. In my opinion, the possibility of using it in kindergarten depends on the preparedness of the educator, primarily on the possession of the features of this technique.
The role of the educator in the interactive game is practically reduced to the direction of the children's activities to achieve the set goals and to the development of a lesson plan.
All games are structured so that children are not scared or bored, so that everyone feels needed. It is especially important for me that the child enjoys the game, feels his importance and belonging to the group, can contribute to the development of events and the interaction of children. Games create an atmosphere in which trust, independence, initiative, discipline and willingness to help develop.
I recommend repeating games more often so that children have the opportunity to change their behavior and improve dexterity. In addition, many games become passionately and sincerely loved, and children want to play them again and again.
I bring to your attention several options for interactive games for older preschool children that I use in my practice:
The first and most important game"Acquaintance"
Goals : Create an atmosphere of trust and mutual support in the group; to form the skills of self-presentation, overcoming uncertainty and fear of public speaking.
Usually, when conducting an introduction, I ask the children to tell the story of their name.(for children of senior and preparatory groups) : "Who and why were you called that?" Or "Tell me everything you know about your name" .
After all the children have introduced themselves, I ask the children:
Why is it important to know the history of your name?
For example: Subject: Seasons
Acquaintance: My name is ... My favorite season is spring, etc.
"Great Circle" - the game plays the role of a ritual that unites the group, acts as a symbolic act that illustrates important components of joint work, in particular, initiative and attentiveness to others.
Materials: depending on the size of the group, one or two light colored chiffon scarves.
Age of participants: from 5 years old.
Instruction: Stand (sit on the floor) in a large circle. One of you starts and tosses the handkerchief from one hand to the other so that it makes an arc in flight. With this hand, he throws the handkerchief further to the neighbor. When throwing a handkerchief, be especially careful ...
And so the handkerchief should walk around the circle.(When the scarf returns to the starting point, run it in a circle in the other direction.)
Games for cooperation and mutual assistance:
"Piece of paper" - in this game with a partner, children learn to listen to each other and control their hands.
Materials: one sheet of A4 paper for each pair of children.
Age of participants: from 6 years old.
Instructions for children: I'm very interested to see how many of you can do this trick... Divide into pairs and take one piece of paper. Stand opposite each other and together hold a sheet of paper with your palms: one palm is yours, the other is your partner's. And now the trick itself: you must simultaneously release the paper for a very short time and return your hands to their original position again so that the sheet of paper does not fall to the floor. You can practice a little. And then you might want to try it with the other hand.
Games for the development of self-control:
"Listen to music" - this wonderful dance game, during which children, training to suddenly stop moving and freeze, learn to navigate in space, count, cooperate with each other.
Materials: calm instrumental music, for example, “Variations on a Theme of Mozart” by M.I. Glinka, a hoop according to the number of participants.
Age of participants: from 4 years old.
Instructions for children: Let's distribute the hoops evenly throughout the room. Lay them on the floor so that there is still enough room for passage.
Now I will turn on the music. While it's playing, dance wherever you want, but don't step on the hoops. When the music stops, quickly jump into the nearest hoop and freeze as if you were frozen…(2 minutes)
Now I will remove half of the hoops. When the music stops this time, there should be two in each hoop (two children)…(2 minutes)
(Remove a few more hoops so that there is a hoop for every three children.) This time, three children should stand in the hoop.(Following this, you can remove a few more hoops.) Now you can decide for yourself how many (children) should fit in one hoop. But remember that when the music stops, you must stand very still and still.
success in education and learning can only be achieved if children areinteresting to study. We, educators, must always remember this and be able to constantly search for new ways of educating and learning and their implementation in their practice, collecting bit by bit and using everything which turns activity into a joyful act of knowing the world around
Conclusions:
Interactive learning is an interesting, creative, promising area of pedagogy. It helps to realize all the possibilities of preschool children, taking into account their age capabilities.
A little experience of my activity has shown that the skillful use of interactive pedagogical technology gives greater efficiency, effectiveness and efficiency in the educational process., makes it possible to enrich children's knowledge and ideas about the world around them, encourages children to actively interact in the system of social relations. A modern teacher is an ICT teacher (intelligence, sociability and creativity). We have a goal - raising a child as a Personality, but this goal can only be achieved by a teacher who professionally owns all modern innovative pedagogical technologies, is confident in the effectiveness of their application in the practice of his work, who knows how to improvise, create, teach and educate. And therefore, the teacher himself should be interested in the constant search for new educational technologies, concepts, strategies, projects.
Summarizing all the material, the following conclusions can be drawn:
1. The use of interactive gaming technologies in a preschool institution is an enriching and transformative factor in the developing subject environment.
2. A computer and interactive equipment can be used in working with preschool children with unconditional observance of physiological and hygienic, ergonomic and psychological and pedagogical restrictive and permissive norms and recommendations.
3. Interactive technologies make it possible to successfully solve the problems of social and communicative development, namely:
develop free communication with adults and children;
develop all components of oral speech of children;
contribute to the practical mastery of the pupils of the norms of speech.
4. It is necessary to introduce modern information technologies into the kindergarten didactics system, i.e. strive for an organic combination of traditional and computer means of developing the child's personality
Bibliography:
1 State educational standard preschool education for 2015-2017 URL: http://mondnr.ru/wp-content/uploads/2015/Prikazy/326P.pdf
2. From birth to school. Typical educational program preschool education / comp. Arutyunyan L.N., Sipacheva E.V., Gubanova N.V., Bridko G.F., Kotova L.N., Slave N.I., Golyaeva T.V., Gorbacheva L.V., Lipanova E. .AND.; DIPPO. Donetsk: Origins, 2015. 223 p.
3. Amonashvili Sh.A. Reflections on humane pedagogy / Sh. A. Amonashvili. - M.: Amonashvili, 2003. - 469 p.
4. Afanas'eva O. V. The use of information and communication technologies in the educational process. – www. pedsovet.org.
5. Vinogradova N.A., Miklyaeva N.V. Interactive developmental environment of the kindergarten " Proc. allowance M., 2004
6. Guzeev V.V. Lectures on pedagogical technology. M.1992
7. Interactive pedagogy in kindergarten. Toolkit/ Ed. N.V. Miklyaeva. - M .: TC Sphere, 2012. - 128s. (Library of the journal "Management of preschool educational institutions".)
8. nsportal.ru Seminar for kindergarten teachers
First, the teacher dwells in detail on what is needed for the assimilation to be considered complete. As a general overview, he can show and explain the table of objectives he has compiled for this course. For a more detailed explanation, the teacher can show a preliminary test, i.e. show students the final verification work, but using different test questions.
Then the teacher introduces how the learning process will be structured in order to achieve full assimilation. In the practice of working on this system, the main emphasis is usually placed on the following main ideas:
Teaching will be carried out according to a new method, which will allow achieving good results not for a small part of it, but for all students;
Everyone receives a mark only on the basis of the final knowledge test for the entire course;
The mark of each is determined not by comparison with the results of others, but by a predetermined standard;
Each student who has reached the standard receives an "excellent" mark;
The number of excellent marks is not limited. Accordingly, mutual assistance does not reduce the possibility of each getting an excellent mark. If everyone helps each other and everyone studies well, then everyone can earn excellent marks;
Each student will receive whatever assistance they need. Therefore, if he cannot master the material in one way, then he will be given alternative opportunities;
Throughout the course of study, each student receives a series of "diagnostic" checks (tests) designed to guide his progress, the results of these checks are not
are graded. Information on the results of these checks serves only to make it easier for the student to navigate his gaps or errors and correct them;
In the event of difficulties in performing the current assessments, an opportunity will immediately be given to select alternative training procedures to help overcome difficulties, misunderstandings or errors.
The only evaluation criterion is the standard of complete assimilation of knowledge and skills. After completing the test work, students are divided into two groups: those who have achieved and those who have not reached the full assimilation of knowledge and skills. Those who have achieved full assimilation at the required level can study additional material, help those who are lagging behind, or simply be free until the next study unit begins. The teacher pays the main attention to those who could not demonstrate complete assimilation of the material. With them, an auxiliary (corrective) academic work. To do this, the existing gaps in knowledge and skills are first identified. For that part of the educational material that is not properly mastered by the majority, classes are held with the entire group; the presentation of the material is repeated anew, and the method of presentation changes (for example, with the active use of visual aids that were not used during its first presentation; with the involvement of additional types of educational activities of children, etc.). When eliminating particular gaps and difficulties, individual work is often used.
The transition to the study of a new educational unit occurs only when all or almost all students have mastered the content of the previous educational unit at the required level.
INNOVATIONAL APPROACHES TO TRAINING IN MODERN EDUCATIONAL PROCESS
I.S. Peshnya (Irkutsk Institute of Medical Advanced Studies)
The most important feature of the modern education is its direction to the preparing of the students not only to adapt themselves to the situation of the social changes but to perform actively and the innovative student helps to manage with it. Innovative approaches to the study are divided in two groups: Technological and searching. The technology ofcomplete adopting of know ledge became popular.
LITERATURE
1. Guzeev V.V. educational technology: from reception to philosophy. - M.: September, 1996 - 112 p.
2. Selevko G.K. Pedagogical technologies based on the intensification and effective management of educational institutions. - M.:
Research Institute of School Technologies, 2005. - 288 p.
Klarin M.V. Innovative models of teaching in foreign pedagogical research. - M.: ARENA, 1994 - 222 p.
Modernization concept Russian education for the period up to 2010. - M.: APKiPRO, 2002. - 24 p.
© VINOKUROVA M.I. - 2006
CONDITIONS FOR THE DEVELOPMENT OF THE POSITIVE COMPONENT OF THE PEDAGOGICAL POTENTIAL OF INTERACTIVE TECHNOLOGIES
M.I. Vinokurov
(Irkutsk State Linguistic University, Rector - Doctor of Philology, Prof. G. D. Voskoboinik)
Summary. Interactive learning technologies have great pedagogical potential in the field of education, upbringing and development. To realize this pedagogical potential and, thus, to achieve a high degree of satisfaction with the learning process, is possible only if a number of conditions for interactive learning are observed. These include: organizational-pedagogical, socio-pedagogical and psychological-pedagogical conditions. Keywords. Interactive learning technologies, pedagogical potential, organizational and pedagogical conditions, socio-pedagogical conditions, psychological and pedagogical conditions.__________________
Pedagogical potential interactive learning technologies gives and justifies the advantages of their application in solving all the problems of education and upbringing.
So, in the field of didactics - this is the expansion of horizons, the activation of cognitive activity; the possibility of applying knowledge and skills in practical activities; the formation of certain skills and abilities necessary in professional activities; developing or developing a technique for regrouping, reorganizing and systematizing something; the ability to formulate questions and answer them.
In the field of education - the development of independence, activity and will; the formation of certain approaches, positions, moral and worldview attitudes, the formation of the ability to work in a team and communicative qualities.
In addition, we come to the conclusion that the use of interactive learning technologies contributes to the development of attention, memory, speech, thinking, the ability to compare, contrast, combine together; creativity, reflection, the ability to find the best or simplest solutions, predict the expected result, find a way to vary or rearrange something.
In addition, interactive learning technologies make it easier to familiarize yourself with the norms and values of society; adapt to environmental conditions; exercise control, self-regulation; teach communication, psychotherapy, improving the ability to express one's thoughts orally and in writing, the ability to establish and maintain psychological contact; the ability to listen to the interlocutor, understand his motives, determine his current psychological state, the skill of mastering a wide range of behavior; the ability to prove, convince, express agreement / disagreement.
The use of interactive technologies implies a high intellectual load on the trainees, tense work schedules and sometimes frustrating situations associated with psychological discomfort (in case of incompatibility of team members, making wrong decisions, ineffective actions of a teacher or training colleagues, etc.), which requires qualified, psychologically competent management of the process of such learning and the availability of a teacher's communicative and interactive potential, which allows preventive monitoring of potential difficulties and, in case of occurrence, overcoming them, or providing psychological and pedagogical support to students.
As a result of the study, we stated that a teacher working in an innovative educational paradigm achieves greater effectiveness if he organizes the educational process as a communication process, working through each element of this process at the program-target level: goal - content - means - channels - result - feedback, taking into account the principles of working with a student audience, demonstrating their didactic and communicative competence. In the course of the study, it was possible to establish that to achieve educational performance, that is, to develop the communicative competence of students, to increase their motivational
readiness for the manifestation of cognitive activity and, at the same time, to achieve a high degree of satisfaction with the learning process, is possible only if a number of conditions for interactive learning are observed.
As you know, the conditions express the relation of an object to the phenomena surrounding it, without which it cannot exist, and the object itself acts as something conditioned. Consequently, the condition, as the diversity of the objective world relatively external to the object, in contrast to the cause that generates this or that phenomenon or process, constitutes the environment, the environment in which they arise, exist and develop.
An analysis of the experience of using interactive learning technologies allowed us to identify, first of all, organizational and pedagogical conditions. This is a reasonable combination of traditional and innovative learning technologies; program-target study of each technological “step” or procedure of a methodological complex of interactive technologies (setting educational, developmental and gaming goals, modular selection of means and determination of action vectors for the development of skills, forecasting “alarming” situations and the final result); the presence of a common system for evaluating the results achieved at the end of the cycle of classes, the establishment of subject-subject relationships based on positive interpersonal interaction between the teacher and the student and students among themselves.
The joint expedient activity of two subjects of educational activity within the framework of classes using interactive learning technologies, "effective socio-pedagogical interaction", is aimed primarily at approving and self-asserting the status of students in the world of social relations, phenomena, developing knowledge, skills, attitudes and personal qualities. The teacher, taking the position of a partner-assistant, contributes to the creation of real prerequisites for the self-development of the personality of students.
With this approach, the role of the teacher becomes mainly partner and audit, his main function is to manage the communication process, that is, to instruct, stimulate competitive activity, educational and cognitive activity, create a creative atmosphere, encourage individual and collective success, adjust the process of achieving goals. and actions of participants in the interactive learning process, organize discussions and reflective analysis.
At the same time, in the process of classes, students enter into communication with each other. Readiness for constructive communication, an unbiased attitude to the opposite opinion, recognition of a rational moment in a different position are not only principles, but also necessary conditions activities in the "student-student" system.
An essential characteristic of dialogic communication in this case is the equality of positions and the active role of the interacting parties. The individualized attitude of subjects of learning to each other, to the content of classes is manifested in actions, moods and is transformed into a group attitude of subjects. The latter is not a simple sum of
people's wearing, and it should be considered as a complex integrative formation, the result of interaction, mutual influence and complementarity of the participants in the lesson.
These circumstances require the development of didactic, communicative culture and gaming technological competence among teachers using interactive learning technologies.
The socio-pedagogical conditions, as shown by the analysis of the use of interactive learning technologies, should include the creation of a creative atmosphere in the classroom and the implementation of the principles of the game. simulation modeling which include: the activity of the position, expressed in the manifestation of the physical and intellectual forces of students, starting with the preparation for the lesson, and then in the process of the lesson itself and during the discussion of the results obtained; the principle of entertainment in playing and performing roles, based on game modeling of activity and having a strong emotional impact on students; the principle of individuality and collectivity: in our classes there is a manifestation of purely individual qualities as a condition for self-expression and self-affirmation, collectivity expresses the joint nature of interconnected and interdependent activities; the principle of problem-ness, which is implemented when solving problems that arise in the process of studying.
In addition, the correct organization of the spatial environment (“communicative playing field”) and training regulations are important, that is, it is necessary, in accordance with the laws and principles of organizing educational and gaming activities, to develop rules for each specific stage of the complex of interactive technologies that should create favorable
conditions for maximum manifestation of the potential abilities of students.
To the psychological and pedagogical conditions, isolated as a result of experimental work, we attribute a high motivational readiness for educational and developmental activities. As you know, psychologists attribute the game to introgenic behavior, that is, behavior determined by internal personality factors (needs, interests), in contrast to extra-genetic behavior determined by external necessity, it follows that interactive technologies only really teach and educate when awaken the inner strength of students, stimulate their initiative. Based on this, the teacher needs to use the whole complex of interactive technologies as a set of educational and social and communicative activities, which simultaneously provides the transfer of subject knowledge, skills, develops mental strength and awakens internal incentives for self-knowledge, self-development and self-learning. Consequently, when organizing classes, it is necessary to ensure that students form and develop ways of their own moral consciousness, forms of behavior, the ability to analyze, adequately choose and decide on actions in conditions of communication and interaction.
Thus, if classes using interactive learning technologies are designed on the basis of a diagnosis of the development of personality traits, then they are one of the means that contribute to the development and education of students. And if the teacher uses interactive technologies purposefully, taking into account all the pedagogical features, then he will definitely “win”.
CONDITIONS OF THE DEVELOPMENT OF POSITIVE CONSTITUENT OF PEDAGOGICAL POTENTIAL OF INTERACTIVE TECHNOLOGIES
M.I. Vinokurova (Irkutsk State Linguistic University)
Interactive technology of training has a great pedagogic potential in the sphere of studying, upbringing and development. To realize this pedagogical potential and to reach a high degree of satisfaction of the training process you should observe some conditions of interactive training. They are: organizational - pedagogic, social - pedagogic and psychological - pedagogic conditions.
LITERATURE
1. Arstanov M.Zh. M.Zh. Arstanov, P.I. Pid-kasisty, Zh.S. Khaidarov, Zh.S. Khaidarov. - Alma-Ata, 1980. - 352 p.
2. Klarin M.V. Innovative models of teaching in foreign pedagogical research. - M.: ARENA, 1994.
3. Educational communication as a subject of socio-psychological research and correction // Modern teaching technologies in a humanitarian university: Materials of interuniversity. scientific method. conf. - St. Petersburg: RGPU, 1994.
4. Philosophical Dictionary / Ed. I.T. Frolova - M.: Political Literature, 1987. - 588 p.
5. Elkonin D.B. The psychology of the game. - M: Pedagogy, 1978.
At present, dialogic methods of communication, a joint search for truth, development through the creation of educational situations, and various creative activities are coming to the fore.
The main methodological innovations today are associated with the use of interactive learning technologies. The word "interactive" came to us from English from the word "interact". "Inter" - "mutual", "act" - act.
Interactivity (from the English interact - interact) means the ability to interact or be in a dialogue mode. Various aspects of the use of interactive methods and technologies in teaching are considered in the pedagogical and psychological works of scientists. So, V.P. Bespalko, A.I. Bogomolov, A.G. Molibog et al. determined the effectiveness of the use of interactive technologies in teaching, in the works of L.S. Podymova, V.A. Slastenina, E.N. Volkova, N. Suvorova and others revealed the importance of interactive learning for the social development of the individual.
Researchers believe that the main feature of interactive technologies is forced intellectual activity, since the technology of the educational process itself activates the thinking of its participants, regardless of their desire. Involving in interactive activities, students learn to think critically, solve independently assigned tasks based on the analysis of information extracted from various sources, apply the acquired knowledge in non-standard situations, participate in discussions, prove the correctness of their opinion, jointly solve significant problems.
Interactive learning is learning immersed in communication. However, "immersed" does not mean "replaced". Interactive learning preserves the ultimate goal and the main content of the educational process. It modifies forms from broadcasting to interactive, i.e. including the exchange of information based on mutual understanding and interaction. In interactive learning, in addition to this, the dialogue is built as the interaction "student - student" (work in pairs), "student - group of students" (work in groups), "student - audience" or "group of students - audience" (presentation of work in groups), "student - computer", "student - work of art", etc.
Communication is complete when all three sides are present in it:
– informative (information exchange);
- interactive (development of a strategy and coordination of joint actions of individuals);
- perceptual (adequate perception and understanding of each other).
Communication can take place both on a verbal and non-verbal level. 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, such intellectual and emotional properties of a person develop more intensively, such as: stability of attention, the ability to distribute it; observational perception; the ability to analyze the activities of a partner, to see his motives, goals; imagination (in this case, we mean the ability to put yourself in the place of others). In the conditions of communication, the processes of self-control actively proceed, "failures" and "doubtful places" (those parts of the material that none of the partners cannot reproduce) are more clearly recognized. In the process of communication, the culture of feelings and emotions is cultivated, the ability to sympathize, empathy, the ability to control one's behavior, to know oneself develops.
Psychologists note the importance of students' interaction with each other, since counseling each other, conducted by the students themselves or mutual learning, is one of the most effective ways of acquiring knowledge. The psychological literature provides the following data: students retain in memory 10% of what they read, 26% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they what they discuss with others, 80% of what is based on personal experience, 90% of what they say (say) while doing and 95% of what they teach themselves (Appendix A) . Based on this, interactive learning associated with the discussion of the material, teaching each other by students is the most productive in terms of assimilation and memorization of educational material.
Interactive learning simultaneously solves several problems:
- develops communication skills, helps to establish emotional contacts between students;
- solves the information problem, since it provides students with the necessary information, without which it is impossible to implement joint activities;
- develops general learning skills and abilities (analysis, synthesis, setting goals, etc.), that is, provides a solution to learning problems;
- provides an educational task, because it teaches you to work in a team, listen to other people's opinions.
Interactive technologies today are understood as teaching methods in which the student is immersed in the learning situation, mastering knowledge in close cooperation with other participants in the educational process.
Interactive technologies based on an activity approach help to achieve the requirements set by the standard, and, importantly, provide an opportunity for self-realization of each participant in the educational process, free the teacher from the standard role of a didact, create an atmosphere of social partnership, form the skills of communication and independent communication that are so necessary in modern reality. search and evaluation of information, bring up the personal responsibility of students for the results of their learning.
Figure 3 - Scheme of interactive learning technology
Interactive technologies according to V. V. Guzeev are a type of information exchange of students with the surrounding information environment. There are three main types (modes) of information exchange that form certain models of pedagogical interaction in the educational process: extractive, intraactive and interactive.
In the extraactive mode, the student acts in the passive role of an object of pedagogical influence, information flows are directed from the teacher-subject to the object of education (student). This mode is the basis of the passive (subject-object) model of interaction; it does not cause the subjective activity of students.
In the interactive mode, information flows go to students or a group, cause them to be active, closed within them. Students act here as subjects of teaching themselves, teaching themselves. The intraactive mode forms an active model of interaction; it is typical for technologies of independent activity, self-learning, self-education, self-development.
In an interactive mode, information flows cause the active activity of the student and generate a reverse information flow from the student to the teacher. Information flows, therefore, either alternate in direction, or have a two-way (counter) character. This mode forms an interactive model of interaction; it is this mode that is typical for interactive technologies. The interactive model implements the idea of organizing comfortable learning conditions in which all students actively interact with each other.
The key task of the teacher when using interactive technology is facilitation (support, facilitation) - direction and assistance to the process of information exchange: identifying the diversity of points of view; combination of theory and practice; appeal to the personal experience of students, support for their activity, encouragement of creativity; mutual enrichment of the experience of the dialogue participants; facilitating perception, assimilation, mutual understanding. If in traditional learning the teacher plays the role of a "filter" that passes educational information through him, then in interactive learning he plays the role of an assistant in work, activating mutually directed flows of information. At the same time, students become full participants in the information exchange, their experience is no less important than the leader’s optimism, which does not so much provide ready-made knowledge as encourages independent search.
The teacher acts in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of the information environment. In the role of an informant-expert, the teacher presents textual material, demonstrates a video sequence, answers questions from participants, monitors the results of the process, etc. In the role of an organizer-facilitator, he establishes the interaction of students with the social and physical environment (breaks into subgroups, encourages them to independently collect data, coordinates the implementation of tasks, the preparation of mini-presentations, etc.). In the role of a consultant, the teacher refers to the professional experience of students, helps to find solutions to the tasks already set, independently set new ones, etc. The organization of interactive learning involves the simulation of life situations, the use of role-playing games, the general solution of issues based on the analysis of circumstances and situations, the penetration of information flows into the mind, causing its vigorous activity.
