Педагогические науки/5. Современные методы преподавания

A.D.Rakhisheva, N.B.Kaipbekova

Eurasian National University, Astana, Kazakhstan

Zhambul polytechnic college, Taraz, Kazakhstan

APPLICATION OF INTERACTIVE METHODS OF TRAINING IN EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

The term "interactive training" is understood differently: as the idea of similar training arose from the beginning of development of the Internet, the treatment of this concept as training with use of computer networks and Internet resources is popular. However broader interpretation of interactive training as abilities to interact or be in a dialogue mode with something (computer) or someone is rather widespread also. In this case we deal with the interactive model of training different from model passive and active that being trained from object it doesn't become simple the subject of training, but the subject of interaction, interaction in which domination of any participant of educational process or any idea is excluded. The educational process relying on use of interactive methods of training, will be organized taking into account an inclusiveness in process of knowledge of all pupils. Generally, the interactive method can be considered as the most modern form of the active methods, actively forming a subject position of the personality at interaction of the person – the nature and society.

It was offered to the students who are training at faculty of natural sciences to answer questionnaire questions which allowed to reveal extent of use of interactive methods in educational process of higher education institution. In total in questioning took part 143 students who are training on 6 profiles (biology, geography, ecology, geodesy).

At the answer to a question (What forms and methods of interactive training you know? ) respondents allocated two main groups of interactive methods: these are verbal (discussion, a forum debate), them was noted by 84 respondents (59%), and technical methods (various computer and information technologies) – 36 respondents (25%). Besides, the formulation got to group of the most popular answers of students "I don't know" – 23респондента (16%).

When determining forms and methods of interactive training in which students took part on occupations in higher education institution (a question: call forms and methods of interactive training in which you took part on occupations in higher education institution) were received the following answers: verbal methods (debate) noted discussions, forums 73 respondents (51%), 20 respondents (14%) allocated technical (computer) methods, 15 respondents (10%) were called by scientific student's circles and creative associations, unfortunately, 35 respondents (25%) couldn't answer a question definitely. Thereby answers of respondents reflect understanding them basic characteristic lines of interactive training – its dialogichnost and computerization opportunities. However ways of realization of this model of training are very various that, apparently, remained out of sight of questioned. Character of answers to a question of forms known for it and methods of interactive training testifies to it.

Today for the solution of educational tasks broad application in practice is found by the following interactive forms: heuristic conversation; carrying out videoconferences and round tables (including Barcamp technology and its versions); brain storm; debate; Open Space technology (Open Space); business and role-playing games; case-study (analysis of concrete, practical situations); educational group discussions; trainings; method of projects, etc. Thus, students called only very insignificant part of known forms of interactive training. The explanation for it partly can be found in character of answers to the second question of the questionnaire. From them appears that respondents took part mainly in such forms of education which they and call.

Answering a question (What forms and methods you would put into practice in higher education institution? ) students (36 respondents, 25%), noted the Internet resources and computer technologies, scientific and creative associations – 38 respondents (27%), unfortunately, 69 respondents (48%) answered "I don't know". This analysis allows to draw important conclusions on probable professional preferences in a choice of a didactic arsenal future teachers. And if at present this choice not in favor of interactive training, nevertheless a certain optimism installs opportunity to change a situation due to broader and various application in higher education institution of interactive technologies as, according to our poll, the relation of students to ideas of interactive training as a whole the positive.

At the answer to a question (What positive results in training at application of interactive forms and methods you can call? ) according to the majority (50 respondents, 35%) at application of interactive methods in training raises quality of knowledge, 14 students (10%) are attracted by possibility of distance learning by means of computer technologies. There are new opportunities for communication between contemporaries and between teachers, 18 students (13%) hold such opinion.

Increase of level of availability, presentation and originality of a statement of a studied material is noted by 43 students (29%). Found it difficult to answer a question of 18 students (13%).

Answering a question (Call the main reasons preventing to students to respond to application of interactive forms and methods), the vast majority of respondents the main reason preventing to students to respond to application of interactive forms and methods of training, called lack of interest 61 (43%). Further the lack of this or that information on a subject and insufficient promoting of this subject 39 (27%) was noted. Didn't give a certain answer 43 (30%) respondents. Inclination of students to pluralism of opinions, collective creativity and technical equipment of training is reflected and in allocation of such advantages of interactive training by them, as: quality of knowledge, possibility of distance learning by means of computer technologies, opportunities for communication between contemporaries and between teachers, increase of level of availability, presentation and originality of a statement of a studied material.

At the same time, such important pluses of interactive training as are ignored respondents: formation and development in students of communicative skills and abilities, emotional contacts between students (ability to live in the dialogue environment; understanding that such dialogue and why it is necessary); formation and development of the analytical skills, the responsible relation to own acts (ability critically to think; ability to draw valid conclusions; ability to solve problems and to resolve the conflicts; ability to make the decision and to bear responsibility for them); formation and development of skills of planning (ability to predict and project the future). Poll shows that among respondents the big response is got by the principles which are cornerstone of interactive training, desire of active active participation in educational process, and along with it reveals insufficient awareness on concrete forms and methods of realization of ideas of interactivity in practice, lack of interest to those from methods which most of all gravitate to a traditsionalizm, are given unattractive, irrelevant shapes.

Interactive methods are based on the principles of interaction, activity of trainees, a support on the group experience, obligatory feedback. By means of interactive methods the environment of educational communication which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, possibility of a mutual assessment and control is created. Activity of the teacher gives way to activity of students, creation of conditions for their initiative becomes his task.

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