Використання інтерактивних методів навчання при підготовці майбутніх педагогів у вищому навчальному закладі
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглянуто теоретичні основи інтерактивного навчання та визначено умови впровадження їх в освітній процес ВНЗ. Даний вид навчання полягає у створенні на занятті атмосфери взаємодії педагога і студентів. Автором проведено зіставлення традиційного (пасивного й активного) навчання та інтерактивного, визначено відмінності між ними на всіх компонентах процесу навчання, а також у діяльності педагога. Розглянуто переваги використання окремих інтерактивних методів навчання в освітньому процесі, з метою підвищення теоретичної та практичної підготовки майбутніх педагогів.
The dynamic nature of modern vocational education is recognized by all modern researchers. The basic concept of the education system becomes competence, and in the system of vocational education – professional competence, which is understood first of all as the ability of a specialist to further professional self-improvement. In order to update the education system, moving it to a competent basis, you need to revise the very model of learning. The passage from the passive to the active model is necessary, and it is already practically realized, but the most productive is the interactive model of learning, since the student, due to its use, learns not only to apply the knowledge gained in the school, but also constantly look for new, update the luggage of their professional competences. The article deals with the theoretical basis of interactive learning. This type of learning is associated with a transition to competence education; it is creating an atmosphere of interaction between teacher and students and between the students at the lesson. All students are involved in the interactive learning process; they are active and independent, and the role of the teacher changes: he is not the translator of information; he is a mediator and an equal participant of learning process. The article compared the traditional (passive and active) and interactive learning, marked differences at all levels – in the definition of objectives, forms, methods, tools and content of learning, as well as differences of the work of the teacher. Teacher provides pedagogical support of the educational process and the process of interaction between students, their communication, fulfilling the assistant function, consultant. Among the interactive learning methods are marked oral verbal methods (heuristic conversation, hybrid forms of lectures), visual methods, practical and problem-search methods of active learning (method of analysis of production situation, “case studies”, playing techniques, research method, problem-based learning, method of “brainstorming”, method of projects, quizzes, competitions, contests, festivals and etc.).
The dynamic nature of modern vocational education is recognized by all modern researchers. The basic concept of the education system becomes competence, and in the system of vocational education – professional competence, which is understood first of all as the ability of a specialist to further professional self-improvement. In order to update the education system, moving it to a competent basis, you need to revise the very model of learning. The passage from the passive to the active model is necessary, and it is already practically realized, but the most productive is the interactive model of learning, since the student, due to its use, learns not only to apply the knowledge gained in the school, but also constantly look for new, update the luggage of their professional competences. The article deals with the theoretical basis of interactive learning. This type of learning is associated with a transition to competence education; it is creating an atmosphere of interaction between teacher and students and between the students at the lesson. All students are involved in the interactive learning process; they are active and independent, and the role of the teacher changes: he is not the translator of information; he is a mediator and an equal participant of learning process. The article compared the traditional (passive and active) and interactive learning, marked differences at all levels – in the definition of objectives, forms, methods, tools and content of learning, as well as differences of the work of the teacher. Teacher provides pedagogical support of the educational process and the process of interaction between students, their communication, fulfilling the assistant function, consultant. Among the interactive learning methods are marked oral verbal methods (heuristic conversation, hybrid forms of lectures), visual methods, practical and problem-search methods of active learning (method of analysis of production situation, “case studies”, playing techniques, research method, problem-based learning, method of “brainstorming”, method of projects, quizzes, competitions, contests, festivals and etc.).
Опис
Ключові слова
інтерактивні методи навчання, активне навчання, компетентність, компетенція, інтерактивність, interactive teaching methods, active learning, competence, interactivity
Бібліографічний опис
Томашевська, М. Використання інтерактивних методів навчання при підготовці майбутніх педагогів у вищому навчальному закладі [Текст] / М. Томашевська // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2017. – № 8 (72). – С. 178–188.