Інтерактивні технології навчання школярів: змістово‐процесуальний аспект
Ескіз недоступний
Дата
2024
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті проаналізовано особливості інтерактивного навчання як однієї із сучасних підходів до модернізації освітнього процесу. Схарактеризовано сутність інтерактивних технологій. З’ясовано, що інтерактивне навчання відбувається шляхом взаємодії всіх учасників освітнього процесу. Констатовано, що це колективне співнавчання, в якому і вчитель, і учні є суб’єктами освітнього процесу. Установлено, що інтерактивне навчання дозволяє розв’язати одразу кілька завдань, адже використання інтерактиву: розвиває комунікативні вміння й навички; допомагає встановленню емоційних контактів між учасниками освітнього процесу; знімає нервове напруження; дає можливість змінювати форми діяльності; забезпечує реалізацію виховного завдання, оскільки стимулює до роботи в команді. Відзначено, що інтерактивні технології найбільше сприяють формуванню в учнів умінь і навичок, виробленню особистих цінностей, створюють атмосферу співробітництва та творчої взаємодії в навчанні.
The article analyzes the features of interactive learning as one of the modern approaches to the modernization of the educational process. The essence of interactive technologies is characterized. The purpose of the article is to analyze the features of interactive learning as one of the modern methods of modernizing the educational process. The study used the following scientific theoretical research methods: analysis, synthesis, systematization, comparison and generalization. The analysis of scientific methodological and pedagogical works makes it possible to establish that under the term “technology” some modern scholars understand the management of pedagogical processes, while others understand ways of organizing students' activities. It has been found that interactive learning occurs through the interaction of all participants of the educational process. It is stated that this is a collective co‐learning, in which both the teacher and the students are subjects of the educational process. It is shown that interactive technologies require a certain change in classroom life, as well as a significant amount of time for preparation for both students and teachers. It is established that not all children immediately understand and positively perceive interactive technologies, so the teacher needs to make efforts to: change the child’s communication style, which he or she “brought” from the family; motivate students to be active in learning; develop skills of collectivism and tolerance. It is concluded that interactive learning allows solving several tasks at once, because the use of interactive technologies develops communication skills; helps to establish emotional contacts between participants in the process; relieves nervous tension; makes it possible to change the forms of activity; provides an educational task, as it forces to work in a team. It is noted that interactive technologies contribute most to the formation of students’ skills and abilities, the development of personal values, and create an atmosphere of cooperation and creative interaction in learning. It has been established that the effect of using interactive teaching and learning methods in the modern educational process will be maximized only when the teacher himself deeply realizes the essence and necessity of such work, while considering the age characteristics and level of students’ development.
The article analyzes the features of interactive learning as one of the modern approaches to the modernization of the educational process. The essence of interactive technologies is characterized. The purpose of the article is to analyze the features of interactive learning as one of the modern methods of modernizing the educational process. The study used the following scientific theoretical research methods: analysis, synthesis, systematization, comparison and generalization. The analysis of scientific methodological and pedagogical works makes it possible to establish that under the term “technology” some modern scholars understand the management of pedagogical processes, while others understand ways of organizing students' activities. It has been found that interactive learning occurs through the interaction of all participants of the educational process. It is stated that this is a collective co‐learning, in which both the teacher and the students are subjects of the educational process. It is shown that interactive technologies require a certain change in classroom life, as well as a significant amount of time for preparation for both students and teachers. It is established that not all children immediately understand and positively perceive interactive technologies, so the teacher needs to make efforts to: change the child’s communication style, which he or she “brought” from the family; motivate students to be active in learning; develop skills of collectivism and tolerance. It is concluded that interactive learning allows solving several tasks at once, because the use of interactive technologies develops communication skills; helps to establish emotional contacts between participants in the process; relieves nervous tension; makes it possible to change the forms of activity; provides an educational task, as it forces to work in a team. It is noted that interactive technologies contribute most to the formation of students’ skills and abilities, the development of personal values, and create an atmosphere of cooperation and creative interaction in learning. It has been established that the effect of using interactive teaching and learning methods in the modern educational process will be maximized only when the teacher himself deeply realizes the essence and necessity of such work, while considering the age characteristics and level of students’ development.
Опис
Ключові слова
інтерактивні технології навчання, школярі, учасники освітнього процесу, комунікативне спілкування, творча взаємодія вчителя та учнів, interactive technologies, schoolchildren, participants of the educational process, communication, creative interaction between teacher and students
Бібліографічний опис
Інтерактивні технології навчання школярів: змістово‐процесуальний аспект [Текст] / М. Бойченко, А. Никифоров, О. Гулей, А. Нечипоренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 4 (138). – С. 409–417. – DOI: 10.24139/2312‐5993/2024.04/409‐417