Исследование системы целей интерактивной формы обучения (на примере обучения русскому языку как иностранному в магистратуре)

Abstract

Interactive learning, according to a review of scientific and methodic literature, is the most effective way to optimize the educational process at different stages of its formation, and es-pecially when teaching foreign languages and Russian as a foreign language. However, along with the highlighted values and advantages of interactive learning, there are a number of significant problems, the reason for which lies in insufficient attention to the systemic organization of the in-teractive learning process, which also creates an obstacle to building an effective management system for the evolution of this phenomenon. The purpose of this study is to identify patterns, conditions and factors that influence the formation and development of interactive learning. As a result of applying the methods of content analysis of literature and the categorical method “Order of goals”: 1) interactive learning is presented in the form of 3 categories (OK, Pk, IK), each of which reflects its qualitative certainty; 2) the goals of each category are determined; 3) a qualitative model of the object is constructed, where the interactive learning itself is a system, and the selected categories are subsystems; 5) revealed a typology of possible contradictions between the goals of each subsystem and the system as a whole; 6) predicted possible consequences and resolution of contradictions for the development of interactive learning. The results obtained make it possible to effectively resolve the contradictions arising in the system of goals of the object and between their carriers, and to create a model for managing the functioning of the interactive learning. It is concluded that the description of the methods of productive resolution of the revealed contradictions will allow building a qualitative process of training optimization, including foreign languages and Russian as a foreign language.