Духовная поэзия как инновационный ресурс обучения и воспитания студентов в процессе изучения теологических дисциплин

With the development of contemporary technology and education, there are more and more innovative teaching methods that are helpful to the education and teaching procedure. Interactive teaching method is one of them. Interactive teaching is a teaching modus based on developed on the scaffolding teaching theory that attaches importance to the communication between teachers and learners. Its biggest goal is to develop learner-specific and specific autonomous learning strategies through the communication and collaboration between the teacher and the learner. The advanced nature and effectiveness of interactive teaching methods make it more and more widely used in education, such as in the field of music teaching. Music teaching is a kind of teaching that pays more attention to the communication between teachers and Teachees. This paper aims to study the interactive music teaching method based on BD and CC, that is to design an interactive music teaching method based on big data and cloud computing technology, and conduct practical application experiments on it. The experiment concluded that the interactive music teaching method based on BD and CC has made the students’ participation rate in music teaching classrooms reach 88%, and the excellent rate of in-class test scores has reached 90%.

The study aims to demonstrate the results of using the most effective modern interactive methods of teaching a foreign language to cadets in the educational process of a military university. The paper describes the most suitable methods of teaching cadets taking into account the specifics of teaching a military professional foreign language; provides the experience and examples of practical application of interactive methods of teaching cadets in foreign language classes at a military university. The study is novel in that it identifies the features of using modern interactive pedagogical methods in the educational process when teaching the discipline “Foreign Language” (English) at the Far Eastern Higher Combined Arms Command School. As a result of the study, the researchers have expanded the ideas about effective interactive methods of foreign language teaching and have created prerequisites for enriching the methodology of teaching a military professional foreign language at a military school.

The famous German educator Zimmer proposed that the interactive teaching method has its roots in sociology. That is, people gain experience in the process of communicating for their own development. However, in the teaching process, English teaching focuses more on the communication between the teacher and the students. Through classroom interaction students constantly develop the ability to question and think creatively. In addition, this teaching method has become one of the more popular teaching methods as teachers design lesson plans with students’ interests in mind. Interactive teaching method has the qualities of variety, immortal, discipline, etc. This paper hopes that the practical study of interactive teaching methods will achieve the goal of increasing students’ interest as well as improving their learning through the integrated used of teaching methods. This study took the grade six of Chen guang Primary School, Fan cun Township, Kaifeng County, Henan Province as an example for classroom research. In the process of learning English, the interactive teaching method is more appropriate to elementary school students whose personalities are presently inception and advancement to investigate their true capacity. Eventually, the interactive teaching method continues to be advocated in the course of teaching practice.

The article highlights the methodology for forming bioethical knowledge in adolescents during their biology education, which involves the actualization of bioethical aspects in the content of the educational material and the use of verbal, visual, interactive, problem-based, and project-based teaching methods. To actualize the bioethical aspects of the educational material, the content of the school subject of “Biology” was supplemented with bioethical information that provides an opportunity to establish analogies between the general laws of living nature and moral categories, and cards with ethical dilemmas were developed, the use of which contributes to the formation of the ability to make moral choices. While implementing the methodology for forming bioethical knowledge in adolescents, verbal teaching methods were used to explain new educational material and establish analogies between the general laws of living nature and the categories of morality. Verbal teaching methods were combined with visual methods and problem-based learning. Interactive teaching methods were used to solve moral dilemmas and stimulate cognitive engagement at various stages of the lesson. In implementing the methodology for forming bioethical knowledge, high schoolers carried out information search projects that involved integrating biology and ethics knowledge. The use of various teaching methods to implement the methodology for the formation of bioethical knowledge contributed to the development of high schoolers’ cognitive motives, the formation of conscious bioethical knowledge, emotional perception of living nature, and value attitudes towards them.

This study aimed to evaluate the effectiveness of conventional and pragmatic approaches in teaching science in Bulan III District for S. Y.2021 -2022.A descriptive research method was employed, and quantitative data were gathered to determine the posttest results and the effectiveness of the approaches in improving student performance.The statistical analysis showed that there was a significant difference in the post -test results between the control and experimental groups.Based on the findings, it is recommended to explore alternative teaching methods or modify the current approach to improve student performance.Based on the results of the study, it can be concluded that the use of inquiry -based and interactive teaching methods can improve students' understanding of scientific concepts and lead to better learning outcomes compared to traditional lecture -based teaching methods.Specifically, the findings suggest that students who were exposed to inquiry -based and interactive teaching methods had a significantly better understanding of the concepts related to Appearance and Uses of Homogeneous and Heterogeneous Mixtures, Characteristics of Solute and Solvent, Characteristics of Colloid, Solution and Suspension, Characteristics of Vertebrates and Invertebrates, interaction among living things and non -living things, and protection and conservation of ecosystem. The statistical results showed that the null hypothesis (Ho) was rejected at the 5% level of significance for all topics, indicating that the experimental group performed significantly better than the control group. These findings suggest that the use of inquiry -based and interactive teaching methods can lead to better learning outcomes and can be an effective approach in improving students' understanding of scientific concepts. Based on the conclusions drawn from the study, the following recommendations can be made a) Encourage the use of interactive teaching methods: The study suggests that interactive and student -centered teaching strategies can lead to better learning outcomes. Therefore, educators should incorporate more inquiry -based and hands -on activities in their lessons to improve students' understanding of scientific concepts. b) Provide teacher training and support: To effectively implement interactive teaching methods, educators need to be trained and provided with support to help them develop the necessary skills and knowledge. Schools and education authorities should invest in professional development programs that equip teachers with the required pedagogical strategies and technical skills to facilitate the use of interactive teaching methods. C) Encourage the use of technology in teaching: The study suggests that using technology in teaching can enhance students' understanding of scientific concepts. Educators should, therefore, incorporate technology, such as simulations and interactive software, in their lessons to engage students and promote a deeper understanding of scientific concepts. D. Emphasize the importance of protecting and conserving the ecosystem: The study shows that the experimental group had a better understanding of the concepts related to the protection and conservation of the ecosystem than the control group. Therefore, schools and education authorities should emphasize the importance of protecting and conserving the environment by incorporating environmental education in the curriculum. E) Conduct more research on interactive teaching methods: While the study showed that interactive teaching methods are more effective than traditional lecture -based teaching methods, more research is needed to identify the most effective strategies and methods.Therefore, more research should be conducted to identify best practices and evaluate the long -term effects of interactive teaching methods on students' academic performance and overall development.

Interactive teaching methods are the alternative of educational activity in modern changes of socio-economic life of the country during a global pandemic. There is a gradual departure from traditional teaching methods, associated with the rapid development of various technologies that can be used in the educational process. The aim of the article is to study the efficiency of using interactive teaching methods of schoolchildren at the lessons of geography in 6-7 classes. Main material. Interactive methods are aimed at developing skills of independent processing of new information, abilities and skills that help in adapting to complex, fleeting and unexpected situations. Today, there are many diverse accessible sources of knowledge, which provide new opportunities for learning. Thus, these teaching methods allow us to work out conditions for successful learning, assimilation of information, positive emotions, motivation for educational activities, formation of group, team- work skills, directions of schoolchildren’s activities. It is established that mastering of geography knowledge by students is more effective during the solution to problem searching situations. Thus, such approaches to learning can be the basis of interactive technologies that make learning accessible, successful and interesting. The student community acquires the most valuable skills: the ability to overcome difficulties, analyze them and look for ways to further implementation. The analysis of the pedagogical experiment allowed us to establish the advantages and disadvantages of using different interactive teaching methods. The advantages include active learning activities of students, encouraging them to understand and use information, developing creative opportunities, further practical activities, the disadvantages - the technical feasibility of implementing these methods into the educational process, low computer and information literacy of the participants. Conclusions. Interactive teaching methods are aimed at the formation of a high level of knowledge, self-study and selforganization of educational activities. The most convenient and used are multimedia teaching methods, the use of project technologies, debate, peer review and discussion.

This study was carried to inspect students` views on the use of innovative and interactive teaching methods used in the English studies major at the University of Nouakchott Al Aasriya, Mauritania. This was a corollary of the fact that innovation in teaching, regardless the nature of the course or subject, has become a buzz word in the academic institutions. A quantitative research methodology was used and the data were collected from 101 students from the English Department. The collected data were analyzed using SPSS as an attempt to provide descriptive statistics to verify the students` perception of the use of innovative and interactive teaching methods. The findings of the study revealed that 91.1% of the students believe that their teachers do use some of the innovative and interactive teaching methods in their classes; still, 70.3% of the respondents were in favor of continuous trainings for teachers on the use of innovative and interactive teaching methods, which is a very alarming percentage. Also, the findings of this study have some significant implications such as the necessity to move from teaching to learning as an attempt to make learning an enjoyable and memorable experience. The results of this study contribute to literature by concentrating on the use of innovative and interactive teaching methods in Mauritanian higher education institutes.
 
 Keywords: Innovative, Interactive, Teaching Methods, Students, Higher Education, Mauritania

Contemporary medical higher education, especially the postgraduate training of physicians, requires a creative teaching approach to train a competent health care professional. The use of interactive role-play teaching method assists in strengthening the link between practical and theoretical skills, which is especially relevant in teaching of palliative medicine.
 The paper is aimed at evaluation of the possibility of improving the effectiveness of the training of medical interns, using the role-play technique. To evaluate the impact of such interactive teaching methods as role- play in teaching of palliative care, we analyzed the effectiveness of teaching of 162 interns from 2014 to 2020. Subgroup I (n=82) involved medical interns who had in-class experience with role play technique. Subgroup II (n=80) involved interns for whom role-play teaching approach was not utilized. The findings of the analysis have revealed that the use of role-play teaching model in Subgroup I increased the academic success rate of interns to 94.7% (p≤0.05) in contrast to 81.3% (p≤0.2) in Subgroup II. Moreover, interns of Subgroup I rated the work of the teacher higher (8.2 points), compared to Subgroup II, where the score was 6.9 points. Therefore, the use of role-play as one of the interactive teaching methods in the postgraduate training of interns can improve the basic knowledge in patient care management in both theoretical and practical part of the training, which further improves professional progress and necessitates greater use of this method of interactive training in the postgraduate study.

The aim of our work is to study and compare interactive and traditional teaching methods of pharmacists-interns for first medical care at the post-graduate educational stage. To prove statistically or to deny advantages of interactive teaching methods, such as: simulation training, based on clinical cases, interactive lecture, close discussion, Peyton’s 4 steps approach, positive criticism, based on two groups of pharmacists-interns, assessing the formed competence, stress-resistance and motivation for giving first medical care. This is a prospective, randomized, pilot study with two groups of pharmacists-interns at studying at the internship from 2014 to 2017 year, based on the Institute of post-graduate education of the National medical university (NMU), named after O. O. Bogomolets, at one of learning stages – «Care at urgent states and acute intoxications”. The participants were randomized and divided in two groups. There was formed the control group (CG), including 95 pharmacists-interns of 2014 year of admission, and in further the training was started according to the traditional methodology that doesn’t provide interactive methods and simulation. The experimental group (EG) included 104 pharmacists-interns of 2015 year of admission that the program using interactive methods was elaborated for. Interactive methods used in the experimental group, included: simulation training, based on clinical scenarios, interactive lecture, close discussion, practical activity using Peyton’s 4 steps approach, positive criticism. Activities lasted 12 hours in groups of 16 persons, there were also used diverse handbooks and posters according to ERC recommendations. Exclusion criteria were missing classes or failing a course. Indices of the experimental group demonstrated the growth of assuredness level at giving urgent care (UC) up to 75,0 %. The number of interns, satisfied with the structure and methodology of giving information – up to 92,3 %. The analysis of data, received at assessing tests, demonstrated that 85,6 % (high and middle) of EG at the final level (FL) of assessing fixed correctly the signs of the blood circulation stop comparing with 17,3 % in the initial result (IR); 86,5 % (high and middle) indicated correctly the time, given for conforming the blood circulation stop at FL comparing with 22,1 % in IR; 80,8 % (high and middle) chose the tactics at the blood circulation stop correctly at FL comparing with 28,8 % in IR; the number of pharmacists-interns, who know medicaments, administered at CPR grew from 31,7 % at IR to 90,4 % (high and middle) at FL; at the beginning of studying only 6,7 % chose the tactics at giving first medical care to traumatized patients correctly, at the final assessment – 69,2 % (high and middle) in FR.; 88,4 % (high and middle) chose the technique of stopping bleeding in FR comparing with 54,8 % in IR. The results of the initial and final assessing of formation levels of the competence in the control group (CG) didn’t statistically differ. Our study considered the new model of the curriculum using interactive teaching methods comparing with the traditional one. Interactive methods such as simulation training, based on clinical scenarios, interactive lecture, close discussion, Peyton’s 4 steps approach, positive criticism demonstrated their effectiveness.

English learning occupies a very important position in college students' learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students' English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students' knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students' interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher's heuristic teaching with questions to promote answers can effectively improve college students' intrinsic motivation to learn English; students' cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students' autonomy in English learning; in the teaching activities, the use of teaching materials to train students' skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students' English performance.

Introduction. The relevance of the research lies in the need of modern Russian pedagogical science to master the positive pedagogical experience accumulated by domestic education in previous historical periods. The aim of the study is to analyze and evaluate the pedagogical ideas of a prominent Russian democratic teacher of the second half of the 19th century, one of the founders of the methodology of teaching Russian language and literature in secondary school Vasily Ivanovich Vodovozov (1825-1886). Materials and methods. In the course of the research, the author used a comparative method and a method of retrospective analysis, an axiological methodological approach. The use of these research tools made it possible to identify the value content of Vodovozov's methodological and practical pedagogical activities. Results. The methodological and practical pedagogical activity of V. I. Vodovozov was of great importance for the development and implementation of advanced teaching methods of the Russian language and literature in the practice of the Russian secondary school. Russian methodologist Vodovozov was the first methodologist to substantiate the cognitive and educational importance of literature for the development of a student's personality. His works (textbooks, articles, etc.) became the fundamental basis for the development of methods of teaching Russian language and literature in Russian gymnasiums. Fruitful methodological work was carried out by him as a teacher and organizer of teacher courses. His wife E. N. Vodovozova made a significant contribution to the development of memoiristics, Russian preschool pedagogy and pedagogy of primary education. KEYWORDS Discussion. Leading Russian teachers (K. D. Ushinsky, D. D. Semenov, etc.) highly appreciated the importance of V. I. Vodovozov's personality and the influence of his works on the development of Russian pedagogy and schools. An objective, comprehensive analysis of the methodological and practical pedagogical activity of Vodovozov gives reason to conclude that it was progressive in nature and had an impact on the development of the professional pedagogical environment, which, in particular, explained his suspension from work at school and teacher courses under the tsarist regime. His most significant works, such as "Russian Literature", "Ancient Russian Literature", "Practical Slavic Grammar", "The Ideal of a national teacher", "A new plan for the organization of a national school", "Literature in samples and analyses with an explanation of the general properties of the composition and the main types of prose and poetry", "New Russian Literature", "Ancient Russian Literature", "Practical Slavic grammar", "The Ideal of a national teacher", "A new plan for the organization of a national school" and others were actively used in school practice; they had a certain impact on the development of Russian education and on the formation of methodology of teaching Russian literature in a Russian school. Conclusion. V. I. Vodovozov is one of the largest Russian methodologist teachers of the second half of the XIX century, the author of a large number of works that laid the foundations of the methodology of teaching Russian language and literature in secondary schools. His theoretical and methodological works remain, in general, relevant, and serve as an important source for studying the state of education in Russia. Their further study seems to be a rather urgent task of the modern Russian history of pedagogy.

Background: Poor learning attitude of undergraduate students makes them less confident in applying public health principles later in life as a professional. To address this problem, perceptions of the learners, at the receiving end of the curriculum, were taken to improve current teaching curriculum in community medicine.Objectives : To identify the perceptions and expectations of learners towards Community Medicine curriculum and to compare these with the existing curriculum.Materials and Methods: A cross sectional study was conducted by administering self-filled semi-structured questionnaire to the third MBBS phase I students. Majority of the questions were open ended to elicit students’ responses in their own words. Performa contained questions like preferred method of teaching various topics, reasons for preferring particular method, desired changes in curriculum and examination pattern etc.Results: One third of the students (33.6%) reported they were not satisfied with current teaching methodology. Least interesting method of teaching reported by students was lecture (51.5%). Reasons were- less interesting, no interaction with students, long monotonous presentations etc. One fourth of the students (25.74%) wanted more interactive methods of teaching in the form of group discussions, role play etc. Changes needed in curriculum were- modification in timing of teaching biostatistics and internal examination (from second to third year), inclusion of MCQs in lectures and examinations, more frequent examinations in third, revision classes after syllabus completion etc.Conclusion: Satisfaction of the students is poor with current teaching pattern and they expect more interactive methods of teaching along with increased faculty-student interaction.

This study aimed to examine the effectiveness of interactive teaching methods in fostering ethical and social skills in students at secondary-level schools for implementing standards-based education in Sindh, Pakistan. Non-participation observation was adopted by using an observation inventory of ethical and social development as the research instrument for data collection. Students enrolled in grade X were targeted for the data collection and randomized into two groups of classroom size. One was taught through the currently practicing teaching methods and the other was taught through the interactive teaching methods. The obtained numerical data was analysed using statistical tools to compare the groups’ mean values to measure the effectiveness of teaching methods in students’ ethical and social development. The findings determined that interactive teaching methods were significantly effective in fostering students’ ethical and social skills and values while teaching them the English language. The findings of the study suggest that using interactive teaching methods possesses more opportunities to follow ethics and interact socially to be groomed while learning the English language.

The article actualizes the necessity of using interactive teaching methods when studying the theme "Elements of algebra of logic" in the basic informatics course of secondary school. Interactive teaching methods are considered as a means of activating the cognitive activity of students, motivating them to learn, creating conditions for involving students in studying the subject. The choice of the theme is due to its importance for the formation of universal learning actions that are components of logical thinking and are necessary for studying other themes of the informatics course, as well as other subjects. The purpose of this article was to describe the methodological aspects of using interactive teaching methods aimed at improving the level of logical thinking of students when studying the theme "Elements of algebra of logic". The possibilities of specific teaching methods in the formation of individual components of logical thinking are considered. Methodological recommendations for the use of interactive teaching methods in the process of conducting one of the lessons on the theme "Elements of algebra of logic" are presented.

Online and offline (O2O) interactive teaching method is a new modern teaching method. Compared with traditional teaching methods, it has many advantages, such as online teaching, abundant teaching resources, diverse methods and high learning efficiency. Aiming at the traditional teaching mode of embedded system course, this paper designs online and offline teaching models from the aspects of teaching content, teaching methods and teaching evaluation. This paper puts forward a teaching method aiming at cultivating students' practical and innovative abilities. This paper discusses the application of online and offline (O2O) interactive teaching method in Embedded Course Teaching in Colleges and universities from the aspects of online network resource design and offline classroom theory teaching, and gives the teaching effect analysis of Hybrid Teaching mode.