ІНТЕРАКТИВНІ МЕТОДИ НАВЧАННЯ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

Abstract

The article deals with analysing interactive methods, determining their relevance, essence, pedagogical expediency for professional training of future biology teachers at a pedagogical establishment of higher education. The following research methods were used: watching students’ activities during classes with interactive methods; comparing interactive teaching strategies aimed at examining the methodical value; generalizing supervision results and pedagogical analysis. The different opinions of researchers are analysed in terms of realizing interactive studies, strategies, results of forming critical thinking of a future teacher personality. The results of previous researches are generalized in relation to the problem under study. Expediency and efficiency of using such interactive teaching methods are proved. The research proves that interactive teaching methods assist forming readiness of future biology teachers to innovative pedagogical activity, namely introducing interactive studies at secondary education establishments (the author considers studies that take place on condition of permanent, active cooperation of all participants). It is noted that introducing research method promotes critical thinking of future biology teachers, developing creative scientifical-methodical potential. Educational research is examined as a knowledge construction process of students by asking own questions and searching answers. The importance of introducing pedagogical reflection is stressed. It can be realized in individual, pair, group and collective work form, allowing self-examination of own professional achievements of activity results. Methodology of fulfilling interactive strategies of context studies is offered during classes, practical training, educational-field practice, extra-curricular classes. Keywords: interactive teaching methods, context studies, critical thinking, pedagogical reflection, forms of studies.