ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ В ОСВІТНІЙ ПРОЦЕС ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

Abstract

Introduction The article justifies the needs of using active and interactive methods of learning in Higher Education Establishments. On the basis of analyzed scientific and pedagogic works and on the basis of summing up the students’ needs there are distinguished such active methods of learning as: projecting, modulating of professional situations, games, case study, quest technologies, etc., which are focused on the demands of society, on individuality of future expert, on development of his/her cognitive motivation, on active participation in self-development and on the process of acquiring professional competences. It proposes some recommendations concerning the introduction of active methods into the educational process. The authors prove the fact that the use of active and interactive methods in the process of specialists’ training in Higher Education Establishments helps to develop learning motivation, to form the skills of team-working as well as it will lead to effective learning of educational materials and will initiate the conscious professional competency. Purpose The aim of work is in the analysis of development possibilities of developing students’ learning motivation with the help of active and interactive methods of learning. Methods In the process of research there has been used the complex of theoretical method (theoretical and methodological analysis of problems, systematization of scientific references, the comparison and generalization of information) and empiric method (observation, speaking, questionnaire and method of expert estimation). Originality An important acquisition in the process of project preparation as well as its result or quest and case study solving is understanding of practical value of theoretical knowledge and is a formed desire as well as ability to learn individually. This approach spreads far beyond the frames of learning area and is focused on the professional problems solving in definite sphere of education process, also it develops an interest and profile cognitive motivation. Practical orientation of these technologies helps the students to realize their need in theoretical knowledge and the way they can use it. It is important to point out that information presentation and search in the form of game has a number of advantages such as: activation of the process of material learning with the help of visual means (real subjects, schemes, models, pictures, video-fragments and photos), development of stable interest to the subject which helps to activate learning activity, to realize creative components of individual development and, as well, it takes off extra psychological tension. It is also needed to highlight that the development of active methods of learning helps to improve the skills not only of the student’s individuality but also the lecturer’s individuality, mastership and creative potential. A lecturer, using the methods of project and quest in their pedagogical activity, finds logical balance between academic and practical knowledge, abilities and skills. Conclusion The results, which have been received in the process of carrying out an experimental research on the introduction of active methods of learning (case study, quest and project), show their significant efficiency in comparison with traditional methods of teaching. Experts’ estimation as well as questionnaire carried among the representatives of the research has posed the possibility to figure out significant development of motivation concerning the discipline learning through the understandability of practical values of received knowledge in further professional activity. Besides, in the process of completing the proposed tasks the students have showed a high level of learning activity and have had the possibility to present their own creative abilities and skills in team-working. Also, it is essential to point out a higher level of the process of knowledge acquiring by students who have participated in the experiment in comparison with the students of the controlled group. Thus, using of quest and project methods in educational process has received positive estimation. They give students the possibility to think, to estimate, to make decisions, bear the responsibility and, also, to work under constant unstable conditions. The result of using the active methods of learning is in the extension of experience of creative activity, in the readiness to practical active activity, in the ability to modulate and make professional decisions that satisfies the challenges of modern informative society.