Abstract
The article focuses on the role of interactive methods in teaching students of economic areas of training, in particular, on the example of the analysis of the introduction of the case method into the teaching methodology. The objectives of the study were to consider the features of modern schools in Europe in the use of the case method; to analyze approaches to the use of the method in foreign countries. The advantages of the case study method over other teaching methods are listed, and the importance of the method in the formation of necessary competencies in teaching students is determined. The article analyzes the experience of implementing the case method in the teaching of economic disciplines. The study reveals the main advantages of using European methods of using the case format in a Russian university. The article determines that the case method can be a powerful tool in the development of critical thinking in future economists. At the same time, the importance of a comprehensive approach when using the method under study is emphasized.
Highlights
The use of the case method in teaching students of economic specialties seems to be the most reasonable and effective in modern realities
Let’s consider implementation of the case method in the educational process of the Russian university using as an example the methods of teaching the Interdisciplinary Coursework Project on Financial and Economic and Managerial Aspects of the Organization Activities implemented for fourth-year students specialized in Management at Institute of World Civilizations
As the main disadvantages of using the case method, students identified a high level of complexity of some types of cases and decreased motivation in case of failure
Summary
The use of the case method in teaching students of economic specialties seems to be the most reasonable and effective in modern realities. Proponents of this method in Russia and abroad have repeatedly emphasized its effectiveness, including the following authors: Ilyazova M.D. and Tulepbergenova D.Yu. The case method is becoming widespread in European universities It is reasoned by the list of entrepreneurial competences, which a student should possess by the end of education, as defined in the recommendations of the EU Parliament [4]: 1. Master the skills of public communication; 5. Have skills of team lead and motivating
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