Abstract
Considering the innovative interest of society in competent specialists, Higher Education strives to meet these needs by positioning introduction of interactive learning dynamic application in educational process as one of the forms of cognitive activity organisation. An illustrated lec-ture, a binary lecture, a consultation lecture and a conference were used in the study as priority means of cognitive activity stimulation. In doing so, we relied on the ideas of museum pedagogy as one of the important conditions of creating dialogicity, searching activity, team interaction and social experience. While conducting the abovementioned lectures in a museum environment, the special atmosphere is being created, which encourages fruitful work with historical sources, receiving information through exhibits, positive communicative environment aimed at initiating cognitive interest and activity, creativity, students’ independence in the knowledge assimilation, practical application of skills and abilities. All these, as our research has shown, contribute to the increase of the students’ cognitive ac-tivity stimulation levels.
Highlights
Socio-economic relations, forming both in Russian society and republics of former Soviet Union, demonstrate authentic requirements for such personal qualities, as independence and entrepreneurial attitude, initiative and competence, ability to think creatively, to use the achievements of science and technology, etc. [1]
Interactive lectures as means aimed at the increase in the level of students’ cognitive activity stimulation are described in the works of A.A
A new vision of the museum pedagogy potential aimed at a dialogue approach, as an ideal environment for making changes in Higher Education, the professional and visual thinking formation, is revealed in the studies of I.A
Summary
Socio-economic relations, forming both in Russian society and republics of former Soviet Union, demonstrate authentic requirements for such personal qualities, as independence and entrepreneurial attitude, initiative and competence, ability to think creatively, to use the achievements of science and technology, etc. [1]. The requirements for university lectures and the conditions for their conduction as the main link in the didactic cycle of education are increasing; as a form of cooperative “thinking”, initiating questions and desire to find the answers; as a mean of stimulating students’ cognitive activity Despite the sufficient volume of productive researches, the issue of using interactive lectures as a mean of stimulating students’ cognitive activity when studying historical disciplines in a museum environment remains controversial
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