Application Of Interactive Methods Research Articles

INTERACTIVE TECHNOLOGY USAGE IN THE FUTURE TRANSLATORS’ TRAINING AS A PLEDGE OF SUCCESSFUL INTERCULTURAL INTERACTION

The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

Интерактивные методы в дистанционном образовании транспортного персонала: от теории к практике

In the modern educational space of the transport industry, where technological changes become an integral part of everyday life, the implementation of interactive methods of distance learning plays a key role in effective theoretical training of transport personnel. The implementation of distance education and the use of interactive methods provide unique opportunities for turning theory into practice, providing students and employees of the transportation industry with the necessary competencies. This article deals with the application of interactive methods in distance education in the theoretical training of transportation personnel. The article discusses the current state of transportation education in the Russian Federation and emphasizes the importance of theoretical training in this field. The authors study the main concepts of distance education, including its definition, advantages and limitations, highlight the role of interactivity in the training of transport personnel, and analyze games, simulations, virtual and augmented reality as constituent elements of interactive methods of distance learning.

Application of interactive methods in the study of antibiotic therapy in the subject of clinical pharmacology

At present, almost all developed countries of the world have realized the need to reform their education systems so that students really become the central figure in the educational process, and so that the cognitive activity of the student is in the center of attention of teachers and researchers. The preparation of a highly qualified specialist who is in demand in the market and able to independently make decisions within the framework of professional competence is the main task of the teacher. Such training is impossible without the introduction of new forms and methods of teaching. The purpose and objectives of the work: to determine the effectiveness of the introduction of modern interactive teaching methods into the educational process during a practical lesson on the topic "Antibiotic Therapy" in Clinical Pharmacology.

The use of effective technology in teaching English language

At present, the interest in the application of interactive methods, innovative technologies, pedagogical and information technologies in the educational process in the educational process, attention is being paid to the day by day, one of the reasons for this is that by this time in traditional education, students have been taught to acquire only their ready knowledge, modern technologies teach them.

Highlights of oncology care training in the Nurse specialty in Medical University – Pleven, Bulgaria

Abstract Background Training of nurse students at Faculty of Health Care - Pleven should be carried out in accordance with the Faculty mission for building highly qualified health professionals. For ‘Nurse' specialty there is an approved educational documentation in accordance with the latest changes in the national and European regulations for higher education. The aim of the study is to analyze methods of training in oncology care for student nurses and to give recommendations for their updating. Material and methods A direct group self-administered questionnaire was conducted amongst 124 students in II, III and IV year of their nursing education. In addition, document analysis of the curriculum and methods of teaching and training have done. Data processing was performed by SPSS v.24. Results Almost all (96,78%) respondents consider that oncology care requires special competencies and 85,45% say they need additional training to perform their duties. Students assess as insufficient their skills in: performing emergency actions in extravasation of cytostatic, application of algorithms for behavior in case of hypersensitivity, application of diet in patients undergoing cytotoxic therapy. It was found that the oftenest teaching methods for the acquisition of knowledge are lectures. Ranking of methods for acquiring skills according to the respondents are as follow: lectures (66,13%), practical (63.71%), work in small groups (14,53%) and role games (7,34%). The least represented is the simulation as a training method (6,41%). Four of five students didn't participate in projects with oncological focus during the training period. Conclusions Mastering practical skills in the field of oncology care during the basic training of nurses is an important but neglected part of education. The role of interactive methods should be increased because practical training of students in Nurse is theorized. Involving students in practical activities will stimulate their creative activity. Key messages Students in Nurse specialty assess their practical skills in the field of oncology care as insufficient, and emphasizes on the necessity of their enhancement. One of the main problems of training nurses in oncological care is a prioritization of theory than practice. Skills acquiring is not effective without application of interactive methods of training.

Application Of Interactive Methods For Studying The Value Of Time In Primary School

To increase the effectiveness of the lessons, for a deeper interest in the subject of mathematics, the authors disclose the use of interactive methods for studying the value of "Time" in primary grades. The article also talks about how people learned to measure time.

The application of interactive methods under swarm computing and artificial intelligence in image retrieval and personalized analysis

The aim is to explore the interactive methods based on swarm computing and improve the image retrieval effects and personalized recommendation accuracy. The interactive methods based on swarm computing are explored. The mechanism of swarm intelligence (SI) algorithm is analyzed, in which the particle swarm optimization (PSO) algorithm and its improved algorithm are selected. The selected algorithms are combined with content-based image retrieval technology and applied to the image retrieval process, thereby realizing personalized analysis and recommendation based on users’ interests. Finally, the image retrieval behaviors of users are analyzed through simulation experiments, which verify the accuracy of the recommendation results. In the six sets of experiments, the image retrieval system based on the quantum behavior PSO (QPSO) has better performance compared to other PSO and SI evolution algorithms. The image retrieval accuracy of the proposed Bayesian personalized ranking (BPR) optimization algorithm (BPR-U2B) has significantly better performance compared to other recommendation algorithms. The QPSO algorithm is the best SI evolution algorithm for image retrieval. The BPR-U2B algorithm is combined with the collaborative filtering algorithm based on BPR. It optimizes the objective function to limit the ranking results of the BPR algorithm, which is beneficial to complete the image recommendations and improve the personalized recommendation effects for users.

Application of interactive methods in teaching psychology

The following article deals with the overview of interactive teaching methods and educational technologies. The possibilities and practical significance of using these methods in teaching psychology in the system of higher professional education are considered. The central place in the article is devoted to the analysis of Case technologies in the process of teaching Psychology.

THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF UNIVERSITY STUDENTS IN THE PROCESS OF THEIR PROFESSIONAL TRAINING


 
 
 
 The presented article is devoted to the development of communicative competence of students of higher educational institutions in the process of their professional training. Based on the works of such researchers as B.G. Ananiev, A.A. Bodalev, V.A. Kan-Kalik, E.D. Bozhovich, L.A. Petrovskaya, I.A. Zimnyaya, etc., the authors defined more exactly the content of the concept “communicative competence of students of a higher educational institution”, systematized its criteria and indicators (Bakholskaya, 2017; Bakholskaya, 2019; Bakholskaya, 2018; Bakholskaya, 2019; Zimnyaya, 2003). The article also presents the authors complex of pedagogical conditions, which ensure the development of communicative competence of university students in the process of their professional training. The complex includes the following components: involvement of students in an intensive educational communicative environment; creation of communicative situations on the basis of educational (professional) problems, ensuring the formation of students’ communicative competence; organization of various types of group interaction between the teacher and students, based on the application of interactive methods, techniques and technologies. The article also presents the results of experimental work, which has confirmed the effectiveness of the developed complex of pedagogical conditions, ensuring the development of students' communicative competence in the process of their professional training.
 
 
 
 
 

Introduction of interactive teaching methods in the doctors–dentists training

The aim of the work is to evaluate the effectiveness of the “Business Game” method in shaping the skills of a future dentist among students of the 5th year of the dental faculty. The main part of the article includes the experience of using the method of “Business Game” at the Department of Therapeutic Dentistry at National Pirogov Memorial Medical University, Vinnytsya, which facilitates the formation of professional skills and abilities of the future dentist in conditions that are as close as possible to practical health care, stimulates active participation of students in collective collaboration, promotes the introduction of interdisciplinary integration into the educational process. Modelling the professional situation using the “Business Game” method allows students not only to solve the problem, but also to develop tactics of behaviour in conditions that are most closely related to the actual clinical situation that they will encounter during practical activities. They learn to work in a team, defend their own opinion, hold discussions with their opponents. Educational games allow you to improve practical skills and teach students to solve complex clinical problems in the absence of a patient. Using role-playing games during practical classes can increase the interest of students in future professional activities. So, Application of interactive methods in the educational process allowed to reveal the creative abilities of students, promoted the development of clinical thought, the practice of practical skills and skills in conditions that are as close as possible to practical health care. The study showed that the use of the “Business Game” method has increased material absorption by 11.2% compared to the control group. “Business games” stimulates active participation of all students in collective cooperation, promotes the introduction of interdisciplinary integration into the educational process. The usage of the “Business Game” improves the quality of clinical training of the future dentist in the context of reforming the modern health system.

Застосування інтерактивних методів навчання в індивідуально-дослідних навчальних завданнях у процесі підготовки майбутніх учителів музичного мистецтва

Застосування інтерактивних методів навчання в індивідуально-дослідних навчальних завданнях у процесі підготовки майбутніх учителів музичного мистецтва

Особливості модернізації змісту і форм роботи з учителями початкової школи та вихователями ГПД і ДНЗ у навчально-виховному процесі післядипломної освіти

In the article the author considers the problem of modernization of the content and forms of work with primary school teachers, educators of the DCC and PEI in the system of postgraduate pedagogical education, taking into account modern pedagogical innovations. It briefly discovers the essence of the most relevant approaches in the work of modern educators of the scientific and educational branch (synergetic, technological, ergonomic, etc.) and their influence on practical work with the students of the courses for the improvement of the qualifications of educators; it analyzes the introduction of innovations such as lecture visualization, lecture by two, virtual pedagogical practice, application of interactive methods into adult education; it has analyzed a part of the results of using thematic seminars for the teachers of the primary school and educators of PEI. The perspective directions of work in the considered problem are pointed out by the author of the article.

Применение интерактивных методов обучения при преподавании травматологии и ортопедии иностранным студентам

Применение интерактивных методов обучения при преподавании травматологии и ортопедии иностранным студентам

INNOVATIVE METHODS OF TEACHING HISTORY AT MODERN UNIVERSITIES

Introduction. As a discipline, History holds a specific place among disciplines of a humanitarian cycle of educational programs of higher education institutions regardless of university specialities. History plays an important role in the course of formation of a citizen and development of critical thinking of a personality as an element of a common culture. However, new federal standards require a drastic reduction of the classroom hours for studying a History course by students of non-humanitarian specialties, and, at the same time, enhancement of the contents of a discipline (its reorientation from History of Russia towards World History). Therefore, History programmes and courses demand up-to-date approaches, methods and didactic means to provide formation of holistic worldview of future experts. The aim of the article is to consider the features of innovative methods application in teaching history in high school taking into consideration modernization processes. Methodology and research methods. The research undertaken is based on activity and competence-based approaches. The methods of analysis and synthesis of the academic literature on the research topic were used; the methods of reflection and generalization of teaching activities of the Department of Humanitarian Disciplines of theKazanNationalResearchTechnologicalUniversity were applied as well. Results and scientific novelty. A modern view on historical education has been proposed as means of students’ systems thinking formation, designing the ideas about the world historical process among students, the mission ofRussia in this process, and evolution ofRussia as a part of the modern civilization. It is stated that History university course is designed not only to give the students strong subject knowledge, but also to create axiological orientations and abilities on the basis of the analysis of historical collisions, objective and subjective factors of society development. Moreover, modern university History course teaches students to establish casual links, to defend own position with deep arguments, to reproduce and present information streams. Learning activities presented above will definitely help future experts to become competent professionals. Learning objectives can be solved by means of a complex of the following innovative pedagogical technologies: problem-based, design and game methods that stimulate cogitative activity of students; dialogue (interactive) forms of training (case-study, debate, discussion) that promote mutual understanding between a teacher and a student, joint solution of educational tasks, and acquisition of positive communicative skills among students. The case study of new formats of History studying is described; it is shown that introduction of new formats into educational practice is possible only under the conditions when a teacher masters the ways of organization and conducting discussions, develops an understanding of distance education and virtual training environments. Students, for their part, have to demonstrate high motivation and activity, to find independently required data, to process and analyze information including historical original sources. Practical significance . Guidelines for application of interactive methods of teaching history in non-humanitarian universities are provided; recommendations for the organization of independent work of students are given as well. The recom mendations have universal character and can be used by teachers of other disciplines after applying specific content adaptation.

МОДЕЛЬ ФОРМИРОВАНИЯ ПРЕДПРИНИМАТЕЛЬСКОЙ АКТИВНОСТИ СТУДЕНТОВ В СИСТЕМЕ СРЕДНЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ

The article explores peculiarities of building students’ entrepreneur skills in vocational schools as a factor of sustainable economic development of the country. The authors consider people with up-to-date professionalism, managerial skills and economic way of mind to be the necessary ones for innovative breakthrough. These people have innovative mind. The vocational students must demonstrate applied professionalism, psychological resistance, creativity and ability for self-realization in the labour market. The authors make conclusion about solution of the problem, which assumes the government and pedagogical community being aimed at searching for new ways of increasing of people’s entrepreneur skills and particularly students’ ones. The authors suggest the unique model of building entrepreneur skills of students trained in vocational schools. The publication considers building of entrepreneur skills as process of student’s personality development in order to get values, skills and knowledge in the area of entrepreneurship and application of interactive methods, forms and means. The suggested model is based on modernization of vocational training and applying pedagogical potential aimed at building entrepreneur students’ skills. The authors highlight valuable and target component, substantial component, process component, technological and estimation ones. The model contributes to economic training and teaches entrepreneurship.

Comparative analysis of western and domestic practice of interactive method application in teaching social and political disciplines at the universities

ABSTRACT The comparative analysis of western and domestic practice of introducing active and interactive methods of studies in the process of teaching social science disciplines has been carried out. Features, realities, prospects and limitations in application of interactive methods of teaching in the process of implementing social-political science courses at Institutes of higher education have been analyzed in western and domestic pedagogical practice. Comparison of western and domestic pedagogical practice in a greater degree demonstrates the presence of numerous failings in the domestic system of education. These failings demonstrate obvious impossibility to inculcate interactive methods on the basis of western standards. However through these negative aspects it is possible to notice structural lines peculiar to domestic Institutes of higher education. At all negative loading these limitations in domestic educational realities at the nearest consideration have positive influence. Measures on optimization of introducing interactive technologies at domestic Institutes of higher education have been offered. Today interactive methods are «difficult» both for realization by a domestic teacher and for the perception by a modern student. The main point of the research is the refusal from traditional subject-object forms of lessons and transition to common work of a teacher and a student as the main tendency of developing methods of teaching social and political disciplines at the universities

Interactive learning in programmed teaching of the subject “Based of nature science” at pedagogical faculties in the Republic of Macedonia (ICT tools in Biology education)

Computer science education, information and communication technology (ICT) are at present becoming one of the most important elements defining the basic competences students. Information technlology integrates medial, informative and computer, but also all the educational subjects mentioned in the curriculum basis of general education. In “Based natural science” education there increasingly appear concepts of interactive learning, showing the student the world in a holistic manner.The basic aim of interactive learning in programmed teaching is the transmission of activities from the teacher to the students, management of students’ learning, enabling students to learn together and evaluate the learning processes.The introductory part of this paper contains theoretical determinations of programmed teaching and interactive learning in programmed teaching of the teaching subject “Based of nature science”. This subject is taught in the first semester at the Departments of Elementary school teaching at the Pedagogical faculties in R. Macedonia since the introduction of the European Credit Transfer System, by means of educative workshops.The paper emphasizes the need for teachers’ active participation in the creation of programmed materials for the respective subject matter of “Elements of nature science”, i.e. using pedagogical workshops in the organization of the teaching process with the application of interactive methods. Beside this theoretical approach to programmed teaching and interactive learning, we have also done a methodical shaping of the teaching unit “Cell membranes” according to the model of interactive learning in programmed teaching and use ICT tools.