Essence of interactive education
Burulbubu M.Byimursava
Candidate(Ph.D)of Pedagogical
sciences, docent(lecturer)
The
global changes in information, communication,
professional and other spheres of a modern society demand updating substantial,
methodical, technological aspects of
formation, revision of former valuable priorities, purposes and pedagogical
means.
The technology of class-fixed system
throughout centuries appeared the most effective for mass transfer of knowledge,
abilities, skills to students. The
present changes in public life demands development of new ways of education,
the pedagogical technologies dealing with individual development of the person,
creative initiatives, skills of idividual movement in information fields,
formation of the universal abilities
of students to put and solve a problem for decision
problems arising in life, in professional activity,
self-determination in an everyday life.
The accent is transferred on education of originally free person, formation at
children of ability independently to think, extract and apply knowledge,
carefully to consider made decisions and accurately to plan actions,
effectively to co-operate in various on structure and a profile groups, to be
opened for new contacts and cultural communications. It demands wide inculcation
in educational process of
alternative
forms and ways of conducting educational activity.
In
transition from a postindustrial society to the information there is a change
of a paradigm of formation. In an information society in a role of leading
requirements at an estimation of level of preparation of graduates act key
competence. Competence is understood as the general ability and readiness of
the person for the activity based on knowledge and experience which are got
thanks to training. The competence
approach to formation is guided by independent participation of the person in educational
informative
process.
Key competence concerns
to the general (metasubject) maintenance of formation.
In the three-level hierarchy offered by A.V.Hutorsky,
key competences are on the first place.
Further general
subject the competences
(concern a certain circle of subjects and educational areas) and subject
(private in relation to two previous levels of the competence, having the
concrete description and possibility of formation within the limits of
subjects).
It necessary to
choose such technology of education that
students the most part of time work individually,
learn
to planning, organizing, self-checking
and an estimation of the actions and activity for
formation competence. Offered
the interactive methods as homeward from
variety of modern methods of education.
The given methods as no
others, promotes formation practically all key competence at students.
Domination of interactive methods in educaction
does not mean a complete elimination of others, it assumes only their
prevalence.
The
word “interactive”
is formed from a word “interact” (English) where “inter” - mutual, “act” - to
operate. "Interactivity" means ability to co-operate or be in a
dialogue mode. Hence, interactive training is, first of all, dialogue training.
Dialogue is possible and at traditional methods of training, but only on lines
“the teacher - the student”
or “the teacher - group of students
(audience)”. At interactive education
dialogue is under construction also on lines “the student
- the student”
(work in teams), “the student
- group of students” (work in groups), “the student
- audience” or “group of students
- audience” (work presentation in groups), “the student
- the computer” etc[1].
Interactive
education
is a special form of the organisation of informative activity when educational
process proceeds in such a manner that almost all students
appear involved in knowledge process, they have possibility to understand and reflect
on concerning that they know and think. Joint activity
of students
in the course of knowledge, teaching material development means that everyone
brings the individual contribution, there is an exchange of knowledge, ideas,
ways of activity. It occurs in an
atmosphere that students allows
not only to receive new knowledge, but also to develop the communicative
abilities: ability to listen to opinion of others
to weigh and estimate the various points of view, to participate in discussion,
to develop the joint decision. Educational possibilities of interactive forms
of work are considerable also. They promote an establishment of emotional
contacts between students,
accustom to work in a command, remove nervous loading of pupils,
helping to test feeling of safety, mutual understanding and own success.
Interactive education
is
the education
that immersed in communication,
it keeps an ultimate goal and the basic maintenance of a subject, but alters
forms and receptions of conducting a lesson.
The
interactive method of teaching
solves simultaneously three primary goals:
· The
informative;
· Communicative
and developing;
· Socially
and orientation
Also
allows:
· To
realise the subject approach in the organisation of educational activity;
· To
form an
active,
informative
and cogitative activity of students;
· To
strengthen the motivation to subject
studying;
· To
create favorable atmosphere at a lesson;
· To
exclude monologic prepresent
a teaching material and duplication of the information which can be received
from accessible sources;
· Spontaneously
to remember special terms and data;
· To
fulfil in various forms communicative the competence of students.
What allows to reach activization of
informative activity of students
at interactive teaching?
Certainly, scientifical and methodical
bases which based on interactive.
It:
· Training
through experience and cooperation;
· The
account of distinctions in styles of knowledge;
· Search
and research methods;
· Game
methods.
Interactive training demands use of
special forms of the organisation of informative activity and puts quite
concrete and predicted purposes, for example, creation of comfortable
conditions of training and an inclusiveness of students
in educational interaction that does productive process of teaching.
In comparison with traditional teaching and
interactive teaching changes
interactions of teachers and students: activity of the
teacher gives way to activity of students,
and creation of conditions for the initiative becomes a problem of the teacher.
Structure
of an interactive lesson
Lesson stage
|
Time %
|
The methodical purpose
|
Approximately techniques
|
Stage
1
Motivation
|
5 %
|
To
concentrate attention and to cause interest to studying of the given theme
|
- “Perquisition”
- “Microphone”
- “Brain
storm”
|
Stage
2 Announcement of a theme and problems
|
5%
|
To
provide understanding students of their activity that they should reach in a
result of a lesson
|
Through an
epigraph, a word, the name
|
Stage
3
Reception
of the necessary information
|
5%
|
Instruction
of students for task performance
|
- Homework presentation
- Acquaintance
with a distributing material
- Minilecture
|
Stage
4
Interactive task
|
60%
|
Practical
mastering of a material
|
- "Aquarium"
- "Press"
- "Roundabout"
- Stimulation
- Debates
- Seminars
- “Snow clod”
- "Microphone"
- “Project
presentation”
- Work
in small groups
|
Stage
5
Summarizing
|
25%
|
Discussion
for the purpose of material fastening
|
- “Big
circle”
- “Unexpected
offer”
- “Snow clod”
- “Creative
task”
- "Project"
- "Press"
|
Time distribution in the given scheme
can be considered conditional, at own discretion and depending on features of a
lesson it is possible to prolong or shorten those or other stages of a lesson,
however it is desirable, that all listed qualitative stages of a lesson
remained.
Interactive forms and receptions can
be applied at all stages of the lesson, many of them are universal, well
approach for material studying in many subjects. Application of interactive modes
of study allows students
to acquire knowledge which are not reached at traditional methods of teaching,
they make the choice, show the initiative. Interactive technologies create
comfortable conditions of training for each student
feels the progress and intellectual possibility, as productive process of teaching.
Almost all students are
involved in knowledge process.
Literature:
1.P.Valkova,
A.Nizovskaya, N.P.Zadorojnaya, T.M.Buysk /Hav to develop critical thinking/
BISHKEK.2005.METODICHESKOE allowance(relief).
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