Integration Of Active And Interactive Teaching Methods Of Students’ Language Personality Development

Мета роботи – провести огляд літератури щодо використання інтерактивних методів навчання у вищих навчальних закладах, у тому числі й медичних, та їх значення в освітньому процесі.
 Основна частина. Вища освіта залишається важливою складовою сучасної спільноти. З підвищенням вимог до компетентностей майбутніх лікарів зростає необхідність вищої медичної освіти в організації та впровадженні новітніх якісних технологій навчання та викладання, які будуть сприяти підтримці конкурентоспроможності. При цьому якість освіти значно залежить від взаємодії між викладачем та студентом. Тому на сьогодні актуальності набувають інтерактивні методи навчання. Інтерактивні методи навчання визначають не лише активний зворотний зв’язок між викладачем та студентами, але й організацію взаємодії між самими студентами, що об’єднує студентів та дає їм можливість працювати в групі (сумісно вирішувати складні питання, моделювати різні ситуації з визначеної дисципліни тощо). Такий підхід у навчанні має фахове спрямування та надає змогу впливати на інтелектуальний та професійний розвиток, аргументовано висловлюватися та захищати свою точку зору, створює умови для формування та розвитку професійних навиків, критичного мислення, розвитку комунікативних компетенцій та самостійної роботи.
 Висновки. Проведений огляд літератури свідчить про те, що існує достатньо методів інтерактивного навчання, які застосовуються у вищих навчальних закладах, і вони є ефективними. Тому більш широке впровадження в освітній процес студентів-медиків інтерактивних методів на сьогодні є актуальним та одним із важливих направлень удосконалення навчання, що сприятиме підвищенню методичного рівня професійної підготовки, розвитку компетентностей студентів і формуванню вмінь та навиків, необхідних для майбутньої професії.

Введение. Статья посвящена проблеме профессиональной подготовки студентов педагогических вузов к деятельности классного руководителя как важной составляющей педагогической деятельности. Обосновывается необходимость использования интерактивных методов обучения в процессе преподавания курса «Педагогика». Цель статьи – раскрыть возможности использования настольной игры «Самый классный классный» как средства подготовки студентов педагогических вузов к профессиональной деятельности, в частности к деятельности классного руководителя. Практическая значимость результатов исследования заключается в их использовании преподавателями высшей школы при организации процесса профессиональной подготовки будущих учителей к профессиональной деятельности. Материалы и методы. Основными методами исследования являются теоретические методы: анализ психолого-педагогической литературы, прогнозирование, теоретико-методологический анализ; эмпирические методы: анкетирование, наблюдение, эксперимент, статистические методы обработки данных. Результаты.Проанализирована возможность и необходимость использования интерактивных методов обучения в процессе преподавания курса «Педагогики», а также подготовки студентов к производственной педагогической практике в образовательных организациях. Разработана настольная игра «Самый классный классный», описан опыт ее использования в процессе практических занятий в рамках курса «Педагогика». Обсуждение. Подчеркивается, что результатом исследования является эффективная организация процесса подготовки к профессиональной деятельности, ее практико-ориентированная направленность. Результатом использования настольной игры «Самый классный классный» является более высокий уровень готовности студентов педагогических вузов к производственной педагогической практике в образовательных организациях, в частности к деятельности классного руководителя, а также формирование профессиональных компетенций, обеспечивающих высокие результаты воспитательной работы и развития детей. Заключение.Делается вывод о том, что использование интерактивных методов обучения в процессе преподавания курса «Педагогика» способствует более высокому уровню готовности студентов к профессиональной деятельности. Разработанная и апробированная настольная игра «Самый классный классный» обеспечивает готовность студентов к деятельности классного руководителя в процессе производственной педагогической практики в образовательных организациях, что подтверждено результатами проведенной опытно-экспериментальной работы. Ключевые слова: деятельность классного руководителя, подготовка к профессиональной деятельности, формирование профессиональных компетенций, интерактивные методы обучения, настольная игра. Основные положения: – дана характеристика и доказана эффективность использования интерактивных методов обучения студентов в процессе преподавания курса «Педагогика»; – апробирована настольная игра «Самый классный классный» как эффективный практико-ориентированный метод обучения в процессе практических занятий; – разработана критериально-уровневая характеристика готовности студентов к деятельности классного руководителя как важной составляющей педагогической деятельности. Introduction. The article is devoted to the problem of professional training of pedagogical university students for class teacher activity as an important component of pedagogical activities. The necessity of using interactive teaching methods in the process of teaching subject “Pedagogy" is substantiated. The purpose of the article is to reveal the possibility of using Board game "The coolest class teacher" as a means of pedagogical university students training for professional activities, in particular to class teacher activity. The practical significance of the research results lies in their use by teachers of higher education in the organization of future teachers professional training process for professional activity. Materials and methods. The main methods of research are theoretical methods: analysis of psychological and pedagogical literature, forecasting, theoretical and methodological analysis; empirical methods: questioning, observation, experiment, statistical methods of data processing. Results. The authors analyze possibility and necessity of using interactive teaching methods in the process of teaching subject "Pedagogy", as well as preparing students for practical training in educational institutions. Board game "The coolest class teacher" is developed, and its use in the process of practical training at the subject "Pedagogy" is described. Discussion. It is emphasized that the research result is effective preparation organization for professional activity process, its practically oriented character. The result of Board game "The coolest class teacher" usage is a higher level of pedagogical universities students’ readiness for pedagogical practice in educational institutions, in particular to class teacher activities, as well as professional competencies formation that ensure high results in bringing-up and children’s development. Conclusion. It is concluded that interactive teaching methods usage in teaching subject "Pedagogy" process contributes to a higher level of students’ readiness for professional activities. Developed and tested Board game "The coolest class teacher" ensures students’ readiness for class teacher activities in pedagogical practice process in educational organizations, which is confirmed by experimental work results. Key words: class teacher activity, preparation for professional activity, professional competences formation, interactive training methods, Board game. Highlights: Interactive methods usage in students’ training is characterized and their efficiency in teaching "Pedagogy" is proved; Board game "The coolest class teacher" is tested as an effective practically oriented teaching method in practical training process; Criterion and level characteristic of students’ readiness for class teacher activity as an important pedagogical activity component is developed.

This study was carried to inspect students` views on the use of innovative and interactive teaching methods used in the English studies major at the University of Nouakchott Al Aasriya, Mauritania. This was a corollary of the fact that innovation in teaching, regardless the nature of the course or subject, has become a buzz word in the academic institutions. A quantitative research methodology was used and the data were collected from 101 students from the English Department. The collected data were analyzed using SPSS as an attempt to provide descriptive statistics to verify the students` perception of the use of innovative and interactive teaching methods. The findings of the study revealed that 91.1% of the students believe that their teachers do use some of the innovative and interactive teaching methods in their classes; still, 70.3% of the respondents were in favor of continuous trainings for teachers on the use of innovative and interactive teaching methods, which is a very alarming percentage. Also, the findings of this study have some significant implications such as the necessity to move from teaching to learning as an attempt to make learning an enjoyable and memorable experience. The results of this study contribute to literature by concentrating on the use of innovative and interactive teaching methods in Mauritanian higher education institutes.
 
 Keywords: Innovative, Interactive, Teaching Methods, Students, Higher Education, Mauritania

In the article, the concept of readiness for professional career growth of postgraduate students majoring in 011 Educational, Pedagogical Sciences has been defined. The principles of training postgraduate students of the third (educational and scientific) level of higher education have been revealed. They are: "flexibility"; the relationship between labour and vocational training; the unity of professional competences, interest and practical orientation; the integrity of education. A typical career trajectory was presented in three variants. The article proved that the analysis of motives for professional growth begins at the stage of admission to postgraduate courses. An appropriate place in the content of postgraduates’ training is given to the disciplines ensuring the development of universal basic skills (soft skills): "Academically and professionally oriented communication (“English / German / French / Ukrainian / Russian)", "Grant and Project Activities", "World Development and Domestic Pedagogical Thought". The development of universal skills of the researcher is provided by disciplines of applicants’ free choice ("Theoretical Foundations of Didactic Research", "Current Issues of Comparative Research", "History of Pedagogy as a Science and Direction of Pedagogical Research", etc.). The training for further career growth is closely related to the introduction of innovative technologies within general, active and interactive teaching methods (modelling of professional situations, role-playing games, storytelling, case study method, elements of cooperative learning) (group practical tasks), discussion, master class, etc.). A proper place in the educational process is given to research and teaching (pedagogical) practice. The university is working to form a "feedback" system with graduates and leading employers in the field of higher education. In particular, the Association of Alumni, a network of clubs alongside creative and sports teams were created. The membership in the Council of Young Scientists, which operates at the university, is an incentive for career growth in scientific activity.

в современных исследованиях по педагогике особое внимание уделяется формированию экологической культуры у будущих педагогов дошкольного образования. При этом подчеркивается важность интеграции этнокультурного компонента в этот процесс. Анализ научных работ по данной теме, включая исследования Амет-Уста З.Р., Бреннера Д.А., и др., показывает, что использование этнокультурных традиций, несущих в себе экологические ценности, при подготовке будущих воспитателей способствует формированию у них комплексного, целостного представления о взаимосвязи человека и природы. Данная статья посвящена разработке и обоснованию модели реализации этнокультурного подхода в подготовке педагогов к экологическому образованию детей старшего дошкольного возраста. Представленная в рамках исследования модель включает четыре взаимосвязанных компонента: целевой, содержательный, организационно-процессуальный и результативный. В рамках модели будущие педагоги изучают традиционные экологические ценности, осваивают народные природоохранные практики и методы интеграции этнокультурного компонента в образовательный процесс. Особое внимание уделяется формированию практических умений по реализации этнокультурного подхода в экологическом образовании детей посредством активных и интерактивных методов обучения. Профессиональная подготовка педагогов в данной области должна быть также ориентирована на комплексное развитие мотивационно-ценностного, когнитивного, деятельностного и рефлексивно-оценочного компонентов их компетентности. in modern research on pedagogy, special attention is paid to the formation of environmental culture among future teachers of preschool education. At the same time, the importance of integrating the ethno-cultural component in this process is emphasized. The analysis of scientific works on this topic, including the studies of Amet-Ust Z.R., Brenner D.A., and others, shows that the use of ethno-cultural traditions that carry environmental values in the training of future educators contributes to the formation of a comprehensive, holistic view of the relationship between man and nature. This article is devoted to the development and substantiation of a model for the implementation of the ethnocultural approach in the training of teachers for environmental education of children of senior preschool age. The model presented in the framework of the study includes four interrelated components: targeted, substantive, organizational and procedural, and effective. Within the framework of the model, future teachers study traditional environmental values, master folk environmental practices and methods of integrating the ethno-cultural component in the educational process. Particular attention is paid to the formation of practical skills for the implementation of the ethno-cultural approach in the environmental education of children through active and interactive teaching methods. Professional training of teachers in this area should also be focused on the comprehensive development of motivational-value, cognitive, activity and reflexive-evaluative components of their competence.

Summary. The aim of the work is to study the effectiveness of using interactive teaching methods and practical skills in the educational process, which will help improve the quality of training for students of the dental faculty at the Department of Internal Medicine of the Dentistry Faculty named after Professor M.N. Berezhnitsky.
 Based on the study of the effectiveness of using interactive teaching methods and the development of practical skills in clinical pharmacology in the educational process in the fourth year of study on the Dentistry Faculty under the medical education reform demonstrate, that only a comprehensive approach to the study of clinical pharmacology with the assimilation of modern theoretical material, the development of practical skills at the patient’s bedside, and by solving situational problems, self-awareness of classroom and extracurricular work allows students to explore clinical pharmacology in accordance with the modern requirements of medical reform. The knowledge acquired at the department about pharmacokinetics, pharmacodynamics, interaction and side effects of drugs, effectiveness, safety of prescribed drugs and acquired practical skills contribute to the development of professionalism of a future specialist.

The article aims to study scientific and methodological features of the ways to enhance students’ learning activities in the context of higher education. The study's theoretical significance is derived from the in-depth analysis of the development of students' learning activity. The study offers the framework of characteristics for the concept of “students' learning (cognitive) activity". The main used methods were: analysis, peer-assessment, self-assessment. The interview method was used to make a cognitive profile of the participants, taking into account their psychological characteristics. The authors developed and scientifically tested educational model based on module curricula and interactive teaching methods to enhance students' learning activity. The authors also reflected the dynamic of the learning activity of the students with disabilities participating in the experiment. The results proved the effectiveness of the developed model of enhancing students' learning activity by using interactive teaching methods. It was concluded that the module curricular and active teaching methods help enhance students with disabilities' learning activity and make them more responsible in respect to the results of their study.

У статті висвітлюється проблема формування готовності курсантів вищих навчальних закладів ДСНС України до професійно орієнтованої комунікативної діяльності. Автором на основі наукових джерел і власного досвіду викладання розглянуто педагогічні умови, за яких професійно орієнтована комунікативна підготовка майбутніх офіцерів служби цивільного захисту у вищих навчальних закладах ДСНС України відбуватиметься ефективніше. До них належать: формування ціннісного ставлення курсанта до майбутньої професійно орієнтованої комунікативної діяльності; упровадження активних та інтерактивних методів навчання; оптимізація суб’єкт-суб’єктної взаємодії учасників освітнього процесу.

The use of modern technologies has become an important part of the learning and teaching process, and the application of these technologies helps learners learn from their own interests. There is no doubt that modern technology of learning a foreign language contributes to improving the quality of students’ studying, the formation and development of their communicative culture. The introduction of information and communication technologies (ICTs) into education creates new paradigms of learning. There is no consensus among scholars in the classification of modern technologies, active and interactive teaching methods, but the necessity of their use in the educational process is proved by the majority of leading domestic and foreign researchers. The purpose of the article is to highlight the role of using of modern technologies in learning and teaching of a foreign language (English) as a second language. The state of the research of the problem of using of modern technologies in learning and teaching of a foreign language (English) has been revealed. The concept of «technology» has been defined, namely, we define the technology of learning as a system that optimally uses modern methods, techniques, forms and means of learning in order to ensure the final result. The necessity of using of modern technologies in the process of learning and teaching of a foreign language (English) has been analyzed. Relevant modern technologies for learning and teaching of a foreign language (English) have been selected. The problems that arise in the process of application of the technologies have been investigated and analyzed. To solve the tasks, the following set of research methods was used: theoretical - analysis of scientific sources, pedagogical, psychological literature and teaching materials, comparison; empirical − generalization of pedagogical experience; analysis of products of activities (analysis of work programs and curricula). As a result of the study, appropriate recommendations for the implementation of these technologies have been provided.

В статье представлен опыт применения активных методов обучения в профессиональной подготовке бакалавров в вузе по направлению 44.03.02 «Психолого-педагогическое образование», направленность «Психология и социальная педагогика». Актуальность исследования обусловлена возрастающим интересом к использованию активных методов обучения в компетентностно-ориентированном образовательном процессе, на что указывает ряд действующих федеральных государственных образовательных стандартов высшего образования. Данный аргумент подтверждает востребованность изучения проблемы активных методов обучения как фактора повышения эффективности учебного процесса. Осуществлено теоретическое обоснование понятия активных методов обучения, описаны их виды, представлен опыт их применения в учебном процессе по направлению подготовки 44.03.02 «Психолого-педагогическое образование», направленность «Психология и социальная педагогика», что вносит определенный вклад в теорию профессиональной педагогики. Ключевые выводы: активные методы обучения ориентированы на пробуждение поисковой мыслительной активности обучающихся, усиление проявления познавательных интересов, творчества и креативности. Основная цель использования активных методов обучения состоит в эффективной организации учебного процесса в контексте компетентностной парадигмы современного образования. Спектр активных методов обучения дифференцирован на две категории: неимитационные и имитационные. Эффективными методами активного обучения по направлению подготовки 44.03.02 «Психолого-педагогическое образование» выступили лекция-визуализация, коммуникативный автопортрет, интервью, эссе, проекты, деловая игра. Практическое использование активных методов обучения позволяет повысить заинтересованность и вовлеченность обучающихся в учебную, научно-исследовательскую, проектную и практическую деятельность, что соответствует требованиям федеральных государственных образовательных стандартов высшего образования. The article reveals the experience of using active teaching methods for the professional development of bachelors in higher education (specialty 44.03.02 “Psychological and pedagogical education”, specialization “Psychology and social pedagogy”). The relevance of the study is based on the rising interest in the use of active teaching methods in the competence-oriented educational process. The usage of such methods is indicated by a number of federal state educational standards of higher education. This argument confirms the relevance of studying the active teaching methods problem as a factor in improving the educational process effectiveness. The theoretical substantiation of the concept “active teaching methods” is carried out, their types are described. The article presents the experience of application of active teaching methods in the educational process (for specialty 44.03.02 “Psychological and pedagogical education”, specialization “Psychology and social pedagogy”), what makes a certain contribution to the professional pedagogy theory. The key conclusion is the following: active teaching methods are focused on awakening the explorative mental activity in students, strengthening the manifestation of their cognitive interests, and creativity. The main purpose of using active teaching methods is to effectively organize the educational process in the context of the modern education competence paradigm. The range of active teaching methods is divided into two categories: non-imitative and imitative. The following effective active teaching methods for the professional training in specialty 44.03.02 “Psychological and pedagogical education” were used: lecture-visualization, communicative self-portrait, interviews, essays, projects, business game. The practical use of active teaching methods allows stimulating the interest and involvement of students in educational, project and research activities; and so meets the requirements of the federal state educational standards of higher education. Ключевые слова: обучающиеся, бакалавры, профессиональная подготовка, вуз, образовательные услуги, активные методы обучения, помогающие профессии, критерии оценки, социальные педагоги, психологи.

This article discusses the use of interactive methods in Russian language classes. Interactive teaching methods provide solutions to educational problems in various aspects. The interest in interactive methods is caused by the need to improve the modern system. The use of interactive methods makes it possible to organize independent cognitive activity of students during the lesson. The possession of interactive learning technology and its use in the educational process, including in Russian language lessons, will undoubtedly contribute to the development of students’ qualities that correspond to the processes taking place in life today.

The article examines the essence of interactive learning as an educational process that takes place in the conditions of constant and active interaction of the teacher with all students. The features of interactive teaching methods are determined, as activation of the student’s thinking process; long term of student activity; independence of judgment; constant interaction of students with each other and the teacher. The general techniques of the interactive lesson in teaching the topic «Contract of trust management of property» - a role-playing legal game-are considered, the strengths of this training method are analyzed. The article highlights the issues of innovative methods and forms of education, reveals the essence of the concept of «innovation» in teaching at TSUL. The definition of an innovative method, methodology, approach, and technology is given. Differentiation of teaching methods is considered taking into account the interaction – teacher and student. The author expresses the opinion that the modern methodology for teaching the topic «Property trust agreement» is a methodology built on an effective approach to teaching, according to which there are certain methods and they have been discussed in the article. It is argued that interactive and innovative teaching methods are multicomponent. Specific interactive and innovative teaching methods and techniques are considered to ensure high efficiency of the educational process in teaching legal disciplines - error analysis, brainstorming, Socratic dialogue, business (role) play and others. The article emphasizes the forms of teaching based on the synthesis of classroom and extracurricular work are highly productive and promising. Concrete proposals have been formulated for the development and implementation of interactive and innovative forms and methods of teaching, which are an important component of scientific and methodological and educational work at the university.

In the modern globalizing world, the communicative culture of the teacher’s personality is becoming increasingly important, since communication is the main means of pedagogical activity. Without studying the essence and significance of the development of the communicative culture of teachers, the development of education is impossible. Responsible for the spiritual and of course the intellectual development of the young generation are pedagogical staff, i.e. at all levels of the country's vocational education system, the professional teaching staff of the education system should train high-class professionals of their generation. The communicative culture of the teacher includes the possession of communicative skills and communication skills that need to be formed in students - future teachers, using active and interactive teaching methods.

The research aims to substantiate the effectiveness of using interactive methods of contextual learning, which will contribute to the enhancement of students’ cognitive activity in the process of studying non-core disciplines at the university. The paper sheds light on the theoretical and practical issues of enhancing the cognitive activity of university students in the process of training in a non-core field of activity. The work describes the most relevant interactive methods for enhancing the cognitive activity of university students from the perspective of contextual learning; uses the experience of their practical application in mathematics classes as an example. The research is novel in that it develops and clarifies scientific ideas about modern interactive methods used in the setting of contextual learning when teaching non-core disciplines to university students and substantiates the possibility of their effective application in the educational process to enhance students’ cognitive activity. As a result, modern interactive methods used in contextual learning at the university have been identified and analysed; the most relevant ones for the use in the process of studying non-core disciplines in order to enhance the cognitive activity of students have been determined. The selected interactive teaching methods were tested in contextual classes in mathematics with the students of an agricultural university in various training programmes. The contextual nature of the classes was due to the presence of problem-based socio-contextual situations, which were resolved by using interactive teaching methods.

This article presents the experience of introducing the mandatory educational discipline "Modern valeological technologies" into the educational process of training applicants of specialty 017 "Physical culture and sport" (on the example of the " Human Health and Physical Recreation" educational program).
 The purpose of this article is to highlight the experience of using the pedagogical potential of the health-preserving content of the discipline "Modern valeological technologies" in the process of professional training of future specialists in physical recreation and teachers of the basics of health.
 The content and structural elements of this training course are revealed with the hours indicated, a brief thematic plan is presented. It is proposed to study the discipline "Modern valeological technologies" in the V-VI semester, after studying other basic disciplines of the professional training cycle in the I-II course, such as "Theory and methods of physical education", "Human anatomy with the basics of general and age-related physiology and sports morphology", "Physiology of physical exercises and motor activity" etc. The total amount of study time is 180 hours (6 ECTS credits), including 28 hours – lectures, 50 hours – practical and seminar classes and 102 hours – independent work. The final control form is an exam.
 It is noted that the following types of active and interactive teaching methods are the most effective in helping students learn the health-preserving content of the discipline "Modern valeological technologies": context-type lectures: problem (discussion) lectures, lectures with visualization, lectures-conversations, binary lectures, lectures with pre-planned mistakes, press conferences, reflective lectures, "lectures in pairs" or combined variations can be used as well, which will compensate for the shortcomings of a typical lecture; innovative forms of seminar classes: pro-seminar, seminar using heuristic conversation, seminar-colloquium, seminar-conference, seminar-dispute, seminar-workshop, seminar-brainstorming, seminar-business game; training methods.