The problem of personality activity in learning is one of the most urgent both in psychological and pedagogical science and in educational practice.

Teachers, noting the indifference of students to knowledge, unwillingness to learn, low level of development of cognitive interests, try to design more effective forms, models, methods, conditions of learning. However, as A. Verbitsky rightly noted, activation often comes down to either strengthening control over the work of students, or attempts to intensify the transmission and assimilation of all the same information with the help of technical teaching aids, computer information technologies, and reserve capabilities of the psyche.

The problem of the activity of the individual in learning as a leading factor in achieving the goals of learning, the overall development of the personality, its professional training requires a fundamental understanding of the most important elements of learning (content, forms, methods) and states in the thought that the strategic direction of activating learning is not to increase the volume of transmitted information, not strengthening and increasing the number of control measures, and the creation of didactic and psychological conditions for the meaningfulness of teaching, the inclusion of a student in it at the level of not only intellectual, but personal and social activity.

The level of manifestation of personality activity in learning is determined by its main logic, as well as the level of development of learning motivation, which largely determines not only the level of cognitive activity of a person, but also the originality of his personality.

In accordance with the traditional logic of learning, which includes such stages as initial familiarization with the materials, or its perception in the broad sense of the word; his comprehension; special work to consolidate it and, finally, mastery of the material, i.e. its transformation into practical activity, there are 3 levels of activity:

The activity of reproduction is characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.

The activity of interpretation is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the ways of applying knowledge in changed conditions.

Creative activity - implies the aspiration of the student to the theoretical understanding of knowledge, independent search for solutions to problems, intensive manifestation of cognitive interests.

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is the creation of such psychological and pedagogical conditions in education in which the student can take an active personal position, express himself as the subject of educational activity, his individual "I" to the fullest extent. All of the above leads to the concept of "active learning".

3.5.2. The concept of "active learning"

A. Verbitsky interprets the essence of this concept as follows: active learning marks the transition from predominantly regulatory, algorithmic, programmed forms and methods of organizing the didactic process to developing, problematic, research, search, providing the birth of cognitive motives and interests, conditions for creativity in learning.

M. Novik identifies the following distinctive features of active learning:

Forced activation of thinking, when the student is forced to be active regardless of his desire;

Enough long time involving students in the learning process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e., throughout the lesson);

Independent creative development of solutions, an increased degree of motivation and emotionality of trainees.

Constant interaction between students and the teacher through direct and feedback.

Active teaching methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

The features of active teaching methods are that they are based on the motivation for practical and mental activity, without which there is no progress in mastering knowledge.

The emergence and development of active methods is due to the fact that new tasks have arisen for teaching: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, skills and abilities of independent mental work. The emergence of new tasks is due to the rapid development of information. If earlier the knowledge gained at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom they need to be constantly updated, which can be achieved mainly through self-education, and this requires a person to be cognitively activity and independence.

Cognitive activity means an intellectual and emotional response to the process of cognition, the student's desire to learn, to perform individual and general tasks, interest in the activities of the teacher and other students.

Under cognitive independence, it is customary to understand the desire and ability to think independently, the ability to

optimizing in a new situation, finding a swap approach to solving a problem, the desire not only to understand the acquired educational information, but also ways of obtaining knowledge; critical approach to the judgments of others, independence of one's own judgments. Cognitive activity and cognitive independence are qualities that characterize the intellectual abilities of students to learn. Like other abilities, they are manifested and developed in activity. The lack of conditions for the manifestation of activity and independence leads to the fact that they do not develop. That is why only the widespread use of active methods that encourage mental and practical activity, and from the very beginning of the learning process, develops such important intellectual qualities of a person, ensuring his further activity in the constant acquisition of knowledge and their application in practice.

3.5.3. Classification of active learning methods

The most important means of activating the personality in learning are active learning methods (AMO). There is another term in the literature - "Active learning method" (MAO), which means the same thing. The most complete classification was given by M. Novik, highlighting non-imitation and simulation active learning groups (Fig. 9). These or other groups of methods determine, respectively, the form (type) of the lesson: non-imitation or imitation.

characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback links between the teacher and students.

hallmark simulation classes is the presence of a model of the process under study (imitation of individual or collective professional activity). A feature of simulation methods is their division into gaming and non-game. Methods

Rice. 9. Classification of active learning methods according to M. Novik

the implementation of which the trainees must play certain roles, refer to the game.

M. Novik points to their high effect in the assimilation of the material, since a significant approximation of the educational material to a specific practical or professional activity is achieved. At the same time, the motivation and activity of learning are significantly increased.

3.5.4. Characteristics of the main active learning methods

Problem lecture - a lecture form in which the process of cognition of students or students approaches the search, research activities. The success of a problematic lecture is ensured by the joint efforts of the teacher and students. The main task of the lecturer is not so much to convey information as to introduce listeners to the objective contradictions in the development of scientific knowledge and ways to resolve them. In cooperation with the teacher, students and students “discover” new knowledge for themselves, comprehend the theoretical features of their profession or a separate science.

The logic of a problem lecture is fundamentally different from the logic of an information lecture. If in the latter its content is introduced as known material, subject only to memorization, then in a problematic lecture new knowledge is introduced as unknown to students. The function of a student is not just to process information, but to actively engage in the discovery of knowledge unknown to him.

The main didactic method of "turning on" the thinking of students at a problematic lecture is the creation of a problematic situation that has the form of a cognitive task, fixing some contradiction in its conditions and ending with a question (questions) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.

Cognitive tasks should be accessible in terms of their difficulty for students, they should take into account the cognitive abilities of students, lie in line with the subject being studied and be significant for learning new material.

What is the didactic construction of a problematic lecture? Its main method, as in any lecture, is a logically coherent oral presentation that accurately and deeply illuminates the main points of the topic. The educational problem and the system of subordinate subproblems, compiled by the teacher before the lecture, "fit" into the logic of presentation. With the help of appropriate methodological techniques(setting problematic and informational questions, putting forward hypotheses, confirming or refuting them, analyzing the situation, etc.) the teacher encourages students to think together, search for unknown knowledge. The most important role in the problematic lecture belongs to dialogue of the dialogic type. The higher the degree of dialogue of the lecture, the closer it is to the problematic one, and vice versa, the monologue presentation brings the lecture closer to the informational form.

Thus, in a problematic lecture, the following two most important elements are basic:

The system of cognitive tasks reflecting the main content of the topic;

Dialogic communication, the subject of which is the material introduced by the lecturer.

Case study (case-study)- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analysis of specific situations develops the ability to analyze unrefined life and production tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation.

There are the following types of situations: situations-illustrations, situations-exercises, situations-assessments, situations-problems (M. Novik).

Situation-problem represents a certain combination of factors from real life. Participants are actors, as if actors, trying to find a solution or come to the conclusion that it is impossible.

Situation-assessment describes a situation from which, in a certain sense, a way out has already been found. A critical analysis of previously made decisions is being carried out. A reasoned conclusion about the event is given. The position of the listeners is like an outside observer.

Situation illustration explains any complex procedure or situation related to the main topic and given by the teacher. It stimulates independence in reasoning to a lesser extent. These are examples that explain the essence of what is being stated, although it may be possible to formulate a question or agreement about them, but then the situation-illustration will already turn into a situation-assessment.

Situation-exercise provides for the application of previously adopted provisions and implies obvious and indisputable solutions to the problems posed. Such situations can develop certain skills (skills) of students in processing or discovering data relevant to the problem under study. They are mainly training in nature, they help to gain experience.

The method of work on the analysis of specific situations can be built in two directions:

1. Role-playing a specific situation. In this case, the study of the situation by the participants takes place in advance and the lesson on its analysis turns into a role-playing game.

2. Collective discussion of options for solving the same situation significantly deepens the experience of trainees: each of them has the opportunity to get acquainted with the options for solving, listen and weigh their many assessments, additions, changes.

Practice has shown that the method of analysis of specific situations stimulates the appeal of students to scientific sources, strengthens the desire to acquire theoretical knowledge in order to obtain answers to the questions posed. However, the main goal of this method is to develop the analytical abilities of students, to promote the correct use of the information at their disposal, to develop independence and initiative in decisions.

Simulation exercises - an active method of learning, the distinctive feature of which is the presence of a previously known

teacher (but not students) of the correct or best (optimal) solution to the problem. An imitation exercise more often takes on the status of an imitation game, in which, unlike a role-playing game, the activities of specific specialists, workers, and managers are not modeled. The only thing left is the model of the environment. In simulation games, economic, legal, socio-psychological, mathematical and other mechanisms (principles) are reproduced that determine people's behavior, their interaction in a specific simulation situation.

Let's take the simulation game "By the lake" as an example.

Eight enterprises that make up a single economic system are located on the shore of the lake. Enterprises produce products, the manufacture of which requires large amounts of water. Enterprises take water from the lake, industrial effluents are discharged there. Each enterprise in one technological cycle (within a month) can implement one of the following solutions:

Discharge of untreated effluents;

Waste water treatment;

Product change;

Application of penalties to pollutants of the lake;

Reward for wastewater treatment.

In the first case (“discharge”), the company receives a fairly large income due to savings on wastewater treatment. However, each discharge of untreated wastewater worsens the quality of water in the lake, which leads to a decrease in income at all enterprises in subsequent technological cycles due to additional costs for the treatment of water taken.

In the second case (“cleaning”), the company receives less profit for a given technological cycle. However, the quality of the water in the lake does not deteriorate. Once a year, as a result of the spring flood, the lake self-purifies, the water quality improves. After the flood, the income of all enterprises increases, since there is no need for additional water treatment.

In the third case (“change of production”), the enterprise refuses to consume water from the lake and thus provides itself with a constant, but very small income.

In the fourth case (“fine”), the management of the enterprise, having suspended production, spends the whole month identifying and punishing pollutants of the reservoir.

According to the rules of the game, all enterprises that discharge untreated wastewater during this period have been identified. Instead of making a profit, they are forced to pay a significant fine. But the finer also bears losses this month, because instead of his main job he had to deal with public affairs.

In the fifth case (“premium”), the management of the enterprise encourages those enterprises that are engaged in wastewater treatment this month. As a result, each company that has carried out waste treatment this month receives additional profit, and the incentive company incurs some losses.

Eight people take part in the game. Each of them plays the role of a director of the enterprise. The game is divided into periods equivalent to a monthly technological cycle. There are 48 such periods in total. In each period, players make one of the five proposed decisions, which corresponds to a certain amount of profit or loss received in a given month. The player's task is to get the maximum amount of income.

Since the players communicate their decisions only to the host, no one knows who dumped the untreated drains in a given month, i.e. responsible for pollution of the lake.

To develop a mutually beneficial strategy, a three-minute meeting is held after each eight-month cycles, where players can conclude various agreements for subsequent months. However, according to the rules of the game, these agreements are advisory in nature, any player can violate the agreement for personal gain.

So, in this game there is a model of the socio-economic mechanism that determines the economic behavior of people. The main educational goal of the game is that its participants in the course of game actions independently realize the meaning and expediency of collective activity.

In the game "By the Lake" interaction is carried out not only (and not so much) through communication at meetings, but mainly -

through decisions. The overall goal of the entire gaming team was not initially set. It can be formulated during the game, and in order to achieve it, the players themselves sometimes find a certain mechanism of interaction.

Role-playing is a game method of active learning, characterized by the following main features:

The presence of tasks and problems, the distribution of roles between the participants in their solution. For example, using the role-playing method, a production meeting can be simulated;

The interaction of participants in a game lesson, usually through a discussion. Each of the participants may, during the discussion, agree or disagree with the opinion of other participants;

Input by the teacher in the course of the lesson of corrective conditions. So, the teacher can interrupt the discussion and provide some new information that needs to be taken into account when solving the problem, direct the discussion in a different direction, etc.;

Evaluation of the results of the discussion and summing up by the teacher.

The role-playing method is most effective in solving such separate, rather complex managerial and economic problems, the optimal solution of which cannot be achieved by formalized methods. The solution of such a problem is the result of a compromise between several participants whose interests are not identical.

Role-playing requires much less time and money to develop and implement than business games. At the same time, it is a very effective method for solving certain organizational, planning and other tasks.

Roughly, the role-playing method requires one and a half to two hours of study time.

Game production design is an active learning method characterized by the following distinguishing features:

The presence of a research, engineering or methodological problem or task that the teacher informs the trainees;

Dividing the participants into small competing groups (the group can be represented by one student) and developing their options for solving the problem (task).

As a rule, design and development of solutions requires a lot of time, measured in days, and sometimes weeks. Therefore, this part of the work can be combined with the development of course projects and other tasks performed outside the educational institution;

Conducting the final meeting of the scientific and technical council (or other body similar to it), at which, using the method of playing the roles of the group, they publicly defend the developed solutions (with their preliminary review).

The method of game production design significantly activates the study of academic disciplines, makes it more effective due to the development of skills in the design and construction activities of the student. In the future, this will allow him to more effectively solve complex methodological, engineering, design and other problems.

Seminar-discussion(group discussion) is formed as a process of dialogical communication of participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems takes place.

At the seminar-discussion, the student learns to accurately express his thoughts in reports and speeches, actively defend his point of view, argue with reason, and refute the erroneous position of a fellow student. In such work, the student gets the opportunity to build his own activity, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.

A necessary condition for the development of a productive discussion is personal knowledge, which is acquired by students in previous lectures, in the process of independent work. The success of the seminar-discussion largely depends on the ability of the teacher to organize it. Thus, a seminar-discussion may contain elements of "brainstorming" and a business game.

In the first case, the participants strive to put forward as many ideas as possible without criticizing them, and then the main ones are singled out, discussed and developed, and the possibilities of proving or refuting them are evaluated.

In another case, the seminar-discussion receives a kind of role-playing "instrumentation" that reflects the real positions of people participating in scientific or other discussions. It is possible to introduce, for example, the roles of a presenter, an opponent or a reviewer, a logician, a psychologist, an expert, etc., depending on what material is being discussed and what didactic goals the teacher sets before the seminar. If a student is assigned to a role leading seminar-discussion, he receives all the powers of the teacher to organize the discussion: instructs one of the students to make a report on the topic of the seminar, manages the discussion, monitors the argumentation of evidence or refutation, the accuracy of the use of concepts and terms, the correctness of relations in the process of communication, etc. d.

Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating his understanding, find vulnerabilities or errors, but also offer his own solution.

Logician reveals contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and rebuttals, the legitimacy of putting forward a hypothesis, etc.

Psychologist is responsible for organizing productive communication and interaction of students at the seminar-discussion, achieves coherence of joint actions, goodwill of relations, does not allow the discussion to turn into a conflict, monitors the rules of dialogue.

Expert evaluates the productivity of the entire discussion, the legitimacy of the hypotheses and proposals put forward, the conclusions drawn, expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution, gives a description of how the participants in the discussion were trained, etc.

The teacher can introduce any role position into the discussion, if it is justified by the goals and content of the seminar. It is advisable to introduce not one, but two paired roles (two logicians, two experts), so that more students get the appropriate experience.

But a special role belongs, of course, to the teacher. He must organize such preparatory work that will ensure the active participation in the discussion of each student. It defines the problem and individual sub-problems that will be considered at the workshop; selects basic and additional literature for speakers and speakers; distributes the functions and forms of participation of students in collective work; prepares students for the role of an opponent, logic; supervises the entire work of the seminar; sums up the discussion.

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main provisions of the student's report, fixes contradictions in the reasoning.

Such classes require a confidential tone of communication with students, interest in the judgments expressed, democracy, adherence to principles in the requirements. It is impossible to suppress the initiative of students with your authority, it is necessary to create conditions for intellectual looseness, to use methods for overcoming communication barriers, and ultimately to implement the pedagogy of cooperation.

business game- one of the leading methods of active learning. As a teaching method, a business game must meet the following requirements:

Distribution of roles between game participants;

Joint activity of game participants in the conditions of differentiation and integration of simulated functions;

Dialogue communication of partners in the game as a necessary condition for making agreed decisions;

The difference in interests among the participants in the game and the emergence of conflict situations;

The presence of a common game goal for the entire team (game system), which is the leading core of the game, the background against which private conflicts and contradictions develop;

Introduction to the game of improvisation (unforeseen circumstances simulating possible unforeseen circumstances);

Using a flexible time scale;

Application of a system for evaluating the results of gaming activities and professional knowledge that contribute to the creation of a competitive climate;

The presence in the game of a stimulation system that creates an intellectual and emotional environment, i.e., encourages during the game to act as if it were acting in real life;

Dynamism, continuity and entertaining business game;

Achieving a single - teaching, developing and educating - the effect of a business game.

The process of designing a business game includes 4 stages:

Stage I: determining the goal of the game.

It is formed on the basis of the objectives of training, the content of the theoretical problems being studied and the skills that should be acquired by the participants in the course of the lesson.

Stage II: definition of content.

In the process of designing a business game, situations are selected that are most typical in terms of the structure of activity for a teacher, a class teacher, which provides a professional context for the game.

Stage III: development of the game context.

The game context, which is a specific and mandatory component in the construction of a business game, is provided by: the introduction of new rules; gaming rights and obligations of players and arbitrators; the introduction of characters; performance of dual roles; introduction of roles opposite in interests; construction of behavioral contradictions; development of a system of fines, incentives, bonuses; visual representation of the results, which is set out in the game documentation package.

Stage IV: drawing up a structural and functional program of a business game containing goals and objectives, a description of the game environment, its organizational structure and sequence, a list of game participants, their functions, questions and tasks, an incentive system.

The methodology for conducting a business game includes 4 successive stages, which are preceded by preliminary preparation of students for the game.

Preliminary preparation participants of the game on this topic includes a lecture presentation of the material, independent work on the recommended literature, followed by self-control and self-assessment according to the list of questions and answers developed by the teacher. The procedure of classes in the form of a business game consists of several stages.

At stage I (organizational) substantiation of the theme and purpose of the game, the formation of mini-groups (4-5 people), the creation of arbitration (4-5 people), informing the participants about the conditions of the game, handing game documents.

Stage I of the lesson ends updating knowledge of the players: each mini-group answers two questions asked of it: representatives of other mini-groups supplement. Answers and additions are evaluated by arbitrators on three levels: business, rhetorical, ethical, which creates a climate of competitiveness, activity, introduces players to the role. Thus, already at the first stage of the game, there is a question of “yes” or “no”, “winning” or “losing”, which makes it exciting, and the existing incentive system (including the objectivity of summing up the results of gaming activities) encourages everyone to act in such a way. as if he were acting in real life, make the most of theoretical knowledge and practical experience.

II stage (preparatory) includes independent work of mini-groups, study of situations, instructions, distribution of roles, collection of additional information, filling in summary tables, evaluation of written responses by arbitration.

During III stage (gaming) mini-groups imitate prepared tasks. After the answer, other mini-groups supplement, clarify or refute their actions; the arbitrators introduce improvisations, which must be solved in compressed time mode. Arbitration fixes all performances, additions, evaluates them, as before, on three levels.

IV stage. Decision analysis. Summarizing. The arbitrators analyze the process of the game, the behavior and activity of the listeners,

attention is paid to mistakes and correct decisions, the results of the competition are summed up.

"Round table"- this is a method of active learning, one of the organizational forms of students' cognitive activity, which allows to consolidate the knowledge gained earlier, fill in the missing information, form the ability to solve problems, strengthen positions, teach the culture of discussion. A characteristic feature of the "round table" is the combination thematic discussion with group consultation. Along with the active exchange of knowledge, students develop professional skills to express thoughts, argue their views, justify proposed solutions and defend their convictions. At the same time, the information obtained as a result of listening to lectures and independent work with additional material is consolidated, as well as the identification of problems and issues for discussion.

An important condition for organizing a “round table” is that it must be really round, i.e. the process of communication, communication, took place "eye to eye". The principle of the "round table" (it is no coincidence that it was adopted at the negotiations), i.e. the location of the participants facing each other, and not in the back of the head, as in a normal lesson, generally leads to an increase in activity, an increase in the number of statements, the possibility of personal inclusion of each student in the discussion, increases student motivation, includes non-verbal means of communication, such as facial expressions, gestures , emotional manifestations.

The teacher is also located in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students and they all face him. In the classical version, the participants in the discussion address their statements mainly to him, and not to each other. And if the teacher sits among the students, the group members' addresses to each other become more frequent and less constrained, this also contributes to the formation of a favorable environment for discussion and the development of mutual understanding between teachers and students.

The main part of the "round table" on any topic is a discussion. Discussion(from lat. discussio - research, consideration) - this is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, dispute. In other words, the discussion consists in a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The goals of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

When organizing a discussion in the educational process, several educational goals are usually set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive, contains a large amount of information, as a result of the discussion, only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision.

During the discussion, students can either complement each other or oppose one another. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of a dispute. As a rule, both of these elements are present in the discussion, so it is wrong to reduce the concept of discussion only to a dispute. Both a mutually exclusive dispute and a mutually complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

Preparation (awareness and competence) of students on the proposed problem;

Semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);

Correct behavior of participants;

The teacher's ability to lead the discussion.

A properly organized discussion goes through three stages of development: orientation, evaluation and consolidation.

At the first stage, students adapt to the problem and to each other, i.e. at this time, a certain attitude is developed to solve the problem. At the same time, the following tasks are set for the teacher (the organizer of the discussion):

1. Formulate the problem and objectives of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should give.

2. Conduct an acquaintance of the participants (if the group in this composition is meeting for the first time). To do this, you can ask each student to introduce himself or use the "interview" method, which consists in the fact that students are divided into pairs and introduce each other after a short introductory (no more than 5 minutes), directed conversation.

3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).

4. Establish a time limit for the discussion, or rather, a time limit for speaking, since the general time limit is determined by the duration of the practical session.

5. Formulate the rules for conducting the discussion, the main of which is everyone should perform. In addition, it is necessary: ​​to listen carefully to the speaker, not to interrupt, to reasonably confirm one's position, not to repeat, not to allow personal confrontation, to maintain impartiality, not to evaluate the speakers without listening to the end and not understanding the position.

6. Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is conflict-free!

7. Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, it is necessary to clarify the conceptual apparatus, working definitions of the topic under study. A systematic refinement of the conceptual apparatus will form students' attitude, the habit of operating only with well-understood terms, not using obscure words, and systematically using reference literature.

The second stage - the assessment stage - usually involves a situation of comparison, confrontation and even a conflict of ideas, which, if the discussion is mismanaged, can develop into a conflict of personalities. At this stage, the teacher (the organizer of the "round table") is given the following tasks:

1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

2. Collect a maximum of opinions, ideas, suggestions. To do this, it is necessary to activate each student. Speaking with his opinion, the student can immediately make his proposals, or he can simply speak at first, and later formulate his proposals.

3. Do not go away from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. Deviants should be tactfully stopped, directing them to a predetermined “channel”.

4. Maintain a high level of activity of all participants. Avoid excessive activity of some at the expense of others, follow the rules, stop protracted monologues, connect all the students present to the conversation.

5. Promptly analyze the expressed ideas, opinions, positions, proposals before proceeding to the next round of the discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. Summing up intermediate results is very useful to instruct students, offering them a temporary role of leader.

The third stage - the stage of consolidation - involves the development of certain common or compromise opinions, positions, decisions. At this stage, the control function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

1. Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative sides.

2. Help the participants in the discussion to come to an agreed opinion, which can be achieved by carefully listening to various interpretations, looking for common trends for decision making.

3. Make a group decision together with the participants. At the same time, the importance of diverse positions and approaches should be emphasized.

4. In the final word, bring the group to constructive conclusions that have cognitive and practical significance.

5. Achieve a sense of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

During the "round table" students perceive not only the expressed ideas, new information, opinions, but also the carriers of these ideas and opinions, and above all the teacher. Therefore, it is advisable to specify the main qualities and skills that a teacher (organizer) must possess in the process of holding a "round table":

High professionalism, good knowledge of the material within the curriculum;

Speech culture and, in particular, free and competent use of professional terminology;

Sociability, or rather, communication skills that allow the teacher to find an approach to each student, listen to each student with interest and attention, be natural, find the necessary methods of influencing students, be exacting, while observing pedagogical tact;

Speed ​​of reaction;

Ability to lead;

Ability to conduct a dialogue;

Prognostic abilities that allow foreseeing in advance all the difficulties in mastering the material, as well as predicting the course and results of pedagogical influence, foreseeing the consequences of one's actions;

Ability to analyze and correct the course of the discussion;

The ability to control oneself;

The ability to be objective.

An integral part of any discussion is the procedure of questions and answers. A skillfully posed question (what is the question, such is the answer) allows you to get additional information, clarify the positions of the speaker, and thereby determine the further tactics for holding the round table.

From a functional point of view, all questions can be divided into two groups:

Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical feature of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand correctly that?”. The answer to this question can only be "yes" or "no".

Replenishing (open) questions aimed at elucidating new properties or qualities of phenomena or objects of interest to us. Their grammatical feature is the presence of interrogative words: what, where, when, how, why etc.

From a grammatical point of view, questions are simple and complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject

or a phenomenon.

If we look at the questions from the standpoint of the rules for conducting the discussion, then among them we can distinguish correct and incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at a person, and not at the core of the problem). A special place is occupied by the so-called provocative or capturing questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, switch attention to himself or deliver a critical hit.

From a pedagogical point of view, questions can be controlling, activating attention, activating memory, developing thinking.

In the discussion, it is preferable to use simple questions, since they do not carry ambiguity, they are easy to give a clear and precise answer. If a student asks difficult questions,

it's wise to ask him to split the swap question into several simple ones. Answers to questions can be: accurate and inaccurate, true and erroneous, positive (desire or attempt to answer) and negative (direct or indirect avoidance of the answer), direct and indirect, monosyllabic and polysyllabic, short and detailed, definite (not allowing for different interpretations ) and indefinite (allowing different interpretations).

In order to organize a discussion and exchange of information in the full sense of the word, so that the "round table" does not turn into a mini-lecture, a teacher's monologue, the lesson must be carefully prepared. To do this, the teacher (the organizer of the "round table") must:

Prepare in advance questions that could be put up for discussion about the discussion, so as not to let it go out;

Do not go beyond the discussed problem;

Do not allow the discussion to turn into a dialogue between the two most active students or a teacher with a student;

Ensure wide involvement in the conversation of as many students as possible, and better - all;

Do not ignore any wrong judgment, but do not immediately give the correct answer; students should be involved in this, organizing their critical assessment in a timely manner;

Do not rush to answer questions about the material of the round table yourself: such questions should be forwarded to the audience;

Ensure that the object of criticism is an opinion, and not the person who expressed it;

Compare different points of view, involving students in a collective analysis and discussion, remember the words of K.D. Ushinsky that comparison is always the basis of knowledge.

For, in order not to extinguish the activity of students, the teacher should not:

Turn the discussion into a student quiz;

Evaluate judgments in the course of speeches and express your opinion ahead of time;

To overwhelm the audience with lecture verbosity;

Take the position of a mentor who teaches the audience and knows the only correct answers to all questions;

Remember that in a lesson conducted in an active form, the main actor is a student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, and not a lecturer, the leader of the discussion and its more competent, but equal participant.

During the "round table" there is business noise, polyphony, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other hand, makes it difficult for the teacher to work. He needs to hear the main thing among this polyphony, create a working environment, give him the opportunity to speak out, and correctly lead the thread of reasoning. But all the difficulties are paid off by the high efficiency of this form of conducting classes.

Brainstorming (brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is to organize collective mental activity to find non-traditional ways to solve problems.

Using the brainstorming method in the educational process allows you to solve the following tasks:

Creative assimilation of educational material by students;

Connection of theoretical knowledge with practice;

Activation of educational and cognitive activity of trainees;

Formation of the ability to concentrate attention and mental efforts on solving an urgent problem;

Formation of the experience of collective mental activity. The problem formulated in the lesson according to the method of brain

assault, should have theoretical or practical relevance and arouse the active interest of students. A general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to a problem that is put forward to students as a learning task.

Brainstorming preparation includes the following steps:

Determination of the purpose of the lesson, specification of the educational task;

Planning the general course of the lesson, determining the time of each stage of the lesson;

Selection of questions for warm-up;

Development of criteria for evaluating the proposals and ideas received, which will allow for a purposeful and meaningful analysis and generalization of the results of the lesson.

There are certain rules, the observance of which will allow more productive brainstorming. We list the main ones:

1. During the session there are no bosses, no subordinates, no beginners, no veterans - there is a leader and participants; no one can claim a special role.

3. You should refrain from actions, gestures that can be misinterpreted by other participants in the session.

4. No matter how fantastic or incredible the idea put forward by any of the participants in the session, it must be met with approval.

5. Try to convince yourself from the very beginning that a positive resolution of this problem is extremely important to you.

6. Do not think that this problem can be solved only by known methods.

7. The more proposals put forward, the greater the likelihood of a new and valuable idea.

8. Before starting the session, try to answer the following questions for yourself:

Does the problem deserve my attention?

What is her decision?

Who needs it and why?

What happens if nothing changes?

What happens if I don't come up with any ideas?

Methodology for organizing and conducting brainstorming

Organizational stage is held with one academic group. Before the start of the class, when students enter the classroom and take their seats, you can turn on vigorous, dynamic music, preferably instrumental, as the text can influence the formation of students' attitudes.

At the beginning of the lesson, the teacher informs the topic and form of the lesson, formulates the problem to be solved, substantiates the problem to find a solution. Then he introduces students to the conditions of teamwork and gives them the rules for brainstorming.

After that, several working groups of 3-5 people are formed. Each group selects an expert whose duties include fixing ideas, their subsequent evaluation and selection of the most promising proposals.

It is advisable to form working groups in accordance with the personal wishes of the students, but the groups should be approximately equal in number of participants.

Groups are seated so that it is convenient to work and that students can see each other.

This step takes an average of 10 minutes.

The warm-up is carried out frontally with the whole group. The purpose of the stage is to help students get rid of stereotypes and psychological barriers. Usually, the warm-up is done as an exercise in quickly finding answers to questions. For warm-up, a fast pace of work is important. Therefore, if there is a pause, the teacher himself must put forward 1-2 answers. As soon as students begin to find answers with difficulty, they think for a long time, it is worth moving on to the next question. In order to create and maintain a relaxed and lively atmosphere, the teacher prepares unexpected, original questions that are not directly related to the topic of the assault, but are taken from a close area.

The teacher during the warm-up does not evaluate the answers of the students, however, he perceives all of them kindly, maintaining a positive reaction from the audience.

Warm-up time - 15-20 minutes.

At the very beginning of the actual “storming” of the problem posed, the teacher recalls the problem, clarifies the task, gives criteria for evaluating ideas, and repeats the right-handed brainstorming.

A signal is given, after which the expression of ideas begins simultaneously in all groups. The expert writes down all the ideas put forward on a separate sheet. Do not be afraid of light noise and animation in the audience - the ease of the atmosphere contributes to the activation of thought.

It is better for the teacher not to interfere in the work of the groups so as not to interfere with them. Only in the case when the group violates the rules of work (for example, begins to discuss or critically evaluate the idea), the teacher in a tactful and friendly manner returns the group to a working state.

The main session time is 10-15 minutes. This is a stage of intense workload of students, usually by the end of it one feels the obvious fatigue of the participants in the “assault”.

At the stage of evaluation and selection of the best ideas, the experts unite in a group and evaluate the ideas according to the selected criteria, selecting the best ones for presentation to the game participants. If possible, the experts can move to another room for the duration of the work so that the group does not interfere with them. The teacher determines the working time for experts in 15-20 minutes.

Working groups at this stage have a rest. You can turn on the music and give them the opportunity to move, switch, or offer them simple tasks in a playful way, for example, a crossword puzzle for this course, discussion of interesting situations, etc.

At the final stage, representatives of the expert group make a presentation on the results of the MSH. They name the total number of ideas proposed during the assault, introduce the best of them. The authors of the noted ideas substantiate and defend them. Based on the results of the discussion, a collective decision is made on the implementation of certain proposals into practice.

The teacher sums up the results, gives an overall assessment of the work of the groups. At the same time, it is important to note the positive in the work, the moments of manifestation of a high degree of creativity, the success of the collective activity.

quality, etc. Such a final assessment creates a creative atmosphere in the study group and supports students. Even if the group’s performance is not brilliant, it is still necessary to build on the positive in its work in order to stimulate students’ desire to achieve great results in future.

In terms of time, the final stage is the longest (25-30 minutes). This stage is very important in the curriculum, since when discussing and defending ideas, there is an intensive exchange of information, its comprehension and active assimilation.

As a rule, MS is very productive and gives good results. In case of failure, the teacher should not hastily abandon this form of work, but should once again carefully analyze the preparation for the lesson and its entire course, try to find the reasons for the failure, eliminate them, and in the future he will succeed.

3.6. Vitagenic learning with topographic projection method

3.6.1. Collaboration is the basis of Vitagenic Pedagogy

A new direction in the technology of the educational process - vitality with a holographic approach - was theoretically developed and substantiated in the last quarter of the 20th century. Academician of APSN and MAPO, Honored Scientist of Russia, Doctor of Pedagogical Sciences A.S. Belkin. Vitagenic education is a real way to true cooperation between teachers and students, educators and students, a real way to merge education and self-education, the transformation of subject-object relations into subject-subject ones. The holographic approach is a volumetric mastery of knowledge that ensures the implementation of vitagenic education in the process of cooperation.

Life experience is vital information that has not been lived by a person, connected only with his awareness of certain aspects of life and activity, but not having sufficient value for him. Unfortunately, it is at this informational level that the learning process takes place in most educational technologies.

Life experience is vital information that has become the property of the individual, deposited in the reserves of long-term memory and in a state of constant readiness for actualization in adequate situations.

Vitagenic learning is learning based on the actualization (request) of a person's life experience, his intellectual and psychological potential for educational purposes.

The transition of vital information into life experience occurs through several stages.

1st stage. Primary perception of vital information, undifferentiated.

2nd stage - evaluative-filtering. The personality determines the significance of the information received in phylogenesis (from the universal, group, gnostic positions), then - in ontogenesis, i.e. in terms of personal importance.

3rd stage - installation. A person spontaneously or meaningfully creates an attitude to memorize information for a specific period.

Collaboration is very important in pedagogical interaction. The higher the level of its organization, the more successful the pedagogical process is. Cooperation is understood as the joint activity of participants in the educational (labor) process, aimed at achieving common goals. It has three essential components:

A clear understanding of the unity of purpose;

A clear delineation of the functions of the cooperating parties;

Mutual assistance in the implementation of tasks that contribute to the achievement of the set goal, and most importantly - mutual delegation of authority.

Teachers can delegate authority in cases where it is necessary to rely on the potential of students when children apply

to the teacher as an arbitrator, mediator, "confessor". Children who help the teacher in organizing the lesson, maintain order in the classroom, and carry out the instructions of the teacher in various manifestations of classroom and school life are employees. Students who are sensitive to state of mind teachers who help him somehow overcome stress, depression, irritation, support him in moments of emotional upsurge, creative intensity, are also employees. So collaboration is a fusion joint activities in achieving common goals at the rational, emotional, activity levels.

Cooperation is not born suddenly, not all at once, and not at all stages. age development children. Research by A.S. Belkin showed that the levels and degrees of cooperation at each stage are determined by the ratio of the role of adults and the independence of children in solving educational problems. He conditionally identified the following stages.

Guardianship (preschool period) - the maximum role of adults in determining the goals of the child's activities and helping him; the lowest level of awareness of goals and the minimal role of children in helping adults.

Mentoring (primary school age) - the decisive role of adults with the growing role of children in helping the teacher, their gradual understanding of the unity of purpose.

Partnership (junior school, younger adolescence). The role of adults is dominant. Insufficient equality in the awareness of goals. The success of the activity is ensured with the relative equality of joint efforts.

Collaboration (younger and older adolescence) - the leadership role of adults. Sufficient awareness of unity of purpose. Success is ensured by the equality of joint efforts, readiness to help each other.

The commonwealth (the period of older childhood) is a high form of cooperation, when both parties unite business, personal relationships on the basis of co-creation.

Sources of vital information are (Fig. 10): mass media; scientific, technical and artistic

share literature; works of art; social, business and domestic communication; various activities; educational process. They constitute the main content, the main "nerve" of vital information. Concentrating on the poles of success-failure, achievements and mistakes, passing through certain stages, vital information is transformed into vital (life) experience.

Rice. 10. Sources of vital information on AS. Belkin

The subjective experience of a person (according to E.F. Zeer) includes life, educational and professional experience. According to A.S. Belkin, the inclusion of subjective experience in the educational material generates a new psychodidactic reality, the assimilation of which, on the one hand, enriches the experience of the individual, gives knowledge and skills a personal meaning, and on the other hand, enriches life experience.

3.6.2. Theoretical foundations of vitagenic education

Usually, in the educational process, the traditional logic of knowledge transfer and the logic of the recipient of knowledge are seen: the teacher transmits knowledge, and the student must prove that this knowledge has been mastered by him, has become his property. The focus is on the process of transferring knowledge. It is the process of transmission and feedback that is the main value.

The tragedy of this interaction is that knowledge in itself is not a value. The child is not considered as an equal participant in the process, because he is not a carrier of valuable knowledge. Knowledge is considered mainly as a means to achieve the goals themselves, but least of all - as the goal of acquiring value, i.e. scientific knowledge.

The value for the student will be only the knowledge that he perceives as personally significant. For a child, only the knowledge that he has felt, learned, experienced in practice and wants to keep in the vaults of his long-term memory will be self-sufficient, i.e. what constitutes his life experience: the memory of thoughts, the memory of feelings, the memory of action. Thus, reliance on the life experience of the individual is the main way to turn educational knowledge into a value, i.e. The first condition that contributes to the transformation of vital information into pedagogical tools is the upbringing of a value attitude towards scientific knowledge.

The second condition is the value attitude to ignorance. Ignorance literally means lack of information. But there is

ignorance not only as a manifestation of ignorance, but also as a way of knowing in the educational process.

Ignorance is connected with the unwillingness to receive information, with the use of distorted information, incomplete information, with its use only at the everyday level, with an active rejection of scientific principles. Ignorance as a scientific and pedagogical category has several meaningful characteristics:

A way to realize the limits of knowledge, since ignorance is limitless;

Cognitive activity stimulating factor;

Personal self-realization factor;

The method of obtaining new knowledge based on the transformation of the old;

Source of professional reflection and self-assessment of the individual;

Factor of psychological protection.

A.S. Belkin identifies the following types of ignorance:

educational;

Research;

spiritual;

Everyday life;

Social.

He conditionally distinguishes the levels of ignorance:

Ignorance;

Ignorance;

Complete ignorance;

Distorted ignorance (ignorance).

Ignorance is a particularly dangerous level of ignorance, as it creates the illusion of knowledge. The characteristics of the types and levels of ignorance make it possible to provide a diagnostic-pro-pust approach in the organization of the educational process, not only taking into account the activities of students, but also teachers.

The third condition is the formation of ideas about the multidimensionality of the educational process. In the minds of students, education cannot and should not be portrayed only as a process of absorbing, “chewing” knowledge. Education is living

feelings, living actions, living activities. soldered into something indivisible. From these positions, the teacher is not so much an informer as an accomplice, an inspirer who knows how not only to lead, but also has the ability to sympathize, empathize with successes and failures. Then education acquires the main social meaning - the formation of a social image of a person, a unique personality, i.e. individuality. Vitagenic education is impossible without such an approach.

The multidimensionality of the educational process is associated not only with education, but also with the enlightenment of students. Enlightenment reveals the richness of a person's life experience, his uniqueness. To enlighten someone means to give him clear concepts, thoughts.

The fourth condition is a personal approach. An individual (personal) approach is not only the study, but also the development of personality traits, and not all, but only socially significant ones. It presupposes the observance of three principles:

Reliance on the positive in personality;

An optimistic perspective in working with a child;

Accounting for the interests of the individual in the educational process from the point of view of its comprehensive development.

But the inspired personality should not be unified according to the state ideological standard. Society needs individuals, unique Personalities, significant Personalities, Persons. Significant, first of all, in their own eyes, in the eyes of the near and far environment, in the eyes of the whole society.

The fifth condition is reliance on the subconscious of the individual. Reliance on the subconscious has always been the object of close attention of scientists and practitioners in various areas (suggestive pedagogy, hypnopedia, pedagogical suggestion, educational marketing). The subconscious, but the definition of 3. Freud, is the material "substance" that can be transferred to consciousness.

The unconscious is a substance inaccessible to consciousness. Vitagenic experience is concentrated in the subconscious, but this does not mean that there is no connection with the unconscious. She hasn't been explored yet.

but it is real and is found in the most diverse manifestations of the personality, in its motivation, drives, and impulses. Reliance on the subconscious in vital education is, first of all, the creativity and fantasies of the student in various manifestations.

The more we give students the opportunity to turn to their imagination, to speak, the more actively we use vital experience in the educational process. According to L.S. Vygotsky, "fantasy, which is usually defined as an experience opposite to reality, in essence, is entirely rooted in the real experience of a person."

1.1 The concept of "cognitive activity of students"

cognitive activity training problematic

In line with the activity approach, the psychological basis of learning is the active cognitive activity of the student himself, leading to the formation of the ability to think creatively, using the knowledge, skills and abilities acquired in the process of activity.

The problem of activation of cognitive activity, development of independence and creativity remains one of the urgent tasks of pedagogy. The modern orientation of education towards the formation of competencies as a person’s readiness and ability to act and communicate involves the creation of didactic and psychological conditions in which a student can show cognitive activity, a personal social position, and express himself as a subject of learning.

The cognitive process is the result of the functioning of all elements of the didactic system, and its effectiveness is determined by the quality of these elements. So great importance is given not only to a quantitative assessment of effectiveness, but also mainly to a general analysis of the methods of education and cognitive activity of trainees, which is one of the effective ways to improve the quality of professional training of specialists.

Cognitive activity is not limited to cognitive activity. It should be considered as the mental state of the cognizing subject, as his personal education, expressing the attitude to the process of cognition.

There are two types of cognitive activity:

Aimed at the assimilation, acquisition, application of the individual or humanity as a whole (intellectual activity, activity) already existing in the experience

Creation of a completely new, for which there are no ready-made samples in personal and social experience (creative activity).

The student is included in the process of learning activities with varying degrees of activity. G. I. Shchukina distinguishes the reproductive-imitative, search-performing and creative levels of students' activity, which corresponds to one of the classifications of teaching methods.

T. I. Shamova also distinguishes three levels of cognitive activity: reproducing, interpreting and creative, based on the mode of action.

The first level, reproducing, is characterized by the student's desire to understand, remember, reproduce the acquired knowledge, master the methods of performing actions according to the model.

The interpretive level implies a desire to comprehend the meaning of what is being studied, to apply knowledge and mastered methods of activity in new learning conditions.

The creative level provides for the readiness of students for theoretical understanding of knowledge, understanding of the relationships between objects and phenomena, independent search for solutions to problems.

Organizing and implementing a sequence of didactic situations in the educational process, it is necessary to implement two stages of students' cognitive activity within the framework of each of them.

The first stage is the perception of educational information, its processing on the basis of known action algorithms, as well as its transformation and memorization.

The second stage is the application of knowledge in practice.

In this regard, we note that V.A. Krutetsky was able to identify and substantiate the specifics of groups of exercises that contribute to the solution of these problems.

For the first stage of the course of cognitive activity, such exercises should include:

Questions-tasks, leading to the need to reproduce individual elements of knowledge to solve certain specific typical tasks;

Tasks that lead to the realization of the need to apply the acquired knowledge to perform systems of practical actions that are different in psychological nature and complexity;

Tasks that lead to the realization of the need to develop certain skills to generalize and automate the acquired knowledge and methods of activity.

For the second stage of the course of cognitive activity, a system of exercises is needed in which the method of performing the next task does not always coincide with the method of performing the previous one. At the same time, it is important that from the first moment of the formation of skills and abilities when studying any educational material, the tasks alternate with those that were given when studying the previous educational material (the principle of continuous repetition is implemented).

In this system of exercises, it is advisable to include tasks that require repeated repetition of the same operation. This creates the most difficult conditions for students to switch from one operation to another. The implementation of the principle of continuous repetition in this system of exercises should also be ensured by tasks with missing or conflicting data.

Depending on the level of cognitive activity of students in the educational process, passive and active learning is distinguished.

In passive learning, the student acts as an object of learning activity: he must learn and reproduce the material that is transmitted to him by a teacher or other source of knowledge. This usually happens when using a monologue lecture, demonstration, reading literature. At the same time, students, as a rule, do not cooperate with each other and do not perform any problematic, search tasks.

With active learning, the student becomes the subject of educational activity to a greater extent, enters into a dialogue with the teacher, actively participates in the cognitive process, performing creative, search, problem tasks. Students interact with each other when performing tasks in pairs, groups.

The following criteria for the cognitive activity of trainees are distinguished:

1. The presence of cognitive interest, which can be judged by the following indicators: the degree of participation in the problems discussed in the classroom; completeness of answers; independence of judgment; questions to the teacher, their nature and focus; attitude to additional tasks (preparation of a report, communication, writing an abstract, etc.); desire to participate in scientific work; the orientation of the use of free time, etc.

2. Formation of methods of cognitive activity (completely, partially, or not).

3. A certain level of independence in the study of sciences.

4. Achieving a sufficiently high level of cognitive communication between students and teachers.

5. High quality of knowledge and its compliance with the requirements of the programs.

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Formation of professional and cognitive activity of students

Recently, a lot has been said about active and interactive methods, but teachers do not always understand what is behind these terms. Today, there is practically no scientific literature on this topic, and individual approaches to teaching methods are scattered bit by bit in separate articles without systematization and generalization. In this case, the active technique is understood not only as carrying out role playing, organization of debates, discussions, work in groups, etc., but also an interesting lecture, a problematic seminar, work with concepts, and much more, which is now often referred to as traditional pedagogy. Meanwhile, the activity of the methodology does not consist in external forms, but in internal processes, in the degree of interest of students, in their involvement in the educational process. Teaching is not the work of a spectator, a passive observer. People don't learn just by sitting in the classroom and listening to the teacher, remembering prepared tasks and giving out ready-made answers. They should talk about what they are learning and what they have learned, write about it reflectively, relate it to past experiences, and apply what they have learned in everyday life. Active learning can be called any process in which students do something (involved in activities) and think, analyze what they are doing. However, learning does not occur during action. Learning occurs as a result of reflection, comprehension of what happened during the lesson, as a result of the integration of the studied content into everyday thoughts and work (life) habits. Interactive forms of learning, including review and reflection, are a good tool for such internalization of educational material. Active learning is not a set of activities, but rather a special attitude of students and teachers that makes learning effective. The purpose of active learning is to develop the need for students to think, to stimulate reflection and analysis of how they learn and what they learn; develop students' responsibility for their own education. In active learning, the student is always looking for something: an answer to a question, information to solve a problem, a way to complete a task. Active learning will be more successful if you: 1. Know and respect each student as an individual.2. Call students by name.3. Do not use threats and humiliation.4. Demonstrate your interest and commitment to what you do and invite students to do.5. Offer challenging, developmental tasks, but at the same time provide support.6. Give examples from your personal life.7. During the lesson, use eye-to-eye contact and move around the class. This helps to include all students in your personal space. Active learning involves a number of activities, both on the part of the teacher and on the part of the student, for example: What can help students learn actively during a lecture?- Involving students in a well-structured question and answer session during the lecture. for example, such as "Think, discuss, compare" - Interactive seminars. - Study of specific examples (cases). More complex assignments may include the following:- Individual and group assignments of the project type. - Involving students in research. - Practical experience. - Involving students in teaching other people. - Involving students in groups of impartial mentors. Some of the most effective strategies are based on working in small groups, for example:- Collaborative learning - Team learning - Problem based learning There are various names for these active learning strategies. However, in addition to terms and definitions, it is much more important for us to focus on the fact that all these strategies create an educational environment that allows you to involve students in learning who are difficult to involve in learning in other, more traditional ways. Thus, learning through cooperation, using small group work, makes an invaluable contribution to the transformation of learning into a deeper, developing, stimulating, active and more effective process.

How to ensure the involvement of students and stimulate cognitive activity?

Some tips to help you get started. When and how you use these tips depends largely on your educational goals and objectives, and on your learners! Make the content of the lessons and tasks relevant to the interests of the children and their real life. 1. Bring and ask students to bring materials of interest to them published in the media.2. Link learning in the classroom with the events of school life.3. Link learning to students' hopes for the future, their plans and thoughts about their careers.4. Use for classroom learning, especially for problem-based learning, those topics that are of particular interest to students.5. Involve students in research that is close to them.6. Help students find practical use theoretical concepts and concepts. Give students choice and a sense of control over the situation. 1. Allow students to choose various options in planning courses, assignments, in presenting the results of work, in evaluation.2. Allow students to pursue their own interests, seek answers to their own questions wherever possible (in discussions, projects, writings).3. Teach part of the course through individual learning contracts4. Encourage students to lead their own review sessions.5. Invite students to write their own questions for exams, tests, tests. After editing, use some of these questions/assignments.6. State your expectations clearly and understandably. Students need to know why they are being asked to do something.7. Pause and talk to students about what is going right/wrong. Do grading and grading fairly. 1. Provide students with timely, positive feedback.2. Avoid competitive tagging.3. Educational objectives, selected tasks and assessment should be consistent with each other.4. Use a variety of evaluation forms.5. Ask students to determine the level of difficulty of the tasks themselves. Use the students themselves, peers of your students. 1. Organize mutual assistance and feedback between students.2. Recognize the value of student contributions to classroom learning.3. Use small group work.4. Invite students to work in study teams/pairs and help them use the full potential of group work.5. Divide study material between students or groups. Ask each group to teach others in the class what they have learned.6. Help students resolve conflicts that arise, but do not resolve them instead of the participants in the conflict. Use the emotional response of students in teaching. 1. Choose questions and topics that are close to students.2. Use controversial topics and questions.3. Engage students in structured, intellectual debates.4. Encourage students to find and present arguments to defend a point of view that is opposite to their own point of view. Use written assignments. 1. Encourage students to write short written reviews of the material studied.2. Invite students to publish a newspaper about course material.3. Encourage students to visit extracurricular activities related to the course, ask them to write a short review of what they saw/heard.4. Encourage students to express in writing an opinion that is opposite to their own. Use discussions and discussions. 1. Ask each student to prepare one discussion question about the material being studied.2. Ask each student to fill in and bring as an "entrance ticket" some kind of questionnaire, a questionnaire about the material being studied.3. Ask each student to take it in turn to be the facilitator of the discussion (requires preliminary student preparation work)4. Ask students to prepare individual memory cards for the material they have read.5. Ask students to answer two questions: “What was the most difficult idea/part/concept in what you read?” and “What did you like/interest in the most?”6. Allow students to prepare a few questions / tasks for the test / test on the material being studied. Get ready to actually use these questions!7. Help students form study pairs or groups. Students can read the material together, ask each other questions, etc. Help students reflect on what they have learned. 1. Have students keep a diary/learning journal.2. Ask them about what prevented them from learning the material/topic, completing the task, and what helped them. This can be done by conducting the exercise "Write in a minute".3. Dedicate one lesson or part of the lesson to discussing with students strategies and ways to study a particular topic or the entire course.4. Discuss with students their achievements.

on the topic: "ACTIVE LEARNING METHODS"

for 1st year students, specialty "Pedagogy and psychology" (Kovaleva O.I. associate professor, candidate of pedagogical sciences)

Plan:

1. The activity of the individual in learning.

2. Groups of active methods in psychology.

3. Active methods in teaching students.

Literature:

1. Amonashvili Sh.A. Educational and educational functions of assessing the teaching of schoolchildren. - M., 1984.

2. Verbitsky A.A. Business game as a method of active learning // Modern Higher School. - No. 3/39, 1982.

3. Verbitsky A.A., Borisova N.V. Contextual learning technology in the advanced training system. - M., 1989.

4. Verbitsky A.A. Active learning in higher education: a contextual approach. - M., 1991.

5. Volodarskaya I.A., Mitina A.M. Pedagogical goals of education in modern higher education. - M., 1988.

6. Dyachenko V.S. Organizational structure of the educational process and its development. - M., 1989.

7. Kudryavtsev T.V. Psychological and pedagogical problems of higher education// Questions of psychology. - No. 2. - 1981.

Question 1: Personal activity in learning.

Currently, there are a variety of approaches to improving the quality of training young people for work in the vocational education system. There is a need to create such didactic conditions that would change the motivation for learning in better side . One attempt to do this is to develop the concept of contextual learning. Its essence is that “training, in which, with the help of the entire system of didactic forms, methods and means, the subject and social content of the future professional activity of a specialist is modeled, and the assimilation of abstract knowledge by him as sign systems is superimposed on the canvas of this activity.” The teaching here does not close on itself - to study in order to gain knowledge, but acts as a form of personal activity that ensures the education of the necessary subject-professional and social qualities of a specialist's personality (the context from the point of view of linguistics and logic is a relatively complete semantic passage of a text or speech, in which the meaning and meaning of the words or sentences included in it are revealed, as the linguistic environment of a certain language unit). To understand the features of cognitive activity, it is necessary to take into account not only the nature of external stimuli or the structure of the sense organs, but also the type of activity of the subject, which mediates his connection with the outside world. In the psychological process, external causes act through internal conditions, as an analysis of the ways in which the content of education unfolds, as well as the influence exerted by the teacher on the student, shows. This gives the right to the existence of types and levels of activity of students. 1. In dogmatic education, the canonized content of education must be assimilated in the form in which it was given. Any independent thought of the student was suppressed, the goals of learning were imposed by the teacher, the activity of the individual was characterized by the mode of duty. Here the teacher acted as a guru, because all information could only move in one direction: from the guru to the disciples. With such training, the problem of cognitive activity of the individual is not raised. 2. Explanatory-illustrative (and even earlier - verbal-visual) type of learning. Here appears an element of explaining the origin of knowledge, demonstrating the deployment of learning content. Learning goals are set from the outside, the student can only carry out the process of accepting and achieving the goal. There is no goal setting on the part of the student. Here, the process of learning and diagnosing the individual characteristics of students is already underway, the principle of individualization of learning is being implemented. But here, too, one has to reckon with the student, but nothing more. 3. Imperative type of schooling (Sh.A. Amonashvili). Imperativeness is based on the a priori assumption that without coercion it is impossible to introduce schoolchildren to learning. A single learning process is the "unity" of opposing forces: teachers, driven by the best intentions and invested with power, force students to acquire knowledge, to learn; students, on the other hand, strive to free themselves from this dependence as far as possible. Attempts to intensify the educational activity of students were clearly manifested in the early 70s. As the main method of activation, it was proposed to strengthen the control link of learning management, including through the widespread use of TCO. But it soon became clear that the very concept of activation, as well as the intensification of learning, is too broad. It should not be about “coercion” to activity, but about encouraging it. This can only be achieved by understanding learning as a personally mediated process of interaction and communication between teachers and students, aimed at forming creative personality specialist. This led to the emergence of the concept of "active learning".

^ Question 2: Groups of active methods in psychology

Among active learning methods, three groups of methods are the most interesting for use in order to control the situation of the formation of all types of thinking. This is a method of 1) programmed learning, 2) problem learning, 3) interactive (communicative) learning. All of these methods have been proposed as an attempt to overcome the limitations of traditional teaching methods. Programmed learning methods assumed the restructuring of traditional education by clarifying and operationalizing the goals, objectives, methods of solution, forms of encouragement and control in relation to the subject content of knowledge. Problem-Based Learning Methods- they emphasized not the aspects of structuring objective knowledge, but the situations in which the personality of the student finds himself. Interactive learning methods turned to a way to manage the process of assimilation of knowledge through the organization of human interactions and relationships. The use of the techniques of these three groups of active teaching methods in teaching psychology involves the creation of a system of learning tasks in the course of psychology. III. Active teaching methods. Active learning - one of the most powerful areas of modern pedagogical research. The problem of finding methods for activating the educational and cognitive activity of teachers was sharply raised at different times by different authors. A variety of options for solving it were proposed: increasing the amount of information taught, compressing it and speeding up reading processes; creation of special psychological and didactic conditions for teaching; strengthening of control forms in the management of educational and cognitive activity; widespread use of technology. In the 70s of the 20th century, the problem of searching for active learning methods was reflected in the studies of M.I. Makhmutova, I.Ya. Lerner and others on problem learning. Regardless of these studies, there was a search for the so-called AMOs, which ensure the intensive development of cognitive motives, interest, and contribute to the manifestation of creative abilities in learning.

^ Question 3: active methods in teaching students.

1. Forced activation of thinking, when the student is forced to be active regardless of desire. 2. Sufficiently long time for students to be involved in the learning process, since their activity should not be short-term or episodic, but largely stable and long-term (i.e., throughout the lesson). 3. Independent creative development of solutions, increasing the degree of motivation and emotionality of trainees. 4. Constant interaction between students and teachers through direct and feedback. Speaking about AMO, first of all, they mean new forms, methods and means of teaching, called active: problem lectures, discussion seminars, analysis of specific pedagogical situations, business games, methods of mathematical modeling. This also includes NIRS, integrated course and diploma design, industrial practice etc. Types of lectures: informational, problematic, visualization lecture, lecture for two, lecture with pre-planned mistakes, lecture-press conference. 1. Information lecture. Its signs are well known. Having historically developed as a way of transferring ready-made knowledge to students through a monologue, a lecture under the influence of a changing, developing content of training and education cannot remain the same, informational. This is the dialectic of content and form. It is no coincidence that the attitude to the lecture at different times was different: from its complete denial (L.N. Tolstoy considered the lecture a funny rite) to its recognition as the main and leading one, and today - to a sharp reduction in the curriculum. 2. Problem lecture. In it, the process of cognition of students approaches search, research activities. With their help, the achievement of the main three goals is ensured: the assimilation of theoretical knowledge by students; development of theoretical thinking; formation of cognitive interest in the content of educational material and professional motivation of the future specialist. The main task is not so much to transfer information, but to familiarize students with the objective contradictions of the development of scientific knowledge, generates their cognitive activity, teaches ways to resolve contradictions. The overall effect of a problematic lecture is determined by its content, the way of organizing joint activities and those means of communication that provide effective "translation" of the personality of the teacher to the audience of students. The closer a teacher is to a certain model of a professional, the more significant is his influence on students and the easier it is to achieve learning outcomes. Thus, already at the problematic lecture, the subject and social contexts of the professional future are presented. It is a form of joint activity of a teacher and students who have combined their efforts to achieve the goals of general and professional development of a specialist's personality. 3. Lecture-visualization. This is the result of a search for new opportunities for implementing the principle of visibility known in didactics, the content of which changes under the influence of data from psychological and pedagogical science, forms and methods of active learning. This type is supported by the fact that the ability to convert oral and written information into a visual form is a professionally important quality for almost all specialists. The process of visualization is the folding of mental contents, including different types information in a visual way; once perceived, this image can be deployed and serve as a support for adequate mental and practical actions. Virtually any form of visual information contains certain elements of problem. The preparation of a visualization lecture by a teacher consists in recoding, redesigning educational information on the topic of the lecture into a visual form for presentation to students through technical teaching aids or manually. Reading such a lecture is reduced to a coherent detailed commentary by the teacher of the prepared visual materials, which fully reveals the topic of this lecture. A visualization lecture is best used at the stage of introducing students to a new section, topic or discipline. The main difficulty of this type of lecture is the choice and preparation of a system of visual aids, didactically sound direction of the process of reading it, taking into account the psychophysiological capabilities of students, the level of preparedness, and professional orientation. You can read about the type of lecture-visualization in the works: Borisova N.V., Soloviev A.A. 4. Lecture together. The dynamism of the problematic content of the educational material is carried out in a lively dialogic communication between two teachers. Here, real professional situations of discussion of theoretical issues from different positions by two specialists are modeled, for example, representatives of two scientific schools, a theorist and a practitioner, a supporter and opponent of one or another approach, etc. At the same time, it is necessary to strive to ensure that the dialogue of teachers among themselves demonstrates the culture of joint search for resolving the problem situation being played out, “drawing” students into communication, who begin to ask questions, express their positions, formulate their attitude to the content, and react emotionally. One of the difficulties of reading this lecture is the habitual attitude of students to receive reliable information from one source. Therefore, this sometimes causes rejection of the very form of education. 5. Lecture with pre-planned mistakes. It largely satisfies the need to develop students' skills to quickly analyze professional situations, act as experts, opponents, reviewers, and isolate incorrect or inaccurate information. Preparing a teacher for a lecture is to include in its content a certain number of errors of a meaningful, methodological or behavioral nature. The list of these mistakes the teacher presents to the students at the end. Mistakes are carefully “disguised”, but are typical for students. The task of the students is to mark the mistakes they have noticed in the context during the lecture and name them at the end of the lecture. 10-15 minutes are given for analysis of errors. Elements of an intellectual game with a teacher create an increased emotional background, activate cognitive activity students. A lecture of this type is capable of performing not only stimulating, but also control functions. It can serve as a diagnostic of difficulties in mastering the material in previous lectures. It is best done at the end of a topic or academic discipline. A final error analysis is needed. 6. Lecture-press conference. It is close to the corresponding form of professional activity with the following changes. Having named the topic of the lecture, the teacher asks the students to ask him questions in writing on this topic. Students in 2-3 minutes formulate their questions and pass them on to the teacher. Then, in 3-5 minutes, the lecturer sorts them and begins to give a lecture. The presentation of the material is not built as an answer to each question asked, but in the form of a coherent disclosure of the topic, during which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of knowledge and
students' interests. The activation of students is due to the addressing of the appeal to each student personally, when preparing a question, it forces the student to correctly pose the question, and the expectation of an answer enlivens attention. This type of lecture is best done at the beginning of the topic, in the middle and at the end. In the first case, the circle of interests, the degree of readiness for work, and the attitude to the subject are revealed. Even a model of a student audience can be drawn up.

Personal activity in learning. The analysis of general views and ideas about human activity allows us to approach the definition of the concept of student personality activity.

For the purpose of a clearer presentation of the differences, let's compare the characteristics that the components of the considered concepts of activity, personality activity and student activity should have (Table 1.1).

Target. Activity presupposes a goal. Activity is manifested only if the goal is in the nature of personal significance. The main goal of the student in learning, for the sake of achieving which he is active, is getting a higher education. At the same time, on a personal level, this goal can be expressed in the desire to improve the educational level, get a profession, a document on higher education. In our pragmatic age, the vast majority of students go to university to get diploma. Intermediate in relation to this main goal are such goals as fulfilling current training tasks and other requirements of the educational process, passing tests and exams, as well as gaining knowledge, skills, abilities, and forming a holistic view of professional activity.

Motives. Activity, unlike activity, is characterized by a high level of motivation. The motives of educational activity are a set of personal aspirations, needs, formed both on the basis of the student's life experience, and under the influence of organizational, managerial and didactic influences, disciplinary practices used in the educational process.

Correlation of the concepts of "activity", "activity" and "activity of the individual in learning"

Table 1.1

Activity	Activity	Personal activity in learning
	Personally significant goal	Striving for higher education
	High level of motivation, a variety of goal-setting motives for activity	The presence of a set of personal needs formed on the basis of life experience and under the influence of organizational, managerial and didactic influences used in the educational process of the university
Methods and techniques	Skills and abilities	Formation of the style of educational activity, the ability to learn
mindfulness	Awareness of motives, goals and ways to achieve them	A clear idea of ​​what and why he is studying, what place the acquired knowledge takes in his future professional activity
	elevated emotional	Satisfaction (or dissatisfaction) with the conditions of study, its results
	situationality (super-situational-	Correspondence of the level of activity intensity to the minimum requirements of the educational process or to a personal idea of ​​the level of intensity of educational activity in terms of ensuring one's own goals of social and practical significance
	Initiative	Independence, perseverance, creative attitude to learning

Methods and techniques are the skills that form the ability of the individual to be active, and in educational activities this is the formed style of the student's educational activity.

Awareness appears as a clear idea of ​​the goals of activity and activity. For the student, this is expressed in the understanding of what and why he is studying, what place the knowledge gained and the educational activity itself occupy in his life and in future post-graduation activities.

Emotions. Activity is always accompanied by an increased emotional background. In educational activities, emotions indicate satisfaction or dissatisfaction with the conditions of study, its results, the climate in educational institution.

Situation, being a characteristic of activity, testifies to the compliance of the student's activity level with the requirements of the educational process at each stage or his idea of ​​the required level of intensity of educational activity in terms of ensuring his own goals of social or practical significance. Among these goals: the desire to “be the best”, the desire for leadership, to be among the first in studies, to receive increased scholarships, to be the best in specialized disciplines, to satisfy cognitive interest or, on the contrary, not to do too much, not to overdo it, not to stand out, to fulfill no more than what is required to overcome the next control stage of training.

Initiative, reflecting the personal involvement of the subject in the activity, in the educational process is expressed primarily in the independence of the student, perseverance, creative attitude to learning and manifestation of volitional qualities.

Learning activity of students and teaching methods. Another aspect of considering the activity of a person in learning is a comparative assessment of learning activity caused by the use of certain teaching methods. It seems that such an assessment can be justified. To do this, we single out, using the example of a higher school, aspects of the manifestation of student activity. In the educational process, three of them are explicitly manifested: thinking, action and speech. Wherein iol thinking means creative thinking, action - activities aimed at acquiring knowledge, and speech - in connection with the process or result of educational activity. From the standpoint of modern views on the educational process and taking into account the principles of active learning, it seems necessary to add one more manifestation of activity - socio-psychological adaptation. This implies that in addition to the traditional triad - knowledge, skills and abilities - a student (listener) must receive in an educational institution and as close as possible to the real emotional and personal perception of professional activity, the conditions for its implementation in all the variety of social, social and industrial relations. He must gain confidence as a specialist in the workplace. This also includes socio-psychological factors associated with studying at a university, primarily motivational factors at all levels of the educational process. The manifestation of this type of activity occurs mainly at the subconscious level, but in the educational process it is implemented on an equal basis with others. This form of activity is also associated with the principle personification of the educational process - an integrative indicator of personality development, expressed in its ability to evaluate the knowledge and circumstances of the surrounding being from the standpoint of their value and personal meaning, as well as in the ability to see the possibilities of one's growth in the forthcoming activity or deed.

The activity of trainees is manifested as the realization of these four types of activity. AT depending on the intention and actions of the teacher in the lesson, either one of the types of activity or a combination of them can be used. AT tab. 1.2 given activity model, reflecting the main forms and methods of teaching in accordance with our understanding of what types of learning activity students use.

Table 1.2

Model of educational activity of students in various forms

and teaching methods

				Forms and methods of teaching
				Practical lesson, RGR
				discussion, dispute
				Solving real problems
				Lab with report
				Industrial practice, internship without performing the role of a specialist
				Public speaking, technical studies with staff
				Lecture, independent work, solving creative problems, playing technique, procedure
				Exercise, work but exemplary
				Statement, report, message
				Excursion to the object, demonstration of the layout, educational film

Note. M - thinking; D - activity; R - speech; A - socio-psychological adaptation; * - manifestation of the type of activity.

As a result, all learning methods are ranked. The hierarchy of methods obtained in this way coincides with the traditional idea of ​​their capabilities to activate students in the classroom. Therefore, the degree of activation can be considered depending on which and how many of the four types of student activity are implemented in the lesson.

The presented gradation affects only the traditional options for the implementation of classes. Obviously, in most cases, it is possible to introduce additional procedures or game techniques that will allow you to use certain types of activity that are not usually used in the traditional form of conducting a lesson. The use of additional techniques and procedures, of course, will increase the activity of the lesson, but will not be able to radically change it, otherwise it will be a different type of lesson in form.

In psychology, the question of the possibility of the simultaneous implementation of two types of activity has been specially studied. It has been shown that this is possible either through rapid transitions from one activity to another, or if one of the activities is relatively simple and proceeds "automatically". For example, you can knit and watch TV, but the knitting stops at the most exciting places; while playing the scales, one can think about something, but this is impossible when performing a difficult piece.

It must be taken into account that, on the one hand, the possibility of simultaneous implementation of all types of activity by an ordinary student is unlikely (as you know, few great personalities, such as Julius Caesar, possessed this gift). In reality, he can successfully perform no more than two things at once (without taking into account the socio-psychological factor), for example, taking notes and thinking. On the other hand, a complete separation of internal activity from external activity is also impossible.

Let's take a lecture. Students are able to listen carefully and simultaneously think about what they hear only if they do not have to write too much in notes. If the teacher dictates, offering at a high pace the educational information necessary for them, then they only have time to write down, and not even always discarding unnecessary words and forgetting to resort to abbreviations.

When implementing several types of student activity in class, the problem lies in their reasonable combination and alternation. If we turn to the theory of the gradual formation of mental actions, then the situation can be presented in a slightly different light. The process of interiorization of activity, according to I. Ya. Galperin, occurs in four stages:

• 1) material action with real objects;
• 2) action in loud speech with images (without objects);
• 3) action “in external speech to oneself” (clearly realized);
• 4) action "in inner speech without words" (unconscious).

It is easy to see that the internalization of activity is a consistent implementation of all the types of activity we are considering - action, speech, thinking and socio-psychological adaptation in their close relationship. This allows us to regard the actualization of various types of activity as an indicator of the intensity of the internalization process. If during the learning process the student showed all kinds of activity, one can count on the successful completion of the internalization process, otherwise the quality of assimilation will be low.

The activity of the student is exploratory, indicative in nature, and as a result of internalization, it is transformed into internal ideal actions performed mentally, which provides the student with a comprehensive orientation in the world of future professional activity. When implementing in traditional education forms of classes focused on the use of only one of the types of activity, there is a gap in time of the process of ingeriorization with possible slowdown, distortion, loss of semantic components. Only in the case of using different types of activity consistently in one lesson on the basis of one topic, task or within two or three lessons following one after another with a small time interval, one can expect a more complete and effective internalization of the activity. When using the fourth type of activity - socio-psychological adaptation - the "assigned" activity will have a more realistic, professional context.

This position can also be confirmed by studies of employees Case Western Reserve University, on the basis of which a cyclic four-stage empirical model of the learning process and assimilation of new information by a person was developed and gained particular popularity (Experiential Learning Model) David A. Kolb.

D. Kolb and his associates discovered that people learn in one of four ways: 1) through experience; 2) through observation and reflection; 3) with the help of abstract conceptualization; 4) through active experimentation - giving preference to one of them over the others. According to the authors' ideas, learning consists of repeated stages of "execution" and "thinking". This means that it is not possible to effectively learn something simply by reading about the subject, studying theory, or listening to lectures. However, training, during which new actions are performed thoughtlessly, without analysis and summing up, can not be effective either.

The stages of the Kolb model (or cycle) can be represented as follows (Fig. 1.1).

• 1. Getting direct experience.
• 2. An observation in which the learner reflects on what he has just learned.
• 3. Comprehension of new knowledge, their theoretical generalization.
• 4. Experimental verification of new knowledge and their independent application in practice.

Rice. 1.1.

At present, the alternation and use of various aspects of the educational activity of students takes place in the form of a spontaneously developed system. Even the traditional sequence of forms of classes laid down in the curricula is often violated. In universities, for example, a lecture is not always followed by a corresponding practical or laboratory lesson, a seminar. Most often, other lectures and classes are wedged between them. So far, apparently, it is impossible to organize the educational process taking into account the principles of interiorization in the existing system of education, designed for the mass production of specialists. Therefore, classes that implement several types of activity in a relatively short period of time are usually distinguished by both increased dedication of students and greater learning efficiency, for example, in the case of using such developed forms of active learning as business and didactic games, when all types of activity are implemented within the framework of one lesson. In addition, a change in the type of educational activity during the lesson, which prevents the accumulation of fatigue, has a positive effect on maintaining a high level of activity of students.

• See: Yu. B. Gippenreiter. Introduction to General Psychology. S. 42.
• See: Galperin P. Ya. Introduction to psychology: textbook, manual for universities. M.: University, 1999. S. 153.
• See: Kolb D. L., Fry R. Toward an applied theory of experiential learning // Theories of Group Process / C. Cooper (cd.). London: John Wiley, 1975, pp. 33-57.