Application of interactive methods in the process of studying philosophical disciplines

Department of Philosophy, History and Socio-Humanitarian disciplines

Sloviansk

Abstract

The current state of development of information technology has a significant impact not only on the process of preparing students but also on the students themselves, because, entering the audience, we are currently dealing with students whose main features are dependence on electronic gadgets and the Internet. advantages and disadvantages. Today's students are focused on the figurative assimilation of information, they also have significant problems with concentration and perception of audio information.

Modern information technologies open newperspectives for improving the efficiency of the educational process. The paradigm of education itself is changing. An important role is given to the methods of active cognition, self-education, distance educational programs. The article is devoted to the problem of the application of interactive methods in the process of studying philosophical disciplines. The advantages of using interactive learning are named, the influence of in teractive learning technologies on the formation of communicative competence of students during the study of philosophical disciplines is characterized. Examples from the authors' educational and pedagogical activities are given. educational philosophical discipline interactive

The articleproves that the purpose of using interactive methods in the study of these disciplines is to create a comfortable learning environment in which all students interact with each other, where classes provide an opportunity to discuss various issues, prove, argue their views, i.e., the interaction between teacher and student. which orients the individual to the development of his creative and mental abilities and communication skills.

Orientation of modern education on the development of the independent cognitive activity of students, taking into account personal paths and opportunities requires the development and implementation of appropriate pedagogical technologies. The use of interactive methods in the educational process of higher educational institutions in the study of philosophical disciplines creates conditions for the development of selfrealization of the individual and helps to achieve the high intellectual development of students.

After all, only the skillful design and implementation of the two components of the educational process - visual and procedural - also lead to the formation of tolerance as the most important characteristic in a Ukrainian democratic society. To the greatest extent, it depends on thepedagogical skills of the teacher, including the manifestation of his personal tolerance in the educational process. The introduction of interactive learning technologies in the pedagogical process of higher educational institutions is a necessary condition for the optimal development of both learners and those who teach.

Keywords: interactive methods; interactive technologies; work in small groups; roundabout; aquarium; work in pairs; work in threes; communication skills; competency approach. "

Introduction

The importance of the relevance of the research topic is due to a necessity to update the content and methods of teaching philosophical disciplines for training highly qualified professionals who will be competitive in today's labor market. Modern educational institutions are required to introduce new approaches to teaching that ensure the development of communicative, creative, and professional competencies and stimulate the need for professionals in selfeducation based on the content and organization of the educational process. Innovative educational search should begin with the creation or adoption of a fundamental scientific concept, a changed paradigm in teaching and education. The introduction of innovations in that process should be based on the newly developed philosophical foundations of education that meet the requirements of the time. Ukraine's turn to market relations, individual rights, and freedoms has required a rethinking of education policy, which is focused primarily on meeting the needs of the individual, which has led to significant changes in the choice of teaching methods. Ukraine must accelerate the advanced innovative development of education by updating the content of education and organizing the educational process.

The purpose of the study is to analyze the possibilities, benefits, potentials of implementing interactive teaching methods in the implementation of the educational process in the study of philosophical disciplines in higher education are stated in The National Doctrine of Education Development.

Presenting main points and material

It is necessary to introduce a creative system in higher educational institutions instead of a reproductive system of education. For this purpose, it is necessary to use actively modern progressive pedagogical technologies as only they are capable to provide self-realization of youth. In modern conditions on the labor market, the value is not the formal level of education, but the ability of a specialist to solve emerging professional problems.

Another problematic aspect is that students, on the one hand, have access to information, on the other hand, the availability of a significant amount of information requires students to think analytically and critically, which would allow them to understand the information. The changes that are taking place in higher education are due to a significant shift in the innovative personality-development paradigm of education, the importance of using the intellectual and creative human potential in all spheres of life. The course uses interactive teaching methods as the most important way to improve student training and a prerequisite for the effective implementation of the competency approach. The formation of competencies involves new technologies and forms of educational work. The main priority of the academic system in Ukraine should be to solve the problem of training highly qualified personnel which is based on the principle of the interests of the student. In this regard, we believe that teachers should use in the educational process such tools and teaching methods that would be aimed at enhancing the creative potential of the student, his or her desire (increase motivation to study, learning the system of professional knowledge, academic, social and professional competencies). Interactive training has advantages over traditional. Researchers have found that no more than 20% of information is assimilated during a lecture, while 75%, is learned in discussion and about 90% in a game. The main difference between interactive training is that the educational process takes place through communication. Today we can not teach philosophical disciplines traditionally when the center of the educational process is usually a teacher, and students silently accept the material, listen to explanations in lectures or report on seminars and practical classes, perform tasks, receive grades for knowledge and skills that are acquired in the educational process.

The analysis of the last publications

The use of interactive teaching methods and technologies as technologies that contribute to the social formation of the individual is considered in the works of scientists - O. Sichkaruk, O. Stelmakh, A. Korol, N. Tverezovska, and others. The scientific works of M. Bogomolova, B. Lomov, R. Nemov, L. Petrovska, L. Umansky are devoted to the problems of interactive communication, group technologies, collective way of learning were subject of V. Diachenko's works, technologies of didactic design, design technologies were considered by V. Guzeev, gaming technology - J. Genzerg, problem-based learning is the main research topic of G. Werner, A. Matyushkin, M. Makhmutov, the technology of program training - V. Bezpalko, technologies of differentiated training by interests acquired theoretical and methodological understanding (I. Zakatova). Interactive technologies as a kind of innovative methods were considered by N. Gai, A. Gin, V. Guzeeva, L. Pirozhenko, O. Pometun; traditional teaching methods - K.Korsack, O.Pekhota. The use of interactive learning technologies in higher educational institutions is covered by V. Bespalko, V. Evdokimova, M. Klarina, E. Pekhota, G. Selevko, V. Serikova. An unusual and interesting example is given by Ukrainian researchers of interactive learning O. Pometun and L. Pyrozhenko, explaining that our brain has the same properties as a computer. You need to turn on your computer for the start. Our brains should relate what we are taught to what we have already known.

Classes with the use of interactive technologies encourage, first of all, cognitive independence and creative initiative of students. The use of such technologies is one of the most important principles of the educational process. In the teaching of philosophical disciplines, the introduction of interactive methods allows you to radically change the attitude to the object of study. The object becomes a subject, with the active interaction of all participants in the learning process.

In the works of teachers of foreign countries, this new approach is called "participatory learning" or "cooperative learning", when the opportunity is formed to exchange views on each problem, to analyze a particular event. This contributes not only to a greater awareness of educational material, but also the development of intelligence, thinking, and speech (Гай, 2009).

By critically evaluating their actions and the actions of partners who are involved in the learning process, reforming their behavior, more confidently acquiring knowledge and skills, so interactive methods are not only a means of improving learning but are a means of increasing educational influences. The value of the teacher in interactive classes is attached to the direction of students' activities, to achieve the goals of this class.

Let us turn to the annals of the emergence of interactive training, its embryos can already be found in ancient treatises. Thus, Confucius did not follow the regulated time and content of classes.

The educational process and upbringing took place during the conversations, which often had a heuristic nature. Socrates forced his listeners to discover the "truth" through questions and answers. Plato advised to educate children from the age of six and to learn science through games, conversations, fairy tales, songs, and more. Interactive learning involves a radical change in methodological stereotypes that have formed in high school teachers. The student will become a co-author of a lecture, seminar, etc., and this has a positive effect not only on the exhausted understanding of the material but also on the development of thinking and speaking (Інтерактивні технології навчання: теорія, практика, досвід, 2002). The approach to the student, who is at the center of the learning process, is based on focusing on his thoughts and encourages activity and is primarily to increase the educational effectiveness of classes, a significant increase in the implementation of the principles of consciousness. The most important feature of interactive exercises and tasks is the students not only consolidate the mastered material but also comprehend a new, with the help of interactive technologies creative nature of distance learning can be realized through competition and competition of a large number of students creative potential (Тверезовська, 2009; Мельничук, 2011).

Interactive methods can help in the organization of the philosophical disciplines working with the students:

- organization of thematic classes;

- organization of transitional creative collective by preparing an educational project;

- organization of discussions and debates on controversial issues;

- development educational resources (courses of lectures, training materials, audio-video materials, diploma theses, etc.).

The teacher should use the following interactive forms in teaching philosophy: the use of case technologies; video conferences; "Round tables"; "brainstorm"; focus groups; business and role-playing games; case-study (analysis of specific practical situations); educational group discussions; trainings. These teaching methods can increase the efficiency of formation:

1) willingness of future specialists for constant professional self-improvement;

2) professional and cognitive interest in future activities;

3) the ability of students to solve practical problems;

4) competencies of future specialists in the process of professional training.

The main factor of interactive teaching methods is the widespread use of information technology (IT) and electronic tools.

The vast majority of scientists insist on the expediency of "mixing theories, approaches, and methods of teaching." The use of ICT in education has become such an organic element that the modern educational process is a "mixed model" of educational practices and methods, and the use of innovative technical teaching aids (Стельмах, 2011).

Exploring the effective use of interactive technologies for training, we emphasize the organizational and methodological component of the educational process, which should include the following stages:

- planning stage, the active phase of which should be the study of the needs of the audience in learning, analysis of the group members, setting scientific goals, determining the expected result, etc.;

- stage of the preparation, which should include the development of the content of interactive teaching methods with a certain structure of simulation and non-simulation methods for each topic of the discipline, preparation of aids, development of criteria for assessing applicants' knowledge, teacher self-training;

- stage of implementation, the main component of which should be the presentation of the course, problem lecture, or mini-lecture, where the teacher should identify problem and control issues and thus encourage discussion of the audience (formation of a favorable microclimate in the group and discussion of specific tasks).

- stage of control, the main task - comparison, comparison of the result (control should be carried out based on monitoring of the educational process and its results). The final phase of the control process should be the submission of a report.

We should be remembered that a constructive dialogue between the participants of the educational process with the using the implementation of interactive learning technologies is possible if the teacher has professional and personal qualities that contribute to successful interaction with the student. On the other hand, an effective combination of different forms of communication which is based on the use of different communication channels has been. The use of interactive technologies and teaching methods in the teaching of philosophical disciplines helps to increase student participation in learning materials, establishing continuous monitoring of the learning process, increasing the role and importance of the teacher in the organization of the educational process.

Despite discussions about the potential and appropriateness of the lecture, it remains one of the leading forms of student education in higher education. Lecture (from Latin lectio - reading) is the process of giving the information to a large group. The scientists offered an interactive lecture as an alternative to the usual lecture. We can distinguish the following types of interactive lectures: lecture-press conference, lecture-dialogue, lecture with planned mistakes, problem lecture, lecture for two, lecture-visualization, etc.

The interactive lecture we mean as a lecture with components of interactive methods, techniques, and exercises. Interactive techniques that encourage students to find new knowledge make the seminar really interesting. These techniques have a positive effect on the development of creative talents, student thinking, the strength of the acquired knowledge, skills, and abilities.

Thus, the main components of interactive classes are exercises and tasks in philosophical disciplines, which are performed by students. A significant difference between interactive exercises and tasks from traditional ones is simple: the student does not so much consolidate the previous material, as he or she studies the new one. Therefore, when creating an educational process that is based on the use of interactive teaching methods, it is necessary to take into account the involvement of all students in the group. Cooperative activity means that everyone records their individual contribution, there is an exchange of views. The use of interactive methods pushes the teacher to constant ingenuity, modernization of professional growth and development. In the learning process of interactive technologies, the teacher becomes a leader of educational and cognitive, independent, informative, and creative students' activities; it has the opportunity to improve the learning process, the development of communicative competence of students, and the holistic development of their individuality.

Conclusions

Thus, the use of interactive learning technologies in philosophical disciplines is one of the directions of improving the educational process in higher educational institutions of Ukraine. We hope on the development of the independent cognitive activity of students, taking into account the individual ways and abilities of young people requires the development and implementation of appropriate pedagogical technologies. The use of interactive methods by studying philosophical disciplines in the educational process of higher education institutions creates a situation for the development of self-realization and helps to achieve the high intellectual development of students. The planning and implementation of the two components of the educational process - visual and procedural - also lead to the formation of tolerance and openness as the most important characteristics in a Ukrainian democratic society. Largely it depends on the pedagogical skills, including the manifestation of his or her personal tolerance in the educational process. The introduction of interactive learning technologies in the pedagogical process of higher educational institutions is a need of the modern society of selective development of both learners and those who teach.

References

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