Svetlana Sh. Salimova

Currently, the value of experience has been accumulated in the use of interactive methods in university education. Their application in the first year is associated with a number of difficulties due to the different level of knowledge, skills and abilities acquired during the previous training, the change of its format, the lack of interpersonal relations formation. The study of the preparatory stage for interactive learning is relevant, during which the specified educational, adaptive and communicative tasks should be solved. The purpose of the article is to justify the necessity and study the process of preparing first–year students for interactive learning. The following research methods were used: systematic survey, interview and testing of students; pedagogical observation; statistical processing of results. It is found that traditional and active methods are effective at the initial stage of training, the use of which contributes to the formation of basic knowledge, skills and abilities necessary for their further development and improvement in an interactive format; gradual adaptation to university forms and methods of teaching, a new learning environment, which allows you to eliminate psycho-emotional discomfort. For the establishment of communication between the participants of the educational process, the optimal style of pedagogical communication is important, which should create the best conditions for the development of students' motivation and the creative nature of educational activities, provide a favorable emotional climate. The personality of the teacher is the main tool for the implementation of pedagogical activity. An effective means of establishing stable communicative relationships between students is working in small groups and using group interaction to study the material. Indicators of readiness for interactive learning are: the availability of knowledge, skills and abilities of their application to solving specific tasks; the active position of students during the educational process; the students' desire to perfect themselves in educational and social terms. The practical significance of the work is due to the methodologically competent design of the educational process in the context of the implementation of competence-oriented educational programs.