Keyword: «interaction»

This article discusses the problem of pedagogical communication skills formation among future teachers of primary classes. Despite the fact that most teachers are familiar with the concept of “pedagogical communication”, ideas about it are often superficial, which makes it difficult to apply theoretical knowledge to practice. The article analyzes various views on the definition of “communication”, “pedagogical communication”, and “communicative skills” concepts. The authors consider conditions for the effectiveness of pedagogical communication, propose a classification of basic communicative skills, and show a relationship between the stages of organizing communication and the necessary skills of pedagogical communication for primary school teachers.

The article is devoted to the issues of group speech interaction in the classroom in Russian as a foreign language. The article discusses the forms and methods of applying the discussion in Russian as a foreign language lessons. And also understand the stages of preliminary work on the preparation for the discussion on the example of one academic topic studied on the 1st course. The article presents material for classroom discussion.

The article deals with the actual problem of kindergarten interaction with families of preschool children by means of non-traditional forms use. The article characterizes the concept of "interaction", describes some forms of work used in practice, and highlights the advantages of non-traditional forms of interaction.

The article is devoted to the consideration of the organization of systematic interaction between public authorities and vocational education institutions in order to facilitate the employment of graduates. On the example of the results of the survey of the final year students of Smolensk state University, the prospects of employment of future young professionals are analyzed, as well as the need for intermediary services from the institutions authorized to assist in employment. The directions of interaction between the University and public authorities to ensure the employment of graduates are proposed.

The relevance of the research is due to the opportunities of using live worksheets for increasing the cognitive activity of students in the school course of mathematics and improving the effectiveness of the "flipped classroom" technology. The research problem is determined by contradictions: between the opportunities provided by live worksheets to support cognitive activity of students in the process of solving practice-oriented tasks with the 'flipped classroom" technology and actual forms of teaching at school; between the need to provide resources for automating calculations, solving problem character tasks in terms of the digital transformation of society and the insufficient level of mathematical competence of graduates. The purpose of the study is to substantiate theoretically and test experimentally the effectiveness of using live worksheets in the organization of teaching mathematics with the "flipped classroom" technology. The research methodology is based on the analysis of scientific works and interactive educational tools, generalization of the empirical data processing results and materials from interactive resources. The study was conducted in Kirov schools with in-depth study of some subjects. The experiment involved 100 students of 5-6 grades in 2019-2020. Live worksheets are implemented in the Wizer.me service - a free resource that supports feedback and display of work results in an electronic journal. Statistical verification of the results reliability is made using the Fisher test. The author clarified the essence of “live worksheet” concept and described the characteristic features of using the “flipped classroom” technology for learning mathematics. It is noted that there is a potential of live worksheets for the formation of mathematical competence, for getting the practice of computing, and the support of cognitive activity in the framework of the “flipped classroom” learning technology. The opportunities of live sheets are shown by the example of solving practice-oriented tasks in basic school. The article summarizes the didactic potential of using live worksheets when implementing the “flipped classroom” technology to enhance interaction and cognition in the formation of competencies that are in demand in a digital society. The materials of the article may be used for reviving cognitive interest, involving students in mathematical research activities, and for the control of their actions assessment.