Keyword: «interactive approach»

The paper analyzes methodological approaches to research activities of students. The representatives of various scientific professions (teachers, psychologists, philosophers) currently study the topic. Despite the large number of publications on the topic, there is no understanding of the scientific research activities of students. It is treated either as a variety of learning activities, or as a kind of scientific work. The author ana-lyzes three types of scientific approaches: integrated, competency-based and interactive. Integrated and competence-based approaches are widely applied nowadays. However, they focused on getting the final result in accordance with regulatory requirements. In the author's opinion, interactive approach, has signifi-cant research potential in student’s research activities.

The article deals with theoretical frameworks of interactive approach and considers various definitions developed and applied by different authors. The author provides the comparison of traditional and interactive approaches and proves the necessity to implement interactive approach in language learning and acquisition.

The article deals with theoretical frameworks of interactive approach and considers various definitions developed and applied by different authors. The author provides the comparison of traditional and interactive approaches and proves the necessity to implement interactive approach in language learning and acquisition.

The paper examines the methodological and didactic aspects of the application of the interactive approach in the pedagogical practice of a modern humanitarian university; a methodology for structuring an interactive project of media objects is presented as a result of educational and methodological work on the creation of digital educational materials to provide collective forms of independent work for students in interaction mode; an analysis of scientific research devoted to the theoretical justification of interaction as a process, as well as the interactive approach in teaching methods, was carried out. Relevance of the problem of introducing interaction technologies: pedagogical technologies used in the practice of Russian higher education do not sufficiently solve the educational problem of updating social and professional roles and developing the skills of effective communication and targeted interaction/cooperation of students in the learning process. Subject of research: the use of an interactive approach in the pedagogical practice of a modern humanitarian university as a condition for increasing the effectiveness of teaching. Objectives of the work: analysis of scientific research by Russian and foreign specialists; consideration of the process and stages of structuring an interactive project by students; formulation of the main provisions of the methodology for structuring an interactive project of media objects. Main approaches: the synergetic method - a technique for structuring an interactive project of media objects is considered as a complex process that combines the interactive approach, the project method and information technology in the pedagogical practice of a humanitarian university, used to increase the effectiveness of teaching; comparative method - the basis for improving the methodology under consideration was a comparative analysis of the results of students completing collective tasks for independent work in the interaction mode, as well as a comparison of commented collective media presentations during the procedure for defending interactive projects; systemic - the presented methodology is a unified system, including a theoretical justification for the need to introduce such pedagogical technologies into the teaching practice of a modern humanitarian university and the practical results of the systematic consistent application of this methodology in teaching activities. The theoretical significance of the work lies in the results of the analysis of the works of Russian and foreign colleagues; practical – in the possibility of using this methodology in order to actualize social and professional roles and develop effective communication skills and targeted interaction/cooperation of students in the learning process; The methodology is positioned as one of the didactic tools for solving the problem of increasing the effectiveness of teaching students at a modern humanitarian university.