Keyword: «interactive teaching methods»

Starting from the 2023-2024 academic year, the main educational programs of all areas of higher education in Russia include the discipline "Fundamentals of Russian Statehood". It is intended to help recognize a timely response to the current challenges of Russia's educational and social policy, to contribute to the formation of students' sense of citizenship and patriotism, which is an important task at the highest state level. The aim of the article is to study the specific features of the introduction of a new discipline into university curricula, its perception by students, their attitude to it, and a description of practical methodological recommendations for teaching the subject. To conduct the research, general theoretical methods were used (analysis, synthesis, generalization of theoretical information on the problem) and an empirical method – an online questionnaire. The research involved 173 first-year students of technical universities in Penza and Kazan. The research made it possible to clarify the attitude of first-year students to the discipline as a whole, to its individual sections, pedagogical tools and methods used for teaching of this course. More than half of the respondents replied that they were completely satisfied with the results obtained in the classroom. The students noted the importance of personal interaction with the teacher in the course of classes, paid special attention to the interesting content of the discipline, highlighting this parameter as a clear advantage of the course. They noted the sections of the discipline "The Russian state-civilization" and "The political structure of Russia" as the most important for studying. Students consider videos, interactive online games, original lectures and working with a map to be the most effective means of learning. We think that the goals and objectives set in the legal field for universities and academic staff and outlined in the media space have been fulfilled. The survey results confirm this fact. Most students are convinced that they get benefit from studying the subject and expand their knowledge of the history of Russia. At the same time, respondents noted as a significant learning result the formation of a sense of pride in their country and their people, the expansion of existing knowledge of the geography of Russia, and better understanding of the geopolitical processes taking place today. In practice, the discipline contributes to the formation of such qualities among young people as citizenship and patriotism, which determine the value attitude of an individual to the historical past of his country, belonging to the nation, and a sense of pride in our Fatherland.

The need to update the design and delivery methods of lecture as the main organizational form of teaching is recognized by the overwhelming majority of Russian and foreign scientists. However, orienting the academic community towards the introduction of interactive lectures, during which it is planned to use various tasks to enhance the students’ cognitive activity and develop their critical thinking, most researchers limit themselves to considering only the theoretical component of this problem, without offering any methodological solutions. Those publications that contain descriptions of certain techniques cannot claim to provide a systematic solution to the identified problem. The relevance of this study is due to the need of scientific and pedagogical staff of universities for scientifically based and experimentally tested methodological recommendations for organizing interactive discrete lectures. The purpose of the study is to develop methods for delivering an interactive discrete lecture based on the use of modern digital technologies and time management principles. An analysis of scientific and pedagogical literature has convinced us that many scientists today have some experience in using such technologies as “flipped classroom”, “problem-based learning”, etc., as well as various digital programs that provide formative control and feedback from the students during the lecture. However, this material needs to be systematized and transformed into a methodologically sound and experimentally tested system for designing and delivering an interactive lecture in the conditions of the modern university. The recommendations given in this article for the design of the structure of a discrete lecture, as well as the use of digital and problem-based methods in the presentation of educational information, are based on the results of an experimental study, thanks to which it became possible to find the reasons of the rare use of interactive tasks during lectures, the lecturers’ attitude to this problem, as well as the most effective forms of activating the students’ mental processes, allowing to increase students’ attention, and all these factors immediately affected the memorability and application of acquired knowledge to solving practical problems. Methodological recommendations cover such issues as time-management of a lecture, requirements for preparing an electronic presentation, the use of specialized digital programs for organizing formative control, methods of problem-based learning during a lecture, etc.

The article discusses the ways of using individual interactive methods during practical and laboratory classes for the formation of professional and supra-professional competencies.

The article describes the positive practical experience of using interactive games in educational activities in preschool institutions. This methodological development solves an urgent problem – the education of preschool children in the skills of safe behavior on the railway. The purpose of this practice is to form knowledge about the rules of behavior of preschool children on the railway and railway transport. The article provides a definition of interactive learning, an example of the use of interactive forms of work in a modern kindergarten is considered. The result of the use of interactive games in the educational process is to increase the motivation and interest of preschoolers in the learning process, consolidate the material they have learned, strengthen partnerships between parents with their children and preschool teachers.