Keyword: «interactive teaching methods»

The article examines the features of building an effective modern lesson, which should involve not just the transfer of knowledge, but a process of interaction between teachers and students aimed at achieving a common goal. The features of lessons in vocational education institutions are analyzed. The construction of the lesson, including using interactive methods, and the analysis of its effectiveness are described.

The relevance of the problem under study is due to the need to improve the quality of foreign language teaching in technical universities. The aim of the study is to justify the expediency of holding a student scientific and practical conference as an interactive form of organizing extracurricular independent work in teaching foreign languages to students of technical universities. The analysis of the long-term experience of the Department of Foreign Languages of the Rostov State Transport University in organizing student scientific conferences has been carried out, positive aspects and difficulties in their preparation have been identified. The leading approaches in conducting the research were theoretical methods of studying, analyzing, comparing and systematizing scientific material, as well as the method of collecting, analyzing and interpreting scientific documentation. As a result of the study, it was found that student conferences, being part of the students’ research work, are implemented on the basis of an interdisciplinary approach, which consists in mastering oral and written speech, improving listening and writing skills in a foreign language, as well as acquiring professional knowledge in their major. In addition, scientific student conferences are classified as interactive forms or teaching methods that are based on the active involvement of students in the learning process through social interaction. The role of participants in the educational process is changing, the emphasis is on cooperation, the exchange of ideas and experience, the teacher acts as a consultant. It is found that the introduction of humanitarian knowledge, principles and methods in teaching natural science disciplines indicates the humanitarization of education. The theoretical significance of the presented article lies in the further development of ideas on the organization of scientific research work of students at the university. The practical significance is due to the possibility of applying the findings and recommendations of the study in the educational process of technical universities.

The article examines the educational potential of quest technology as an interactive pedagogical tool in the system of secondary vocational education (SPE). The essence of the educational quest and its most relevant types for vocational education are analyzed. The main attention is paid to the disclosure of the complex educational impact of technology on the formation of professionally important qualities. The possible risks and problems of implementing the quest technology are outlined. It is concluded that the competent application of quest technology makes it possible to effectively solve the tasks of educating a competitive and socially responsible specialist in an exciting, active manner, integrating the educational and educational components of the educational process.

The society and the state assign higher education the task of fostering value guidelines, civic identity, and patriotic sentiment among young people. One of the instrumental approaches to solving this problem was the introduction of the ideological discipline «Fundamentals of Russian Statehood» into the curricula of the country's universities with clearly developed thematic sections. The success of the educational process depends significantly on how the learning material is presented. In this regard, there was a need to analyze, systematize and develop pedagogical approaches adapted to modern realities, personal and age characteristics of students. The purpose of this article is to systematize and substantiate the pedagogical methods and techniques that are most effective for teaching the discipline «Fundamentals of Russian Statehood», including assessing the feasibility of their application to achieve specific educational results. The approach to the research chosen by the authors is based on theoretical methods (analysis of scholarly literature, study and generalization of teachers’ professional experience, comparative analysis, system-structural and system-functional analysis, synthesis, generalization and systematization) and empirical methods (observation and description). The article shares practical experience in teaching the «Foundations of Russian Statehood» course to students at technical universities in Penza and Kazan. The paper concludes that it is advisable to use various pedagogical techniques and methods in accordance with the structure and content of the discipline. Thus, the pedagogical achievements of the authors in the form of mini-projects with the possibility of using social networks, solving case studies, analyzing historical sources, creating and solving crosswords, participating in business games, working with Internet resources and statistical data, as well as with mass media are distributed according to five sections of the course. The proposed interactive methods can be regarded as a basis for further theoretical study in the context of pedagogical science, in particular, for a conceptual assessment and improvement of teaching methods of socio-humanitarian disciplines. The developed set of pedagogical methods and techniques, containing specific assignments, citations, and links to Internet resources, can be applied by representatives of higher education in the Russian Federation in order to improve the quality of teaching the discipline «Fundamentals of Russian Statehood».