Keyword: «interactivity»

The problem of interaction between a teacher and a student in a secondary school, its nature, essence, functional and organizational characteristics have become the subject of research in the field of such sciences as philosophy, psychology and pedagogy. One of the tasks for solving the above mentioned problem is to find and implement new forms of education, among which interactive techniques and methods can be distinguished as a way to support the educational process, the transition from the reproductive to the active paradigm of knowledge development, to education based on constructive joint activity of all participants in the educational process. This determines the relevance of the research topic. The main goal of this work is to reveal the influence of interactive lessons on the level of foreign language acquisition in the senior grades of the secondary school of the Moscow region. Observation and conversation were defined as research methods, which were carried out at the ascertaining and control stage. "Cluster", "puzzle" (or "mosaic"), "cases" were chosen as interactive methods. The conducted research has shown the effectiveness of the use of interactive methods in the process of teaching a foreign language. The implementation of our proposed methodology for organizing an interactive foreign language lesson contributes to an increase in the level of knowledge among students, since it is possible to note a positive dynamics in the levels of mastering a foreign language, in our case, English, by 10th grade students of the «Georgievskaya Gymnasium» using interactive methods. The theoretical provisions contained in the study, obtained as a result of in-depth analysis of key methodological works of Russian and foreign experts on the topic of our research, drawn conclusions and practical developments allow us to optimize the selection and implementation of methods and means for organizing educational interaction between students and teachers in the English language lessons. We have tested the developed the technology of organizing and conducting educational interaction, as a result of which the joint work between teachers and students can be effectively initiated. The obtained research data testify to the effectiveness of the use of interactive teaching methods in foreign language lessons in high school, since they contribute to increasing their level of foreign language communicative competence and proficiency.

Effective activity of schoolchildren in the classroom is impossible without the use of modern teaching methods by the teacher, which are able to interest and motivate students, develop their ability to work independently, develop their personal qualities. All this can be achieved by introducing interactivity to the lesson. In-teractive technologies also help to facilitate the presentation of material during online or offline training.

The article talks about the need to develop the communicative competence of the military Air Force School cadets by introducing interactive methods of teaching a foreign language. Such a teaching method is an effective means of developing students' communication skills.

Modernization of higher education opens up new prospects for the use of electronic resources in order to ensure the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs for specialists involved in choreographing dances and the challenges of the international sports movement. The authors examine the issue of justificating the effectiveness of the use of digital flash cards for didactic purposes in the foreign language interaction of specialists in the field of dance and physical education to improve the quality of their professional training. The purpose of the work is to study the potential of using digital flash cards in the training of choreographers for the development of their foreign language communicative competence. The scientific novelty lies in the fact that the didactic potential of using digital flash cards in foreign-language interaction of choreography specialists is substantiated in order to improve the quality of their professional training. Theoretical significance – the revealed didactic opportunities are supported by foreign language communication when organizing the work of dance groups, when teaching plastic movements, when staging theatrical or variety numbers. The Quizlet online platform is used to work with digital flash cards. The control work contains questions grouped into sections "Computer technologies in dance art" and "Foreign language in communication (the field of dance and physical education)". The study involved 54 third-year students of the Orel State Institute of Culture. Area of training: 52.03.01 – Choreographic art (bachelor's degree level). The χ2-Pearson criterion was used in statistical data processing. The system of working with flash cards in foreign-language professional communication of teachers-choreographers is described: the study of functionality, work with ready-made sets of cards, efficient improvement of vocabulary use, development of original thematic sets. The peculiarity of the program is the adaptation of its content to the specifics of the area of training. Students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes in independent work and network collaboration. The authors draw the conclusions about the potential of including flash cards in the training of choreographers: competitiveness and getting positive emotions; resources for self-development. Some difficulties are also highlighted: low initial level of language proficiency and digital skills; different motivation; specialization in dance. The results obtained can be used to update choreographers' training programs, professional development programs, online-courses in dance art.

The development of microlearning is associated with pandemic and post-pandemic changes and trends in higher education system, as well as the characteristics of the modern world: VUCA-reality, shortage of attention span, development of neuroscience, request for corporate training, obtaining specific, targeted skills and knowledge. These characteristics are clearly expressed in the connection of microlearning with mobile learning and computer-mediated learning. The objective of the article is to describe some techniques in microlearning that can be used to increase the efficiency of the educational process for students of language specialties. Some techniques are well-known and widely used. A little emphasis on their implementation or adjustment of assignments can optimize understanding of the material. Elements of microlearning can be part of both classroom and extracurricular activities, and can represent required and optional components of the learning process. The presented techniques are based on the authors’ experience, and are also the result of scientific and methodological analysis of literature on the research topic. The analysis of the research topic publications shows the following dominant features: close connection between microlearning and mobile learning; connection of microlearning with specific topics, splitting large blocks into smaller ones; the research material is available at any time and anywhere; microlearning can be integrated into the process of classical learning, etc. Visualization is an important modifier of the microlearning concept, so there is an active use of presentations, mind maps, diagrams, tables and emoticons. For the purpose of creating ideal conditions for the realization of students' potential abilities, various online platforms are used, in particular, the Telegram platform, chatbots, alternative methods of presenting material, flash cards, scrapbooking, etc. The theoretical significance of the study is related to the synthesis and generalization of the existing scientific groundwork on microlearning, its application in the context of higher education. The described techniques are used with students of language specialties at Chelyabinsk State University. The conclusions provide generalized information on the considered topic.