Interaction system. Interactive interaction feature How to “turn on” the interaction system

The interactive communication function is aimed at ensuring constructive interaction between participants in the educational process. The main components of this process are the people themselves, their mutual connection and the resulting impact on each other. An essential component in the process of interaction between communicating individuals is the fact of their mutual changes as a result of mutual influence.

Joint activity is always associated with the solution of a specific professional task (production, pedagogical, etc.) facing the participants in the educational process, as well as with the presence of a common goal among its participants. The basic principles of business relationships include:

• – rationality;
• – conscious management of the course of business interaction;
• – minimizing the element of chance;
• – search for means to increase the efficiency of cooperation.

The structure of joint activity leaves a unique imprint on people's behavior and includes a number of mandatory elements. These include:

• – a single goal, its strict regulation and determination of methods for making contacts between participants in interaction;
• – a community of motives that encourages people to work together;
• – forced interaction between participants;
• – developed standard of behavior (organizational culture);
• – the presence of a single space and time for performing joint actions (class schedule, audience);
• – division of a single process of activity into separate functions and their distribution between participants (teacher and students);
• – coordination of individual actions, the need to manage them;
• – knowledge by each participant of norms, rules, procedures of interpersonal and group interaction;
• – the need to transmit information and mandatory feedback.

The literature considers the following types of business interaction to be the most common:

• – cooperation or cooperation, those. group integration - actions to unite and coordinate common efforts in the implementation of a particular process; at the same time, partners may not experience positive emotions for each other; cooperation is based on the desire to achieve results, mutual benefit and common goals;
• – competition or rivalry (from lat. concurrere – collide) – interaction characterized by opposition; here the activity of the participants in the interaction is aimed at weakening, displacing each other in order to fight for leadership, for the sympathy of a third party, for objects that have a limited resource; at the same time, one of the partners or both of them do not want to share the objects of common aspirations among themselves;
• – conflict (from lat. conflictus – clash) - a clash of opposing interests and views, ending in most cases in confrontation; serious disagreement between business partners; an acute dispute that turns into a conflict of opinions.

Interaction consists of actions, which, in turn, consist of the following elements: the acting subject (teacher), the object of the action or the subject on whom the influence is directed (learners), means or instruments of influence, method of action or method of using means of influence, reaction of participants those affected, or the result of an action.

According to the degree of formalization, as is known, formal and informal groups are distinguished. Interaction in formal groups allows you to streamline and limit information flows, which are determined by the following regulations:

• – organizational (diagram of the organizational structure of the educational institution);
• – functional (roles and functions of students and trainers).

The degree of formality of the group is characterized by the following principles:

• 1) mandatory contacts between all participants in communication, regardless of their likes and dislikes;
• 2) the subject-target nature of the content of the activity (training and development);
• 3) compliance with formal role principles of interaction, taking into account job roles, rights and functional responsibilities, as well as subordination and business etiquette (teacher - student, teacher - student);
• 4) the interest of all participants in business interaction in achieving the final result and at the same time realizing personal intentions (promotion and training);
• 5) communicative control of the participants in the interaction, including high level (game, masks, changing roles, manipulation, adherence to rules, psychological contract, etc.);
• 6) formal restrictions:
  • – conventional, i.e. actions according to instructions, compliance with agreements, etc.;
  • – situational, i.e. interaction in the form of training, regulations and spatial environment that are offered by the circumstances;
  • – emotional, i.e. regardless of the degree of tension in the business atmosphere, each participant in the interaction demonstrates resistance to stress, high emotional culture and the ability to self-control;
  • – violent, i.e. in educational practice, during training sessions using intensive technologies, it is permissible to interrupt unconstructive contacts or actions that violate agreements (for example, failure to comply with established regulations or incorrect communication).

Informal groups are usually characterized by social interaction between people, the expression of the human need to communicate over interests, likes and allegiances, complementing formal communication.

As noted in Chap. 6, interaction in the integration of collective efforts to jointly solve a particular educational task is called interactive. Interactive interaction is an intervention (intervention) of a teacher in a group situation “here and now”, which structures the activity of group members in accordance with a specific pedagogical goal. When considering the problem of interaction between participants in the educational process, as an object of interaction, we will consider a study group that can be classified as small (using intensive technologies). As a rule, the entire study group is divided into several small groups, the optimal number of each of which is five to seven people, which reflects the level of interpersonal and social (group) interactive communication.

It has been proven that the effectiveness of interactive interaction depends on the effectiveness of group work. Moreover, in terms of the success of its work, an interactive group is in many respects superior to any group of similar composition, but built on different principles of interaction. With interactive communication, an individual enriches himself, acquires and borrows from others what cannot be acquired outside the group, and the success of joint activities of participants in the educational process is determined not so much by the activity of each group member, but by the optimality of their interaction with each other, the strategy and tactics of joint group efforts .

The potential advantages and disadvantages of working in a group are reflected in the table. 7.1.

Table 7.1

Potential advantages and disadvantages of working in a group

The group method of decision-making is especially effective in cases where the problem being discussed in interactive learning is creative in nature and there are several options for solving it. The advantage of group decisions over individual ones and the resulting synergistic effect are due in this case:

• – large volume and variety of information taken into account;
• – greater creative potential (in the decision-making process, the group as a whole puts forward a larger number of hypotheses and controls them more carefully than an individual);
• – great risk, “cautious courage” in decision making;
• – using more effective “focusing” tactics in putting forward and considering hypotheses;
• – the activity of everyone’s mental actions generated by questions and discussion.

In connection with the above, it should be noted that A.V. Petrovsky and M.A. Turevsky studied the effectiveness of group work by conducting experiments with a training group, and found that it is easier to train ten people than two, that in joint work a “group effect” is born ", an extraordinary increase in the capabilities of everyone. All this acquires the features of genuine collectivity and contributes not only to the development of competencies, but also to the education of participants in group interaction.

The terms “interactive methods”, “interactive pedagogy”, “interactive pedagogical process”, “interactive interaction”, widely used recently in the theory and practice of education, have the leading characteristic of the concept of “interaction”. In all these terms, the definition of “interactive” emphasizes their alternative to traditional methods, pedagogy, process, etc.

The name of the method comes from the psychological term “interaction”, which means “interaction”. Interactionism is a direction in modern social psychology and pedagogy, based on the concepts of the American sociologist and psychologist J. G. Mead.

Interaction is understood as direct interpersonal communication, the most important feature of which is the ability of a person to “take the role of another,” to imagine how he is perceived by a communication partner or group, and accordingly to interpret the situation and construct his own actions.

An interactive process is a process of purposeful interaction and mutual influence of participants in the pedagogical process. This interaction is based on the personal experience of each participant.

The interactive process is characterized by high intensity of communication, communication, exchange of activities, change and variety of activities, processuality (changes in the state of participants), purposeful reflection by participants of their activities, and interaction.

The meaning of interactivity consists of the definition of the concepts “inter” (between) and “activity” (intensified activity). In this regard, the term “interactive interaction” can be interpreted as increased activity of participants about interaction with each other, and the term “interactive pedagogical interaction” - as enhanced purposeful activities of the teacher and students to organize interaction among themselves for the purpose of development. (S. Kashlev).

Thus, interactive methods can be considered as ways of enhanced purposeful activity of the teacher and students to organize interaction among themselves and intersubjective interaction of all participants in the pedagogical process to create optimal conditions for development.

Interactive interaction is a process of joint activity between a teacher and students, the attributes of which are: spatial and temporal co-presence of participants, creating the possibility of personal contact between them; the presence of a common goal, an anticipated result of activity that meets the interests of everyone and contributes to the realization of everyone’s needs; planning, control, correction and coordination of actions; division of a single process of cooperation, common activities between participants; the emergence of interpersonal relationships. Interactive interaction is an intensive communicative activity of participants in the pedagogical process, a variety and change of types and forms, a method of activity.

The purpose of interactive interaction is to change and improve the behavior patterns and activities of participants in the pedagogical process. Among the leading features and tools of interactive interaction, identified through the analysis of the practice of interactive interaction, polylogue, dialogue, mental activity, meaning-making, intersubjective relations, freedom of choice, a situation of success, positivity and optimism of assessment, reflection, etc. stand out. Let us give them a more detailed description.

Polylogue - “polyphony”, in which you can hear the voice of each participant in pedagogical interaction; the right of each participant in the pedagogical process to his own individual point of view, to the readiness and opportunity to express it, to his own meaning (awareness, understanding) on ​​the problem under discussion; the possibility of the existence of any point of view, any meaning; rejection of absolute truths.

Dialogue - participants’ perception of each other in pedagogical interaction as equal partners; the ability to listen and hear each other; affirmation of someone else's "I" regardless of views, character; the teacher’s assistance to the pupil in forming his own way of thinking, his own vision of the problem, his own way of solving the problem; the right of each participant in pedagogical interaction to be himself, to express himself, to realize his potential according to his own model, his own plan; collaboration between teacher and student; perception of the partner in pedagogical interaction by the subject of the activity; the need and ability to reflect on one’s activities and interactions.

Thought activity – organization of mental activity of participants in the pedagogical process; not the assimilation by students of ready-made truths, but the independent solution of problems through the implementation of a system of mental operations; problem-based learning; independent performance by students of various mental operations (analysis, synthesis, comparison, generalization, classification, etc.); a combination of various forms of organizing students’ mental activity (in particular, individual, pair, group); the process of exchange of thoughts between participants in the pedagogical process.

Creation of meaning - the process of conscious creation (creation) by subjects of pedagogical interaction of new content of the meaning of objects and phenomena of the surrounding reality; expression of individual attitude to the phenomena of reality; reflection from the standpoint of one’s individuality; each participant’s understanding of the pedagogical process, the meaning of the phenomenon, event, situation, subject being studied, under consideration; exchange of individual meanings between participants in pedagogical interaction; enrichment of individual meaning through exchange, correlation with other meanings; the content of the pedagogical process becomes a product, the result of the meaning-making of its participants.

Intersubjective relations - participants in pedagogical interaction (teacher and student) are subjects of the pedagogical process, i.e. its full participants, independent, creative, active, responsible; the subjectivity of the student is largely determined by the subjective position of the teacher; Each participant in the pedagogical process creates conditions for his own development.

freedom of choice – conscious regulation and activation by participants of the pedagogical process of their behavior, pedagogical interaction, which contribute to their optimal development and self-development; the possibility of the subjects of pedagogical interaction expressing their will; a person’s ability to consciously regulate and activate their behavior; the need to overcome obstacles and difficulties; the ability of participants in the pedagogical process to act independently and interact; conscious responsibility for the choice made.

Success situation - purposeful creation of a complex of external conditions that promote satisfaction, joy, and the manifestation of a range of positive emotions by participants in the pedagogical process; positive and optimistic assessment; a variety of pedagogical means that promote success in the activities of students and teachers; success as a motive for self-development and self-improvement; organizing students’ activities on the principles of polylogue, mental activity, and meaning-making.

Positive, optimistic assessment – absence of negative and polar assessments in pedagogical interaction; the teacher’s readiness, when characterizing students’ activities and pedagogical interaction, to emphasize the value, uniqueness, significance of the result, the individual’s achievements; the desire to note a positive change in the student’s condition (development); the student’s right to self-assessment, assessment of the teacher’s activities, pedagogical interaction; the teacher’s ability to raise (but not humiliate) the dignity of the student; reliance on the positive in assessing performance; creating a situation of success in activities through assessment; the predominance of positive emotions in the teacher in the assessment procedure; it is inadmissible to compare the achievements of one student with the achievements of another.

Reflection - self-analysis, self-assessment by participants in the pedagogical process of their activities and interactions; the need and readiness of students and teachers to record changes in their condition and determine the reasons for this change; the procedure for the subject of pedagogical interaction to record his development and self-development in the pedagogical process.

All of the above-mentioned signs of interactive interaction determine each other, are integrated into a single set of attributes that form the content and technological basis of the process of developing teacher subjectivity in vocational education, any component of this process.

Interactive pedagogical interaction is an alternative to traditional pedagogical interaction, which determines the essence of the authoritarian-imperative, personally alienated pedagogical process. The priorities of interactive pedagogical interaction are such characteristics as procedurality, activity, communication, dialogue, the possibility of self-expression, meaning-making, reflection, etc. Traditional pedagogical influence is aimed at fulfilling the compulsory program, transmitting knowledge, and developing the skills of students.

CLASSIFICATION OF INTERACTIVE TEACHING METHODS

The structure of interactive pedagogical interaction is also the basis for the classification of active pedagogical methods. In accordance with the leading function of a particular method in organizing pedagogical interaction, methods can be classified into the following groups:

methods of creating a favorable atmosphere, organizing communication;

methods of exchange of activities;

methods of thought activities4

methods of meaning-making;

methods of reflective activity;

integrative methods (interactive games).

Let us characterize each group of methods.

Methods for creating a favorable atmosphere and organizing communication their procedural basis is a “communicative attack” organized by the teacher for prompt inclusion in joint activities, in the interaction of each participant in the pedagogical process. The methods of this group contribute to the self-actualization of each student and their constructive adaptation to the emerging pedagogical situation. Among them are such methods as “Give a flower”, “Compliment”, “Name and gesture”, “Name alliteration”, “Weather forecast”, “If I were a natural phenomenon ...”, “Let’s change places”, “Complete phrase”, “Who from where”, etc.

Activities Exchange Methods involve a combination of group and individual work of participants in pedagogical interaction, joint activity of participants in the pedagogical process, close correlation of the activities of the teacher and students. Among the methods of exchange of activities are “Metaplan”, “Workshop of the Future”, “Cross Groups”, “Mosaic”, “1x2x4”, “Aquarium”, “Interview”, “Round Table”, “Brainstorming”, etc.

Methods of mental activity, on the one hand, create a favorable atmosphere, contribute to the mobilization of the creative potential of students, on the other hand, stimulate active mental activity, the performance of various mental operations, and the implementation of conscious choice. Methods of this group include “Four corners”, “Choose from five”, “Choice”, “Logical chain”, “Interview”, “A dozen questions”, “Whose is it?”, “Colored figures”, “Change of interlocutor” , “Self-esteem”, etc. The most important procedural attribute of all these methods is the intensive communicative activity of the participants.

Meaning-making methods The leading function is the creation by students of their individual meaning about the phenomena and problems being studied, the exchange of these meanings, and the development by participants of pedagogical interaction of new content of the pedagogical process. Among the methods of meaning-making one can name “Alphabet”, “Associations”, “Making a fairy tale”, “Complete the phrase”, “Minute of speaking”, “Intellectual swing”, etc.

Methods of reflective activity are aimed at recording the state of their development by participants in the pedagogical process, the reasons for this state, and assessing the effectiveness of the interaction that took place. Among the methods of this group are such as “Reflective Circle”, “Exercise”, “Reflective Target”, “Reflective Ring”, “Key Word”, “Let’s Swap Places”, “Islands”, “Complete the Phrase”, etc.

Integrative methods (interactive games)

are an integrated method that combines all the leading functions of the above-mentioned active pedagogical methods. Interactive games such as “Come on, do it!” can be used in the pedagogical process. “Hotel”, “Ikebana”, “School”, “Interaction”, “Balloon Flight”, “Social Role (Fireman)”, “Aquarium”, etc.

DESCRIPTION OF INTERACTIVE TRAINING METHODS

Komarova I.V.

Orenburg State University E-mail: [email protected]

INTERACTIVE EDUCATIONAL INTERACTION WITH ADOLESCENTS DURING THE LEARNING PROCESS

The article discusses the essential characteristics of interactive educational interaction among adolescents in the learning process. The content of the concepts “interaction”, “interactivity”, “interaction”, “interactive technologies as a set of interactive forms, methods and means of teaching” is analyzed in order to summarize existing knowledge on this issue.

Key words: innovation, interaction, interactivity, interaction, interactive learning, interactive educational interaction.

Today, the education system in Russia is undergoing significant changes associated with the transition from traditional forms of education to innovative ones. An innovative approach involves introducing novelty into the learning process, conditioned by the peculiarities of the development of life in society, the needs of the individual, society and the state in developing socially useful knowledge, beliefs, qualities, attitudes and behavioral experience in students.

The concept of “innovation” began to firmly enter the arsenal of science in the 40s, so it is no coincidence that it is believed that “innovation” is one of the most important forms of manifestation of the modern scientific and technological revolution. The founders of the theory of innovation are the German scientists W. Sombart,

V. Metscherlich and the Austrian I. Schumpeter, who applied these provisions in connection with socio-economic and technological processes. Then these concepts began to be used in pedagogical works, denoting everything new that is included in the education system.

Pedagogical innovation is an innovation in pedagogical activity, a change in the content and technology of training and education, with the goal of increasing their effectiveness. Modern pedagogy is intensively developing, replenished with new concepts, approaches, and teaching technologies that reflect the needs of a changing society and practical developments in education.

Pedagogical models of humanization and humanitarization of education, understood as a focus on the person, or a person-centered approach, are actively being developed in modern science (E.V. Bondarevs-

kaya, S.V. Kulnevich, A.N. Leontyev, A.K. Markova, O.L. Podlinyaev, K. Rogers, V.V. Serikov, A.V. Khutorskoy), a trend is emerging for the integration of humanitarian and technical training on the basis of new information technologies, computer telecommunications and the global computer network Internet (Y.S. Branovsky, V.G. Budanov, Ya.A. Vagramenko, M.P. Lapchik, L.V. Mantatova, I.V. Robert).

Currently, the important results of education are the willingness to cooperate, the development of the ability for creative activity, the ability to conduct dialogue, and seek and find meaningful compromises. The main result of educational activity is not the system of knowledge, skills and abilities in itself, but a set of key competencies in various fields, among which communication is highlighted.

The humanistic paradigm of modern education in Russia, which determines the development of all levels of educational systems and puts human development at the forefront, pays special attention to the formation of a person as a subject of communication and interaction with other people. Now it is obvious to educational theorists and practitioners that the main factors in personal development are subject-related practical activity and interaction.

Interaction, being one of the basic philosophical, ontological categories (G. Hegel, M.S. Kagan, A.N. Leontiev, F. Engels), is universal and objective in nature, since connections within and between phenomena exist independently of human consciousness , and there are practically no phenomena that cannot be explained through interaction.

Interaction is one of the embodiments of connections, relationships between people, when they, in the process of solving common problems for them, influencing each other and complementing each other, together successfully solve these problems. Naturally, changes occur both in each of the subjects and in those objects to which interaction is directed. In this case, interaction can be internal (mutual understanding) and external (joint work, exchange of understanding glances, understandable gestures).

In a pedagogical sense, interaction is an essential characteristic of the educational process; its content and methods are determined by the tasks of education and training. It, unlike any other interaction, is an intentional contact (long-term or temporary) between teachers and students, teachers themselves, students themselves, teachers and parents, etc., the consequence of which is mutual changes in their behavior, activities and relationships .

According to A.V. Mudrika, adolescence is the optimal period of preparation for interaction, when a teenager is most receptive to learning and has an urgent need to interact with others. It is during adolescence that students strive to express themselves in social, creative, cognitive, labor, and interpersonal activities. The wide range of interactions is explained by O.A. Yesherkina “new formations of this age - the formation of self-awareness, self-concept, expressed in the desire to understand oneself, one’s capabilities and characteristics, one’s similarities with other people and one’s differences.”

In the system of interaction with peers, a teenager gets the opportunity to realize and evaluate his personal qualities and satisfy his desire for self-improvement. As M.V. emphasizes Olennikov, when communicating with peers, adolescents actively master norms, goals, and means of social behavior, and develop criteria for evaluating themselves and others.

Conducted by psychologists B.G. Ananyev, L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin and other studies convince us that the main thing for adolescents is not just the acquisition of qualities, but the disclosure of these qualities through activity that sets their new social position.

tion recognized by society. An important aspect characterizing active interaction is its multidisciplinary nature.

Recently, the interest of teachers has been aimed at mastering active and interactive forms and methods of teaching based on activity and dialogue (intra- and inter-group) forms of cognition. The interactive approach considers interaction as a central link in the educational process, and learning as interaction management, which expands learning opportunities not only in didactic, but also in developmental and educational terms.

Interactive (from the English “interactive”) means based on interaction. The word “interactivity” itself came to us from the Latin language from the word “interactio”, which implies “inter” - mutual, between and “actio” - action. Thus, interactivity is one of the characteristics of dialogue forms of the cognition process.

From the point of view of the degree of interactivity of interaction M.A. Larionova considers the following levels:

Non-interactive interaction, when the message being sent is not related to previous messages;

Reactive interaction, when a message is related to only one previous message;

Conversational (interactive) interaction, when a message is related to many previous messages and to the relationships between them.

Interactive activity, according to D.A. Makhotin, involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, and joint solution of common but significant tasks for each participant. Interactivity eliminates the dominance of either one speaker or one opinion over another. Therefore, during dialogue training, adolescents learn to think critically, solve complex problems based on an analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, and communicate with each other.

Problems of using interactivity in the process of development and personality formation

have been considered by scientists from various positions for quite a long time (H. Abels, G. Blumer). However, for a long time, attention was not focused on them, and interactivity was not highlighted as an important independent unit in the pedagogical process and the life of society. It was considered as one of the aspects of communication and interaction (G.M. Andreeva, E.V. Korotaeva). In modern conditions, many scientists began to turn to the concept of interactivity, such as N.A. Vinogradova, L.K. Geykhman, N.P. Klushina, T.I. Matvienko, T.S. Panina, L.A. Peskova.

At the same time, the terms interaction, interactive learning, interactive forms, methods, tools and technologies appear in articles and works on pedagogy, in sections of textbooks describing the learning process as communication, cooperation, cooperation of equal participants (T.Yu. Avetova, B.Ts. Badmaev, E.V. Korotaeva, M.V. Clarin, E.L. Rudneva).

The concept of “interaction” (from the English “interaction” - interaction) arose for the first time in sociology and social psychology. The theory of symbolic interactionism (founded by the American philosopher J. Mead) is characterized by consideration of the development and life activity of the individual, the creation of a person’s “I” in situations of communication and interaction with other people. The ideas of interactionism have a significant impact on general, developmental and educational psychology, which, in turn, is reflected in modern practice of education and upbringing.

In psychology, interaction is “the ability to interact or be in a conversation, dialogue mode with something (for example, a computer) or someone (a person),” and social interaction is a process in which individuals, in the course of communication in a group, use their behavior influence other individuals, causing responses.

Recently, the interest of scientists and practitioners in interactive learning has increased significantly, which is due to the processes of democratization of modern society, the need for a practical solution to the problem of motivating the activity of adolescent students, and the challenges facing modern education. The Concept for the Modernization of Russian Education indicates that new

The quality of education is “the orientation of education not only towards the student’s mastery of a certain amount of knowledge, but also the development of his personality, his cognitive and creative abilities.”

“Interactive learning” is a translation of the English term “interactive learning”, which means both learning (spontaneous or specially organized) based on interaction, and learning built on interaction. Interactive learning is one of the modern areas of “active socio-psychological learning” and has not yet been sufficiently described in the domestic pedagogical literature.

According to leading scientists, interactive learning is considered as a way of cognition, carried out in the forms of joint activities of students: all participants in the educational process interact with each other, exchange information, jointly solve problems, simulate situations, evaluate the actions of colleagues and their own behavior, and are immersed in a real atmosphere business cooperation to resolve problems.

At the moment, in pedagogical science, the content of the concept of “interactive learning” is being formed and clarified - “learning built on the interaction of the student with the learning environment, the learning environment, which serves as an area of ​​mastered experience”; “learning that is based on the psychology of human relationships and interactions”; “learning, understood as a joint process of cognition, where knowledge is obtained in joint activity through dialogue, polylogue of students between themselves and the teacher.”

With interactive learning, there is a constant change of activity modes: games, discussions, work in small groups, a small theoretical block (mini-lecture). It is based on the direct interaction of students (trainees) with the learning environment; the learning environment, or learning environment, acts as a reality in which participants find for themselves an area of ​​mastered experience.

Interactive learning presupposes a different logic of the educational process from the usual one: not from theory to practice, but from the formation of new experience to its theoretical

comprehension through application. The experience and knowledge of participants in the educational process serve as a source of their mutual learning and mutual enrichment. By sharing their knowledge and experience, participants take on part of the teaching functions of the teacher, which increases their motivation and contributes to greater learning productivity.

The use of interactive learning, says D.A. Makhotin, should include activities that help students develop evaluative and critical thinking, practice on real problems and develop solutions, and acquire the skills necessary for further effective work on similar problems. The author identifies the following characteristic features of interactive learning:

Firstly, this is the interaction of students between themselves and the teacher (directly or indirectly), which allows the ideas of mutual learning and collective mental activity to be implemented in teaching.

Secondly, this is a process of communication “on equal terms”, where all participants in such communication are interested in it and are ready to exchange information, express their ideas and solutions, discuss problems and defend their point of view. It should be noted that this is precisely what reflects the communicative side of interactive learning, including with the use of modern information technologies.

Thirdly, this is “reality” training, that is, training based on real problems and situations in the reality around us. If this training is not such, then it cannot be fully considered interactive, since an uninteresting (irrelevant, unclaimed at the moment) educational task will never cause a mutual personal response for active communication and, accordingly, an increase in the personal experience of each subject of training .

According to N.A. Vinogradova, the mandatory conditions for organizing interactive training are:

Trusting, positive relationship between teacher and students;

Democratic style of communication;

Cooperation in the learning process between the teacher and students, learning among themselves;

Reliance on personal experience, inclusion of vivid examples, facts, images into the educational process;

The variety of forms and methods of presenting information, forms of student activity, their mobility;

Inclusion of external and internal motivation for students' activities.

Thus, interactive learning makes it possible to implement a subject-subject approach in organizing educational interactions and contributes to the formation of an active-cognitive position of students, which corresponds to the current educational needs of the modern educational process.

However, despite the existence of a significant number of works devoted to the issues of interactive learning, the determination of the essential characteristics of interactive educational interaction among adolescents remains incomplete. A generalized analysis of pedagogical theory and practice made it possible to identify the characteristic features of interactive educational interaction among adolescents: initiative, mobility in interaction; social position recognized by society; multidirectionality.

Currently, the term “interactive learning” is most often mentioned in connection with modern information technologies, distance education, using Internet resources, as well as electronic textbooks and reference books, online work, etc. Modern computer telecommunications allow participants to enter into “ live" (interactive) dialogue (written or oral) with a real partner, and also make possible "active exchange of messages between the user and the information system in real time."

Computer training programs with the help of interactive tools and devices provide continuous interactive interaction between the user and the computer, allow students to control the progress of learning, regulate the speed of learning material, return to earlier stages, etc. Thus, the implementation of interactive learning using modern information and communication technologies technology for pedagogical science is a novelty, an innovation.

The interactive interaction of subjects of education in the aspect of knowledge of its nature and essence, functional and organizational features has been studied by philosophers, psychologists, and teachers (V.V. Arkhipova, Yu.K. Babansky,

S.L. Bratchenko, E.G. Volkova, O.A. Golubkova, I.V. Gravova, V.V. Davydov, M.V. Clarin, D. Lee, T.L. Chepel, N.E. Shchurkova, D.B. Elkonin, T.D. Yakovenko). Therefore, interactive methods are modern, but already widely known and actively researched teaching methods.

The scientific community notes the personality-creating role of interactive teaching methods and considers them a factor in the personal development of students, which activates thinking, stimulates personal growth of emotional states, the moment of interaction activates introspection, reflection, and mobilizes will.

Methods of interactive learning in the scientific literature include: heuristic conversation, discussion method, “brainstorming”, “round table” method, “business game” method, training, “big circle”, “case method”.

Interactive teaching methods allow for effective communication to be introduced into the learning process, which involves students being involved in learning as an active participant rather than a listener or observer. These include:

The “Moderation” method, which allows you to “force” people to act in one team to develop, in the shortest possible time, specific, implementable proposals aimed at solving the problem;

The Case study method is a method of analyzing situations (students and teachers participate in direct discussion of business situations and problems taken from real practice);

Presentation.

Currently, there are quite a few interactive forms of work, but the most common are:

General discussion;

Workshops;

Various forms of mutual training and mutual control;

Laboratory research work / project defense - a form of work in which the student conducts independent research on various topics for a long time

a period of time at the end of which he provides and defends his work;

Problem-based learning;

Presentations (as a visual version of lecture and practical material presented on a computer screen);

Work in small groups and pairs of rotating (dynamic) / permanent (closed) composition is a form of dialogue interaction;

Distance learning .

The telecommunications environment, designed for millions of people to communicate with each other, is a priori an interactive environment. In distance learning, the subjects of interactive interaction are teachers and students, and the means of such interaction are e-mail, teleconferences, real-time dialogues, etc.

Interactive whiteboards, computers, projectors, panels, displays, tablets, voting and testing systems, projection sets and consoles, classrooms and lessons - all this becomes interactive teaching tools.

The emergence of new means of interactive interaction based on information technology has an impact on the pedagogical process, which includes three components: the content of education, the form of organization of training and types of pedagogical interaction. These tools have powerful pedagogical potential and cover all three components of the pedagogical process, enriching them, activating innovative forms of learning and creating an active educational environment.

Interactive learning technologies (learning technology includes a set of forms, methods, techniques, means that allow achieving planned results), occurring in creative search situations, include collective thinking (CM) - a form of interaction between a teacher and a study group, moderation, a collective method training V.K. Dyachenko et al.

The main ideas and principles of interactive learning are most fully implemented in an innovative form of education for Russian education - moderation. Moderation is implemented at three levels: 1) subject (content-

telny level); 2) level of experience (experience, feelings, desires); 3) level of interaction (communication and cooperation in the group).

Many scientists note that moderation is not just one method, but a whole complex of interrelated conditions, methods and techniques for organizing students’ joint activities, which allows participants to be involved in the process of identifying, comprehending and analyzing difficulties in their activities, finding ways to resolve them, informal understanding the experience of colleagues, as well as mutual learning based on the knowledge and experience of participants.

Thus, moderation methods assume the responsibility of each participant in the process for their actions and achieving a common result, and are focused on transferring acquired knowledge into practical activities, which is paramount for the formation of practical skills of future graduates. A high degree of learning productivity using this method is achieved due to a favorable psychological atmosphere and through visualization, i.e. long-term use of visual clarity.

Interactive interaction in the narrow sense of the word (in relation to the user’s work with software) is understood as the user’s dialogue with the program, i.e. the exchange of text commands (requests) and responses (invitations). The more opportunities there are to control the program, the more actively the user participates in the dialogue, the higher the interactivity.

In a broad sense, interactive interaction involves a dialogue of any subjects with each other using the means and methods available to them. In this case, active participation in the dialogue of both parties is assumed - exchange of questions and answers, managing the progress of the dialogue, monitoring the implementation of decisions made, etc.

A broad definition of the concept of “interactive interaction” is given by educational psychology. Interactive, according to B.Ts. Badmaev, is such training, which is based on the psychology of human relationships and interactions. When interactive

interaction in the learning process, the teacher communicates not directly with each teenager and not with the entire class at once (frontally), but indirectly with each student through the study group and / or learning tool.

During this communication, not only the process of cognition and personal growth of adolescents occurs, but also the process of interaction between their personalities, where everyone has the right to express their point of view, defend their position, and play their role. In this case, there is not so much an “exchange of symbols” as an “exchange of meanings” between the participants in the interactive interaction.

Based on the general idea of ​​the interaction phenomenon, D.A. Makhotin argues that interactive interaction promotes the intellectual activity of learning subjects, creating conditions for competition (rivalry) and cooperation of their efforts; In addition, there is such a psychological phenomenon as infection, and any thought expressed by a partner can involuntarily cause its own reaction on this issue.

The results of research by domestic psychologists and teachers (B.S. Gershunsky, E.S. Polat, L.G. Sandakova, S.A. Khristochevsky, E.N. Yastrebtseva) show that the interactive interaction of adolescents allows them to simultaneously solve several educational tasks: helps to establish emotional contacts between participants in dialogue communication, teaches them to work in a team, listen to the opinions of their comrades through mutual understanding and encouragement of their creativity, ensures the internalization of the experience of productive interactions with each other, regulates the volitional sphere of the individual.

Thus, interactive educational interaction of adolescents optimizes the educational learning process by understanding the essence of interactivity, the fundamental principles, and not the external manifestations of interaction. Interactive forms of learning help simultaneously solve educational, cognitive, communicative-developmental and social-orientation tasks.

Bibliography:

1. Geykhman, L.K. Interactive approach as a modern interpretation of pedagogical interaction: mat. international scientific-practical conf. “Modern directions in the development of pedagogical thought and pedagogy by I.E. Schwartz” / L.K. Geykhman. -Perm: PGPU, 2009 - Part I. - 324 p.

2. Vinogradova, N.A. Interactive training of practicing teachers in the system of methodological work in preschool educational institutions [Electronic resource]. - Electron. magazine - M.: Publishing house "ObrazPress", 2007. - No. 4. - Access mode: http://pik100.ucoz.ru

3. Kiryakova, A.V. Implementation of the value approach in school pedagogy: Monograph / A.V. Kiryakov. - M.: IPK OSU, 2000. - 239 p.

4. Klushina, N.P. Interactive forms and methods of teaching as a condition for the formation of individual subjectivity in the educational process of a university: mat. XIII scientific and technical. conf. “University science - to the North Caucasus region” / N.P. Klushina. -Stavropol: SevKavGTU, 2009. - 181 p.

Interactive interaction among schoolchildren

in educational and cognitive activities.

The problem with this topic is that it is necessary to improve the effectiveness of methods and students' interest in learning.

The teacher is accustomed to working in the existing education system, and it seems so clear to him that the discoveries made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and call into question his entire activity.

The research described in A. Zverev’s article “10 and 90 - new intelligence statistics” began with a regular experiment conducted by American sociologists. They approached young people from different countries who had recently graduated from school with a series of questions from various training courses. And it turned out that only on average 10% of respondents answered all the questions correctly.

The result of this study prompted the Russian teacher M. Balaban to draw a conclusion that perplexed teachers: a school, regardless of what country it is located in, successfully teaches only one out of ten of its students. K. Rogers, reflecting on the effectiveness of teaching in school, writes: “When I try to teach, I am horrified that the results achieved are so insignificant, although sometimes it seems that the teaching is going well.”

The effectiveness of the pedagogical activity of a secondary school teacher is characterized by the same 10% of students. The explanation is very simple: “Only 10% of people are able to study with a book in their hands.” In other words, only 10% of students are comfortable with the methods used in a traditional school. The remaining 90% are also able to learn, but not with a book in their hands, but in a different way: “with their actions, real deeds, with all the senses.”

The results of this study led to the conclusion that teaching must be structured differently so that all students can learn. One of the options for organizing the educational process is the use of interactive teaching methods by the teacher in his activities. The strategy of interactive learning is the organization by a teacher, using a certain system of methods, techniques, and methods of the educational process, based on:

Subject-subject relationship between teacher and student (parity)

Multilateral Communication

Construction of knowledge by students

Using self-assessment and feedback

Student activities.

In order to more fully reveal the content of the category “interactive learning methods”, we will compare traditional learning and interactive learning by selecting the following parameters:

• Goals
• Position of the student and teacher
• Organization of communication in the educational process
• Teaching methods.
• Principles of the interactive approach

Traditional trainingsets the goal: transfer to students and assimilation of as much knowledge as possible. The teacher transmits information that has already been meaningful and differentiated by him, determines the skills that, from his point of view, need to be developed in students.Students' task:reproduce as completely and accurately as possible the knowledge created by others.

The knowledge obtained in the process of such training is encyclopedic in nature, representing a certain amount of information on various academic subjects, which in the student’s mind exists in the form of thematic blocks that do not always have semantic connections.

In the context interactive learningknowledge takes on other forms. On the one hand, they represent certain information about the world around us. The peculiarity of this information is that the student receives itnot as a ready-made system from the teacher , and in the process of its own activity. The teacher must create situations in which the student is active, in which he asks and acts. In such situations, he, together with others, acquires abilities that allow him to transform into knowledge what was originally a problem or obstacle.

On the other hand, a student, in the process of interacting in class with other students and a teacher, masters a system of tried and tested methods of activity in relation to himself, society, the world, and learns various mechanisms for searching for knowledge. Therefore, the knowledge acquired by the student is at the same time a tool for acquiring it independently.

Thus, goal of interactive learning- this is the creation by the teacher of conditions in which the student himself will discover, acquire and construct knowledge. This is a fundamental difference between the goals of active learning and the goals of the traditional education system.

Interactive learning technology.

At the same time, these methods contain another block of goals, the implementation of which contributes to the development of social competence in students (the ability to conduct a discussion, work in a group, resolve conflicts, listen to others, etc.).

Interactive learning is an organization of the educational process in which almost all students are involved in the learning process. The structure of the lesson, conducted interactively, includes 8 stages:

1.Motivation . To create motivation, along with problematic questions and assignments, skits, reading dictionary entries, excerpts from newspaper articles, and different definitions of one concept are used. When organizing this stage, you should always remember that what motivates one student to take active action causes a strong reaction, leaves another indifferent or leads to an insignificant effect, so you must try to change the method of motivation from lesson to lesson, to diversify them.

2.Communication of goals (goal setting). The objectives of interactive learning lessons are different from traditional ones. Goals related to students' knowledge come first. Then goals related to the skills being developed are set. In third place are goals called values: to express one’s attitude, one’s judgment, to draw a conclusion about the practical significance of the knowledge gained. This stage is of great importance: firstly, it allows students to make all further activities purposeful, i.e. each student learns what the final result will be and what he should strive for; secondly, at this stage the teacher teaches students to formulate lesson goals - one of the teacher’s professional skills.

3.Providing new information. Since all the concepts we are studying are already familiar to students to one degree or another, it is recommended to begin this stage with a brainstorming session: “What associations does the word writing evoke in you?”

4.Interactive exercises. Work in small groups is practiced as an interactive exercise. Carrying out this stage causes the greatest number of difficulties. In shift groups, these problems are solved with the help of rotation: from an active group to a passive one, and from a passive group to an active one. The group should include no more than 5-6 people, because in groups of larger numbers, sometimes there is not enough time for everyone to speak out; it is easier to “hide” behind the backs of others, which reduces the activity of students and extinguishes interest in the lesson. It is better if each group brings together students of different levels of knowledge on a given subject, this allows them to complement and enrich each other. The nature of its organization, in particular, the external regulation of the activities of group participants, is of great importance for the effectiveness of educational cooperation. During the work of groups, it is necessary to monitor how productively the joint work is organized, to help some students engage in communication, and to provide the necessary assistance in solving the problem. When voicing a problem, the following work options are used: one person speaks (by choice of the group or at will); All members of the group speak sequentially. But in both cases, students must remember that they must speak briefly and informatively.

5.New product . The logical conclusion of working on new knowledge is the creation of a new product.

6.Reflection . This stage involves summing up the students’ activities. Reflection is facilitated by questions: – What did you like most? What have you learned? How will this knowledge be useful in the future? What conclusions can be drawn from today's lesson? These questions allow students to highlight the main, new things that they learned in the lesson, to realize where, how and for what purposes this knowledge can be applied.

7.Assessment. Assessment should stimulate student work in subsequent classes. You can use the approach: each group member evaluates everyone, i.e. puts a mark on each comrade's assessment sheet. The teacher collects the sheets and displays the average score. Finally, self-assessment of student work can be used.

8.Homework. After conducting lessons in an interactive mode, tasks are offered that require a creative rethinking of the studied material: write a miniature essay on the topic, express your point of view on the problem, conduct a stylistic experiment.

Classes built in an interactive mode arouse noticeable interest among students, first of all, because they disrupt the usual and somewhat boring order of work in the lesson, allowing everyone to be not in the role of a passive listener, but in the role of an active participant, an organizer of the educational process. The results of a survey conducted in one of the groups speak about the attitude of students to lessons built in an interactive mode.

Benefits of using this technology. In the traditional system, the teacher usually relies on the strong student, because he “grasps” the material faster, remembers it faster, and the weak one “sits out” during the lesson. Lessons conducted interactively make it possible to include all students in active work and ensure that each student is able to participate in solving problems. If under the traditional education system the teacher and textbook were the main and most competent sources of knowledge, then under the new paradigm the teacher acts as an organizer of independent cognitive activity of students, a competent consultant and assistant, and students receive knowledge as a result of their active cognitive activity. In the process of working interactively, students develop communication skills, the ability to collaborate and interact, and develop critical thinking, which is necessary for their future professional activities.

In modern conditions, the use of interactive forms and teaching methods is a necessity. These methods make it possible to teach the material in an accessible, interesting, vibrant and varied form, contribute to better assimilation of knowledge, arouse interest in knowledge, and form communicative, personal, social, and intellectual competence.

Interactive: from English. (“inter” - “mutual”, “act” - “action”). The literal translation of this concept reveals interactive methods as methods that allow you to learn to interact with each other; and interactive learning is learning based on the interaction of all students, including the teacher. These methods are most consistent with the person-centered approach, since they involve independent learning (collective, collaborative learning), with the student acting as a subject of the educational process. When implementing training in this form, the teacher acts only as an organizer of the learning process, a group leader, and a creator of conditions for student initiative.

The basis of interactive learning is the principle of direct interaction of students with their own experience and the experience of their friends, since most interactive exercises appeal to the experience of the student himself, and not only educational ones. New knowledge and skill are formed on the basis of such experience. Studies have shown that interactive methods can dramatically increase the percentage of material assimilation. Teaching can become monotonous, boring and ineffective if interactive teaching methods are not used. Activation of cognitive activity, activation of attention - these are the tasks that every teacher sets for himself when going to class. The main task of the teacher is to organize a joint search for a solution to the problem that arises in front of the students in the lesson. The teacher acts as the director of a mini-play that takes place directly in the classroom. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each respondent, understand the logic of his reasoning and find a way out of the constantly changing educational situation, analyze the answers, proposals of children and quietly lead them to a solution Problems.

Interactive forms and methods of teaching show new opportunities associated, first of all, with establishing interpersonal interaction between students in a group, and the success of their educational activities largely depends on what they are like. Effective organization of student interaction based on educational material can be a powerful factor in increasing interest in learning activities in general.

On the walls in geography classrooms there used to be maps with images of parts of our planet at different scales. Now this is not enough. Today we need interactive maps. And not just cards...

Interactive - what is it?

The translation of the word from English sounds like “interaction”. That is, interactivity is a property of a system, or rather its ability to interact. If an object is capable of responding to the actions of another object in real time, here and now, it is interactive.

Where is interactivity used?

Such technologies are used in various spheres of human life, and their number is increasing with the development of society. Now interactivity is most in demand in computer science, programming, telecommunications, sociology, education, and design. Let's look at a few examples of interaction.

Information Systems

Any system that can respond to external actions with a specific decision in the shortest possible time will be more preferable in the eyes of the user. So, having the ability to send an SMS or make a call live on television is not yet interactivity. But if your message and any incoming message are immediately processed and the result is returned, for example, changing the values ​​in a survey on the TV screen, then this system works online.

Programming

In programming, interactivity is most clearly manifested in the creation of animation. Here, movement can begin with a user click. This effect is often used in presentations and educational techniques. A more complex level of interactivity is when, while moving, the user can change the parameters and characteristics of the animated object.

Communication

Interactive communication is the ability to carry out a dialogue in real time, being at a considerable distance from each other. Nowadays, many programs and applications help people communicate quickly and constructively (Skype, ICQ and many others). This is a big breakthrough in the social development of humanity. After all, this method of communication allows not only to conduct online business negotiations between representatives of different continents, it provides the opportunity for social adaptation of different segments of the population (teenagers, disabled people, etc.).

Interactive TV - what is it?

Having become accustomed to receiving most services and functions online, consumers have catastrophically begun to lose interest in TV, even in digital format. People don’t want to be passive users, adjust to broadcast schedules, watch ads, etc. Now there is interactive television for advanced consumers. This is a paid service that gives the subscriber a number of advantages:

• choose any movie or show to watch;
• watch broadcasts of all TV channels at a convenient time;
• have fun through individual and online games;
• talk to another telephone subscriber via a television screen;
• receive the desired news by pre-subscription;
• be able to access the Internet directly from the TV.

Interactive television "Rostelecom" is popular today. What can this universal operator offer the consumer? You need a special one, by connecting and setting it up, you will get access to all the features of interactive TV. Rostelecom provides this service throughout Russia. For example, online television from Beeline is no worse, but will it be of any use in a distant village?

So, the main advantages of the “Interactive” TV service package are:

1. Thematic division of channels: children's, sports, news, etc., the number is limited by the subscriber's tariff.
2. The ability to divide channels by age groups, protect children from unwanted information.
3. The ability to select (from an extensive list) any movie to watch (the service is paid separately).
4. Actually interactive viewing, i.e. the subscriber can pause, rewind, record any broadcast here and now.
5. Access to social networks.
6. Additional services such as online maps, weather forecasts, exchange rates, etc.

How convenient and relevant this is, of course, everyone decides for themselves.

Education

The learning process is not only the gradual assimilation of new knowledge (facts, theories, rules, etc.), but also the cultivation of various personality traits, abilities, and norms of behavior. In education, there are many models and teaching methods that are aimed at achieving all of the above goals. - aimed at creating conditions in which all students actively interact with each other. Its use requires high professionalism from the teacher, because it is an innovative method of conducting classes. The interaction of all participants in the process occurs in the mode of dialogue, discussion, joint analysis, assimilation of knowledge - in the process of role-playing, passing, overcoming a simulated life situation.

The main goal when using such a teaching method as interactive is the development of a holistic, harmonious personality in the child. Only with this type of interaction does the teacher perform his direct work - leading the student to knowledge. That is, it accompanies, helps, guides the child to independent perception, analysis, and assimilation of new information.

Main goals of interactive learning:

• awaken the individual mental capabilities and abilities of the student;
• stimulate internal discussion in the child;
• help to accept and understand information received during the exchange process;
• bring the student to an active position;
• bring the process of interaction (exchange of information) closer to the individual;
• set up between students.

It is also necessary to remember about interactive technologies in teaching, which became possible with the development of telecommunications and the Internet. Firstly, it is the use of computer programs to enhance the learning process: from creating presentations to improve the visual qualities of the material presented to simulating situations in virtual reality for complete immersion in the topic of the lesson. Secondly, the possibility of partial or full distance learning: from transmitting notes and didactic material in electronic form to classes with a virtual (or real) teacher and online knowledge testing.

Virtual reality is most often used in professional education. Helps to master various skills at a fairly high level (driving training, etc.). There are also many specialized programs and resources to help in professional activities. These are programs for architects, physicists, chemists, designers, programmers, and so on. The most promising direction at present is the development of interactive learning technologies using game techniques, elements, and processes. common among people of different ages and social status.

“Interactive” is a concept that mostly refers to virtual reality. The main thing is not to forget that the real world is truly interactive...