PROBLEMS OF APPLICATION OF ACTIVE LEARNING METHODS IN PHYSICS AND METHODS OF SOLUTION

2021 ◽  
Vol 3 (121) ◽  
pp. 147-159
Author(s):  
A SARYBAYEVA ◽  
Zh DARIBAY ◽  
G SAMBETOVA
Keyword(s):  
Teaching Methods ◽  
Survey Methods ◽  
Scientific Research ◽  
Independent Study ◽  
Educational Process ◽  
Educational Institutions ◽  
Topic Analysis ◽  
Young Professionals ◽  
Active Teaching ◽  
Teaching Physics

This article discusses the problems that arise when using active methods of teaching physics in the educational process according to the updated curriculum, and ways to solve them. The analysis of documents, survey methods, analysis of the results of scientific research on the topic. Analysis of domestic and foreign articles. As a result of the study, problems, difficulties and a number of ways to solve them were identified when using active teaching methods by teachers of physics and natural science.In addition, the classification and benefits of active teaching methods are presented. Examples of active physics lessons, practical exercises are considered. It guides students in solving theoretical problems and issues of daily life. It is convenient to systematize a large amount of information in lectures and practical exercises, where the main issues of the topic are explained and recommendations for independent study of the material are given.The results of scientific research can be a useful and auxiliary tool for students, young professionals, teachers of physics and natural science in higher and special educational institutions.

scholarly journals The Technology of Professional Teaching The Simulative Company as a Complex of Imitative Teaching Methods

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
M.G. Sergeeva ◽  
N.Ph. Mikheeva ◽  
L.Zh. Karavanova ◽  
T.G. Stanchuliak ◽  
I.Yu. Varlamova ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
New Technology ◽  
Educational Process ◽  
Learning Activity ◽  
Educational Institutions ◽  
Professional Activity ◽  
Student Groups ◽  
Active Teaching ◽  
Professional Teaching

The characteristics of the competitive specialist and requirements for their training served the basis for the development of the generalized specialist model. A new imitative tutorial The Simulative Company, which is a systemized complex of operation teaching methods, is worked out and implemented. The research provides the algorithm of the teaching method The Simulative Company development realized and implemented by the authors in student groups on the specialties Management and Economy and Bookkeeping. The algorithm comprises the following stages: the launch of The Simulative Company (presenting The Simulative Company, the analysis of the environment); the functioning of The Simulative Company (recruitment, professional activity appraisals, partnering); the creation of an automated workplace. It is proved that in secondary professional educational institutions, active teaching methods should be given precedence to, which will increase the student's learning activity, facilitate the development of their initiative and personal potential, generate their creative approach, as well as will allow solving important teaching and organizational tasks. The established specifics of imitative teaching methods usage enable: to put into practice the models of the competitive specialist within the educational process; to realize the teacher’s potential in improving his/her pedagogical excellence; to implement the system of new imitative teaching methods which is presented by the new technology The Simulative Company.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

Modern methods of teaching the english language in higher educational institutions in Russia

2021 ◽  
pp. 3-6
Author(s):  
I.N. Gornostaeva ◽  
Keyword(s):  
Small Groups ◽  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Multimedia Presentations ◽  
Interactive Teaching ◽  
Language Competence ◽  
Effective Organization

The article discusses the possibilities of using methods of teaching English in higher education from classical to interactive ones. Special attention is paid to the role of the teacher in the formation of language competence and the effective organization of the learning process. The article proves the importance of introducing into the educational process such interactive teaching methods as work in small groups, preparation of projects and multimedia presentations, training, and brainstorming.

scholarly journals Features of training students of higher educational institutions in the specialization of sports games and single combats ski training

2021 ◽  
pp. 60-68
Author(s):  
T. Sidorova ◽  
S. Kotliar ◽  
V. Gorinа
Keyword(s):  
Teaching Methods ◽  
Martial Arts ◽  
Educational Process ◽  
Educational Institutions ◽  
Average Score ◽  
Control Group ◽  
Higher Educational Institutions ◽  
Classical Style ◽  
Higher Educational ◽  
Experimental Group

Purpose: to reveal the peculiarities of teaching students of higher educational institutions of specializations of sports games and martial arts ski training. Material and methods. To solve the set tasks, we conducted a study in the 2020/2021 academic year with students of the Kharkiv State Academy of Physical Culture in the amount of 45 people, aged 18-20 years, for three weeks. Students were taught skiing techniques both according to the traditional system (control group) and according to the methodology developed by us (experimental groups). The time for learning the technique of skiing in both groups was the same 15 classes of classical style and 15 classes of skating style for 90 minutes each (according to the work program of the discipline), but the teaching methods in the experimental groups differed. The following methods were used during the research: theoretical analysis and generalization of scientific and methodological literature sources, working curricula and practical experience of teachers; analysis of information on the Internet; pedagogical observations; method of expert assessments; pedagogical experiment; methods of mathematical statistics. Results: as a result of the study, it was found that students of the experimental group (E1) received significantly better scores than the control group for performing the technique of movement in the classical style, the average score - 6.30, and the control group - 5.68 points (t=3,6; p<0,01), for performing the technique of skating style score (E1) was 6.18 points, and the control group – 5,25 points (t=5,2; p<0,01). Students of the experimental group (E2) for performing the technique of classical movement style received an average score of 5.93, compared with the control group - 5.68 points, no significant difference was found (p>0,05), the average score of the group (E2) for performing skating style was 5.90 points, and the control group – 5,25 points, which is significantly better (t=3,8; p<0,01). Conclusions. The use of different teaching methods, taking into account sports specializations, as well as the development of leading motor skills, has improved the learning outcomes of students of higher education specializations in sports games and martial arts ski training. As a result of the use of simulation and special training exercises without skis and on skis at the beginning of classes on the technique of classical and skating skiing, students of the group significantly improved the mastery of ski training on all indicators (p<0,01–0,05). Keywords: ski training, educational process, students, sports games, martial arts, motor abilities.

scholarly journals GAMES AS A MEANS OF LEARNING A FOREIGN LANGUAGE BY MEDICAL STUDENTS

2020 ◽  
pp. 87-92
Author(s):  
N. I. Yelahina ◽  
N. O. Fedchyshyn
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Teaching Methods ◽  
Educational Process ◽  
Educational Game ◽  
Effective Learning ◽  
Active Teaching ◽  
English Classes ◽  
Communication Games

The article analyzes the role of the educational game as a means of organizing the speech activity of medical students in English. The authors of the article emphasize the need to use active teaching methods in the educational process while learning English. It has been established that games in English classes can be divided into the following categories: games aimed at mastering new vocabulary; games aimed at grammatical material consolidation; communication games aimed at developing students’ monologs and dialogs. Methods, goals and tasks for forming a communicative model are highlighted. Examples of interaction between a teacher and a student are analyzed. It is noted that the conduct of professional games has a multi-faceted approach and is carried out according to a certain model. Systematic and purposeful use of games as a method of teaching English to medical students contributes to the effective learning in the educational process.

The Essence and Structure of Innovative Pedagogical Activity in the Conditions of the University

2016 ◽  
Vol 5 (1) ◽  
pp. 65-68
Author(s):  
Каравайцев ◽  
K. Karavaytsev
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Educational Process ◽  
Young Professionals ◽  
Applied Aspect ◽  
Higher Educational ◽  
The University

Innovative pedagogical activity in a higher educational establishment requires special attention, because it is a systemforming element of innovative processes in the higher education system as a whole. The essence of innovative pedagogical activities is to improve the quality of the educational process through the introduction used in the process of learning new teaching methods, improvement of knowledge, skills and abilities to enhance the theoretical and applied aspect in the training of specialists. For developing the capabilities of young specialists, who tend to innovate, you need to create the appropriate conditions and this can be achieved by creating an innovative platform for young scientists. The paper examines the pedagogical foundations of innovative activity, innovative platform with its potential for the development of young professionals.

To the question of educational process organization on graphic disciplines in Belarusian high educational institutions

10.12737/786 ◽  
2013 ◽  
Vol 1 (2) ◽  
pp. 38-41 ◽  
Author(s):  
Малаховская ◽  
V. Malakhovskaya
Keyword(s):  
Teaching Methods ◽  
Educational Process ◽  
Descriptive Geometry ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Computer Assisted Design ◽  
Traditional Structure ◽  
Design Systems ◽  
Methodological Aspects ◽  
High Educational

The analysis of the main trends related to descriptive geometry teaching methods in Belarusian engineering education system has been performed in this paper. The traditional structure has been characterized, from whence the need for adjustment the «Descriptive Geometry» section content of «Engineering Graphics» course in accordance with evolving the computer assisted design systems’ trends has been revealed. The organizational and methodological aspects related to descriptive geometry teaching on mechanical engineering faculties with regard to geometric computer simulation as modern design direction have been considered. The curricula change questions are proved, and also the actions for «Descriptive geometry» section teaching technique improvement are offered.

scholarly journals Distance learning problems in the educational process of a university in a pandemic

2021 ◽  
Author(s):  
В.В. Макарова
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Learning System ◽  
Learning Problems ◽  
Traditional Learning ◽  
Digital Competence ◽  
Active Teaching ◽  
Distance Learning System ◽  
Labor Resources

В данной статье представлены основные ограничения дистанционного обучения в эпоху экстремальных явлений: во-первых, слабая цифровая компетентность педагогов, которая не позволяет максимально использовать ресурсы педагогической деятельности посредством дистанционных технологий, формирование данной компетенции является важной задачей, реализация которой возможна через программы повышения квалификаций; во-вторых, несовершенная система дистанционного обучения, которая может быть внедрена в образовательный процесс как дополнение традиционному обучению, создание программного обеспечения требует как финансовых, так и трудовых ресурсов; в-третьих, слабая мотивация студентов к образовательной деятельности в процессе дистанционного обучения, которой должен управлять преподаватель, применяя активные методы обучения и координируя студентов на протяжении всего образовательного процесса. На основании полученных данных, предложены пути решения данных ограничений дистанционного обучения в эпоху экстремальных явлений. This article presents the main limitations of distance learning in the era of extreme events: firstly, the weak digital competence of teachers, which does not allow the maximum use of the resources of pedagogical activity through distance technologies, the formation of this competence is an important task, the implementation of which is possible through advanced training programs; secondly, the imperfect distance learning system, which can be introduced into the educational process as an addition to traditional learning, the creation of software requires both financial and labor resources; thirdly, the weak motivation of students for educational activities in the process of distance learning, which must be managed by the teacher, using active teaching methods and coordinating students throughout the educational process. Based on the data obtained, ways of solving these limitations of distance learning in the era of extreme phenomena are proposed.

scholarly journals Active teaching methods as a component of innovation in geography teaching

2019 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Cognitive Process ◽  
Educational Process ◽  
Internet Technology ◽  
Educational Activity ◽  
Main Task ◽  
Active Teaching ◽  
Geography Teaching ◽  
The Subject

Introduction. In times of rapid informatization of society and change of technology, the main task of the modern educational process should be to expanse and deepen intellectual abilities of an individual, to motivate and prepare a person for independent work with information fl ows, to develop critical thinking and creative skills. The usage of active teaching methods helps to achieve such goals. The methods of active teaching and learning have attracted the interest of teachers and other professionals in the fi eld of education. A large number of literary sources demonstrate the benefi ts of an active approach that engages students in the learning process and requires from them action more than observations; provides a deeper and more complete understanding of the subject. The purpose of this article is to analyze the usage of active teaching methods as a component of innovation in the educational process of geography teaching in general educational institutions. The main material. One of the fi rst commonly used and detailed methods of active teaching was the method of business games. Mary Birshtein was the author of the world’s fi rst business game. Active methods of teaching are ways to enhance the educational and cognitive activity of pupils, which encourage them to actively engage into intellectual and practical activity in the process of mastering the subject. Not only the teacher is active, but pupils are active as well. There are such special features of active teaching: – a purposeful activation of schoolchildren’s thinking; – enough time to engage pupils into the learning process, their activity must be sustainable and long-lasting; – an independent creative decision-making process, high degree of motivation and emotionality of schoolchildren; – a constant interaction of subjects of educational activity with the help of direct and feedback links, free exchange of thoughts on the ways of solving some problem. There are different approaches to the classification of active teaching methods. A. Smolkin conducted a classification based on the nature of educational and cognitive and gaming activities, due to which methods of active teaching are divided into imitation and non-imitation. There are also group and individual methods. There are various methods and forms of active teaching organization: – lectures (problem lectures, lectures-visualizations, lectures with pre-planned mistakes, lectures in form of press conferences, lectures-conversation, lectures-discussion, lectures with the analysis of specific situations); – different techniques of group work organization (training that targets students to the exchange of information such as brain attack); – different methods (discussion, game simulation, etc.). In the new educational process functions and roles of teachers and pupils during classes are changing. Many researchers distinguish the following roles of a teacher: the head; the facilitator; the mentor; the adviser; the organizer; the full participant of the cognitive process. Roles of a pupil are: the researcher; the pupil who is actively involved in the cognitive process along with the teacher. With the development of modern technology, it becomes easier for teachers of geography to diversify the teaching process through various computer programs that develop spatial thinking, the ability to analyze and compare. Internet technology makes it possible to get information from almost anywhere in the world. Active teaching methods help to learn the management of the current information flow, its analysis and effective communication with each other, which is important in the modern world. There are plenty of active teaching methods, and creation of the new ones is regulated only by the imagination of teachers. In this article have been proposed some active teaching methods to be used in school, namely, 22 methods. Their classification due to the usage at some stage of the lesson (actualization of knowledge, study of the new material, discussion, generalization and repetition) has been suggested. Conclusions. There is a broad methodological base, a lot of recommendations and tips for conducting lessons using active teaching methods. In general, the literature review has shown that the issues of activation of education are relevant nowadays and more and more teachers become interested in it. Therefore it is possible to assume that in future the usage of active teaching methods will turn from modern tendencies and innovations to the obligatory condition for the educational process. The schemes of possible interactions of selected active teaching methods in the lesson of geography, at different stages of the lesson have been proposed. The two presented schemes allow teachers to devote more time and attention to the discussion during the lesson, which is a great approach for senior schoolchildren, since in high school students are most often focused on active and demonstrative language activities. And the following two schemes are focused on studying a new topic in the class. Such a set and such a sequence of methods provide a comfortable and interesting lesson for pupils of general education institutions.

scholarly journals THE USE OF ACTIVE TEACHING METHODS IN FORMING THE PROFESSIONAL LANGUAGE COMPETENCE OF STUDENTS

2021 ◽  
pp. 320-324
Author(s):  
Vladyslava Perminova ◽  
Angela Sikaliuk ◽  
Olena Shenderuk
Keyword(s):  
Teaching Methods ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Educational Process ◽  
Target Language ◽  
Language Competence ◽  
Active Teaching ◽  
Main Components ◽  
Pedagogical Research ◽  
Interest And Motivation

The constant need to improve the educational process during the vocational training of students by means of a foreign language, challenges scientists and teachers to explore the most effective approaches to teaching. The aim of the paper is to analyses active teaching methods in the process of forming the professional language competence of students. To study the problem, theoretical methods of pedagogical research have been used by the authors of the article. It has been researched that active teaching methods contribute to the development of thinking skills of student. On the basis of the above examples of active teaching methods, it has been proposed to use the following active methods as Case study, «brainstorming», role play, debates, analysis of specific situations, that encourage students to active mental activity in the process of mastering the educational material. Active teaching methods increase interest and motivation in learning English for specific purposes, develop their independence, contribute to the development of thinking abilities, the ability to express their thoughts in the target language. In parallel with teaching and upbringing, the use of active teaching methods in the educational process ensures the formation and development of so-called universal skills of students. These usually include the ability to make decisions and the ability to solve problems, communication skills and qualities, the ability to formulate messages clearly and set tasks, the ability to listen to and take into account the different points of view and opinions of others, leadership skills and qualities, and the ability to work in a team. The main components of the professionally oriented system are the content of the educational process, the educational activities of the teacher and the activities of students. As a result of interaction of these components there are other elements of system (means, methods and forms, technical means, etc.).

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