УПРОВАДЖЕННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article deals with the urgency of implementing interactive methods in the
educational process, the essence and features of interactive learning such as
coeducation, mutual learning, learning in dialogue, where a student and a teacher
are equal subjects of study. Based on the analysis of psychological and pedagogical
literature it is found that interactive methods are acquired comprehensive coverage.
The importance of interactive technologies in the educational process is proved.
Interactive methods, such as lecture-press conference, discussion method, lecturevisualization,
seminar-discussion, seminar-conference, seminar-discussion, problem
seminar, seminar-educational-role-playing game, seminar-research, are considered
to be applied to academic lectures and seminars at universities. The significance of
the application of interactive learning in the pedagogical process has been
determined: the use of interactive methods is a means to reach the atmosphere in a
group that best favours the spirit of cooperation, mutual understanding and
benevolence. The most productive are technologies aimed at creating subject-object
relations between students and the teacher, involving them in active communicative
interaction. Recommendations for introduction of interactive technologies at lectures
and seminars in higher educational institutions are given: in the course of interactive
learning to admit that students are not an object but a subject of study, they feel
themselves as active participants of events and their education and development; this,
in turn, provides internal motivation for learning that contributes to its effectiveness,
it is necessary to involve all participants in the educational process as required by
the content of interactive learning itself, which in turn contributes to the development
of socially important skills in the team, interaction, discussion. It is noted that it is
essential for the teacher to start with the gradual use of interactive methods if the
teacher or students are not familiar with them yet. Both the teacher and the student need to get used to them and get some experience in their use. If the use of interactive
methods in a particular group leads to other results – the teacher should review the
strategy and carefully approach the use of similar methods. The necessity of further
research on the implementation of interactive learning at the present stage is
determined.