Home Potato Technology of dialogue interaction. What is it and how to apply it in the classroom? Methodological system "technology of educational dialogue" Dialogue and discussion technologies briefly

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Technology of dialogue interaction. What is it and how to apply it in the classroom? Methodological system "technology of educational dialogue" Dialogue and discussion technologies briefly

LECTURE No. 6 Interactive technologies for teaching the Russian language

Education without dialogue turns
into an artificial, dead system.
MM. Bakhtin

The technology of educational dialogue is one of the leading technologies of student-centered education, and the humanization and communicative orientation of education in recent years has brought interpersonal dialogue to the fore.

The main purpose of this technology is that in the process of dialogical communication in the classroom, students are looking for different ways to express their thoughts, to master and uphold new values. At the same time, dialogue is considered as a special socio-cultural environment that creates favorable conditions for a person to accept new experience, change a number of established meanings.

Dialogue in the classroom is a special didactic and communicative atmosphere that helps the student not only master the dialogical way of thinking, but also provides reflection, develops the intellectual and emotional properties of the personality (sustainability of attention, observation, memory, ability to analyze the partner’s activity, imagination). At such lessons, the content of the educational material is assimilated both as a result of memorization and as a result of communication, during which there is an appeal to personally significant meanings, to the depths of one's own consciousness.

Dialogical pedagogical activity is aimed at creating by the teacher such an environment that contributes to the accumulation of dialogic experience in solving humanitarian problems by the individual. It is important not just to teach a child declensions and conjugations, not just to convey the knowledge accumulated by mankind, but to help him "fit" into the context of culture, help him find a common language with others (the world, nature, man) and realize interdependence from each other in this world.

Dialogue means seeking the truth together. Educational dialogue is not only a form, but also a way of relationships. It allows you to be heard; the main thing in it is not the reproduction of information, but reflection, discussion of the problem. In dialogue, the most important manifestations of human relations are realized: mutual respect, complementarity, mutual enrichment, empathy, co-creation.

In the course of the dialogue, students acquire the ability and ability to conduct it at different levels. On the first level as a dialogue with one's own I, as communication with oneself, one's own mind - this is a personal level.

On the second level dialogue is understood as a process of interaction of qualitatively different value-intellectual positions ( I and others) is the interpersonal level.

Third level of dialogue- multi-dialogue - multiple simultaneous dialogue that occurs when discussing problems in small groups of 5-7 people.

The dialogue begins when the student makes statements like “I want to say”, “my opinion”, “I want to add”, “my point of view”. The purpose of the dialogue is to create interpersonal dialogic interaction, which is a situation close to natural life activity, in which students forget about the conventions (lesson, teacher, mark) that prevent them from expressing themselves at the personal and interpersonal levels.

Depending on the role of dialogue in the development of personal qualities (personality functions), the following types of dialogue are distinguished, differing from each other in the degree of trust, interpenetration into another.

Natalia Ivanova
New educational standards: Creative searches, methodological findings - case technologies, educational dialogue

Today, in the period of transition from industrial to information culture, characterized by such features as an integrated character, flexibility, mobility of thinking, dialogue, tolerance and close communication at all levels, before education the task is to prepare a person corresponding to this new culture.

A modern school should educate a person's readiness for "innovative behavior". Obedience, repetition, imitation are replaced by new requirements: the ability to see problems, calmly accept them and solve them independently. This applies to all areas of life.: household, social and professional.

The fundamental difference educational standards second generation is their focus on results education as a backbone structural component standards". “The process of learning is understood not only as the assimilation of a system of knowledge, skills and abilities that make up the instrumental basis of students' competencies, but also as a process of personal development, acquiring spiritual, moral and social experience”,

At the present stage, not only the amount of knowledge necessary for a modern person has changed - even greater changes have occurred in the ways of learning new things. Knowledge is a sea, but the ways to obtain it have improved dramatically. By using Internet-enabled computers, students can access knowledge sources more efficiently.

Currently in Russia formation of a new education system focused on entering the global educational space. This process is accompanied by significant changes in pedagogical theory and practice. educational process. Modernization in progress educational systems - different content, approaches, behavior, pedagogical mentality are offered.

Under these conditions, the teacher needs to navigate a wide range of modern innovative technologies, ideas, schools, trends, not waste time discovering what is already known, but use the entire arsenal of Russian pedagogical experience. Today it is impossible to be a pedagogically competent specialist without studying the entire wide range of educational technologies.

Search answers not only to the questions "what to teach?", "why to teach?", "how to teach?", but also to the question "how to teach effectively?" led scientists and practitioners to attempt to "technologize" studying proccess, i.e., turn learning into a kind of production and technological process with a guaranteed result. And in connection with this, a direction appeared in pedagogy - pedagogical technologies.

Pedagogical technology questions help teachers answer age-old questions: what is the goal to be achieved, and what is the sequence of its implementation? As a result, variant ways of solving pedagogical problems and various pedagogical systems, based on the technological invariant: goal - means - rules and the sequence of their use - the result.

Our task is to apply learning technologies focused on a personal-activity approach in education. The choice of technology for teaching a particular discipline is carried out by the teacher on the basis of his personal convictions and constitutes his individual style of pedagogical activity. The learning technology should be aimed at the effective achievement of the set goal and, therefore, the development procedure can be represented as the following structure:

It must be remembered that the choice of technology depends on a number of factors:

Goal prioritization education;

Specifics of the content of training;

Composition of children and their number;

The level of technical equipment educational process, creating a unified educational environment,

As an example of modern efficient educationaltechnologies we will name the following:

critical thinking technology (American educators Charles Temple, Jeannie Steele,

Curtis Meredith);

technology case-study (Case method or case technology- School of Business at Harvard University USA)

technology learning dialogue(Soviet psychological and pedagogical school)

Today we will get acquainted with some of the modern effective educational technologies - case technology, technology learning dialogue.

Case technologies in modern education

In connection with the reforms education in our country, there is a constant search for effective teaching methods, one of them is the so-called case technologies.

Initially case technologies were developed for the training of lawyers and managers, when students actively discussed a specific economic or legal situation, which served as the basis for their further professional activities. To date, these technologies are widely used in secondary schools, and the first attempts are being made in primary schools. The name comes from the Latin term case- confusing or unusual case.

Case technologies combine both role-playing games and project method, and situational analysis.

case technologies are opposed to such types of work as repetition after the teacher, answering the teacher's questions, retelling the text, etc. Cases different from the usual educational goals(problems usually have one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).

AT case technologies analysis of the real situation (some input) the description of which at the same time reflects not only some practical problem, but also updates a certain set of knowledge that must be learned when solving this problem

Case technologies- this is not a repetition after the teacher, not a retelling of a paragraph or an article, not an answer to the teacher's question, this is an analysis of a specific situation, which makes you raise the layer of knowledge gained and put it into practice.

These technologies help to increase students' interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and correctly express their thoughts.

Using case-technology in elementary school in children occurs

Development of analysis and critical thinking skills

Connection of theory and practice

Presentation of examples of decisions made

Demonstration of different positions and points of view

Formation of skills for evaluating alternative options under conditions of uncertainty

The task of the teacher is to teach children how to individually, as well as in a group:

analyze information,

Sort it to solve a given problem,

Identify key issues

Generate alternative solutions and evaluate them,

Choose the best solution and form action programs, etc.

Besides, children:

Get communication skills

Develop presentation skills

Form interactive skills that allow you to effectively interact and make collective decisions

Acquire expert knowledge and skills

Learn to learn by independently seeking the necessary knowledge to solve a situational problem

Change motivation for learning

With active situational learning, the participants in the analysis are presented with facts (events related to a certain situation as of its state at a certain point in time. The task of students is to make a rational decision, acting within the framework of a collective discussion of possible solutions, i.e. game interaction.

To case technology methods activating studying proccess,relate:

method situational analysis ( Method case studies, situational tasks and exercises; case stages)

incident method;

method situational role-playing games;

method analysis of business correspondence;

Game design;

method of discussion.

So, case technology is an interactive learning technology, based on real or fictional situations, aimed not so much at mastering knowledge, but at forming students' new qualities and skills.

One of the most important characteristics case method is the ability to use the theory, appeal to the actual material.

Usage case technologies already tested in high school. For elementary school, writing assignments for cases poses a problem for teachers. The most difficult to use case technologies are the lessons of literary reading, because it is in these lessons when working with the text that we bring children to one thought or another. When compiling tasks in literary reading lessons, we use several levels of complexity.

–First degree of difficulty: there is a practical situation, there is a solution. Students determine if the solution is appropriate for a given situation. Is there another solution, another answer?

Do you agree with Dragunsky's statement that "that everything is secret becomes clear» ?

–Second degree of difficulty: there is a practical situation - find its solution

For example, there is a literary text and real information about the writer, the hero as a person. Compare, find common ground and differences.

–Third degree of difficulty: there is a practical situation - define the problem and find solutions (a fragment is shown in a literary reading lesson in grade 4) .

Decide case is offered to students after independent reading of the work, work with additional literature. There can be many solutions and all options have the right to exist, prove and discuss.

Situational tasks (cases) in literature lessons can be associated:

With the problems and prospects of the relationship between the main characters of the work

From the compilation of the route of movement of the hero of the work

Compilation of chronological tables of past events

The next technology is the use educational dialogue in the classroom.

In our work under learning dialogue - we understood the dialogue, purposefully unfolding in study time, which is « search field» truth, aimed at achieving the goals set by the teacher and resolving learning objectives, dialog in which every vote in the class is perceived as equal.

Lessons using learning dialogue should be built in a completely different way. If now the most common explanatory and illustrative working method When the teacher, standing in front of the class, explains the topic, and then conducts a selective survey, then in accordance with the changes, the emphasis should be on the interaction of students and the teacher, as well as the interaction of the students themselves. The student must become a living participant educational process. To date, some children remain unnoticed during the lesson. It’s good if they really heard and understood something during the lesson… But what if they didn’t?

"Aerobatics" in conducting the lesson and the ideal embodiment new standards in practice, this is a lesson in which the teacher, only guiding the children, makes recommendations during the lesson. Therefore, children feel that they are teaching the lesson themselves. It is the technology educational dialogue helps children"learn to learn"

The priority is the developing function of training, which should provide becoming the identity of the younger student, the disclosure of his individual capabilities. Emphasis on the ability to apply knowledge, on knowledge as a means of personal development. Therefore, the wording of tasks in lessons where technology is used learning dialogue, sound a bit different. In mathematics, for example, they are aimed not at recognizing and naming spatial figures, but at the ability to find these figures in the surrounding world and work with them.

Speaking of learning dialogue,a number of organizational aspects should be taken into account:

None of the remarks should go unanswered;

- learning dialogue limited in time;

If the student is not active, he lacks knowledge;

- learning dialogue requires sufficiently complete answers;

- learning dialogue requires prior preparation.

First, the teacher must fulfill the conditions of the organization learning dialogue – remove factors cooling and inhibiting communication with children. Teacher-dialogist wants and knows how to communicate with the child, he is receptive to the opinions of others, that is, he seeks not to evaluate, but to hear, understand and accept the opinion of the child.

Secondly, the teacher must master the technology of organizing the subject dialogue, in particular, the forms of inciting and leading dialogue.

inciting dialogue is an “excavator”, which digs up a problem, question, difficulty, i.e. helps to formulate learning task. In formulating the problem (learning task) such techniques as stimulating, problematic, open-ended questions, reflexive tasks, provocations, “traps”, oddities, contradictions, situations of risk, a jump to the unknown, an intellectual gap help.

In the technology of developmental education, a certain logic of the approach has been developed. dialogue.

Stage 1. Creating a “success situation”. At this stage, children are offered a specific practical task based on the child's past experience. Each student solves the problem individually, without experiencing any difficulties. The result is an emotional satisfaction children with their results.

Stage 2. The emergence of a situation of "intellectual gap". Children are offered a concrete-practical task similar in appearance, which they can no longer solve, since it is already focused on new mode of action. As a result, there is an emotional experience of general failure. ("nobody can"). This is a positive emotion, since there is no experience of failure against the background of the success of another.

Stage 3. Fixation of the “gap” in graphic-sign form and formulation educational verbal tasks. At this stage, the children, together with the teacher, must formulate what they lack now, that is, experience a “deficit in their abilities”. To do this, it is necessary to analyze the situation of practical difficulty: where and why did the difficulty arise? Then it appears learning task: “What are we going to do next?”

The classic version of the incentive dialogue - posing a problem situation, which is characterized by a special psychological state, the presence of contradictions and understanding of the problem. The teacher presents a situation based on contradiction and causing surprise in children. This may be a contradiction between everyday and scientific fact, a contradiction between the need and impossibility to complete the task of the teacher, between the past and the present. learning experience.

Consider the forms of the supply dialogue.

1. Analyzing collective observation.

Children are invited training(language) material that should be visual, economical and prevent errors of false generalization. Preferably the material is "two-sided", for example, two columns of words or examples that children compare. The teacher listens to the children's remarks and develops the most interesting ones. In case of difficulty, he uses a dosed hint, leading questions, additional facts, and live visualization. During dialogue cuts off all unnecessary leaving the essence of a new concept, new knowledge.

For the successful manifestation of collective observation, the teacher needs pick up high-quality didactic material, think over a system of analyzing questions and tasks, choose effective methods for children to detect signs of a new concept, think over a fixation system (on the board and in notebooks) what will be discovered. The analyzing observation ends with the generalization of the results in the form of some scheme, support, plan, the “invention” of a new term, the verbal formulation of the conclusion and the reading of the conclusion in textbook.

2. Frontal (general class) discussion.

First, children begin to speak out, that is, put forward versions. It is advisable for the teacher to write these versions on the blackboard. (possible with the name of the author). Then proceed to the discussion of the proposed versions (highest point in development dialogue situation) and putting forward the correct answer, i.e., substantiating the chosen method, version, opinion.

Frontal discussion may be preceded by the promotion and discussion of hypotheses in groups. Children unite in groups (no more than 4-5 people, listen to each other, argue, come to an opinion. Then each group expresses its own opinion or joins the opinion of others. It is desirable that each group fix their point of view on a large sheet and then presented it to the class with comments.In the future, the teacher organizes a discussion of the versions put forward by the groups. This approach has the following advantages: it involves children in joint activities (in frontal work, some of the children still fall out); the versions put forward are more refined, thought out and visual, which allows for a more organized version discussion stage.

You can organize a written discussion. For example, after productions teacher of an open question, each student writes his own version. Then they listen to those who wish. After each cue, the teacher connects those children who think differently. Each child has the right to make additions, clarifications, and amendments to the wording of his version. At the end of the discussion, time is allotted for each student to write down their final version.

So the organization of the collective learning dialogue requires a special position of the teacher, which can be called an open pedagogical position.

When conducting a lesson, it is necessary to be extremely attentive to the personality of each child. The learning process is built like this way so that the student acquires knowledge on his own, and the teacher only helps him, directs him on the right path. Students may disagree not only with the opinion of a friend, but also with the opinion of the teacher. They are given the right to argue, defend and argue their point of view. With this approach, erroneous judgments are possible, so it is extremely important that students are not afraid to make mistakes, rather - vice versa: activity in the lesson is encouraged. The task of the teacher is to ensure that these contradictions in the lesson give rise to a dispute, a discussion. Finding out the essence of the disagreements that have emerged, the students analyze the subject of the dispute from different positions, associate with new In fact, the knowledge they already have, learn to meaningfully argue their opinions and respect the points of view of other students.

The most important task of the modern system education is the formation of the population "universal learning activities» providing "ability to learn", the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students of specific subject knowledge and skills within individual disciplines. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and stored in close connection with the active actions of the students themselves. The quality of knowledge acquisition is determined diversity and the nature of the types of universal actions. And in order for UUD to be formed actively and it is necessary to use new and already known learning technologies.

Dialogue learning technology In the conditions of modern society, the transition to new educational standards, it is necessary to create conditions for the formation of the inner subjective world of the student's personality, taking into account the unique value of the child. As a result, in the modern school there is a change in the ideology of collectivism to personality-oriented education, which implies attention to the personality of the student. This is helped by humanitarian technologies, which are based on the practical use of knowledge about a person in order to create conditions for the free and comprehensive development of the individual. The technology of educational dialogue is one of the main technologies of student-centered education, which has recently been extremely in demand and relevant. Any person finds his essence in dialogue, which is a powerful means of preventing isolation, the emergence of loneliness of the individual. Dialogue in the classroom is a special communicative atmosphere that helps the student develop the intellectual and emotional properties of the individual. The assimilation of new material in this case occurs, not only due to memorization, but also because personal meanings are affected in the course of communication. Dialogue is an equal subject-subject interaction that allows us to search for the truth together. Learning dialogue is a way of relationship. The most important forms of human relations are manifested in dialogue: mutual respect, mutual enrichment, empathy, co-creation. Dialogue is a special environment in which many students feel relaxed and comfortable. In a friendly, accepting atmosphere, they enrich each other with new thoughts, reveal their creative potential, and develop personally. The purpose of the dialogue is the formation of interpersonal interaction, which is a situation close to natural life, in which students forget about the conventions (lesson, teacher, mark) that prevent them from expressing themselves at the personal and interpersonal levels. Characteristics of dialogue technology The technology of dialogue training prepares the student to find an independent solution. The main feature of this technology is that new knowledge is not given in finished form. Children "discover" them themselves in the process of independent research activities. The teacher only directs this activity and sums up in the end. In such lessons, students think more, speak more often, form thinking and speech more actively. They learn to defend their own position, take risks, take the initiative and develop character as a result. Dialogue occurs when the student makes statements like “I want to say”, “my opinion”, “I want to add”, “my point of view”. Speaking about the educational dialogue, a number of features should be taken into account:  the existence of a single problem for all;  the presence of two or more interlocutors connected by relationships of mutual understanding;  existence of the purpose of organizing the dialogue;  availability of feedback;  the presence of a dialogue relationship between the teacher and the class, the teacher and the student. When building a dialogue lesson, it should be taken into account that dialogue is a form of communication. The dialogue lesson will not work if there are factors hindering the dialogue:     categoricalness of the teacher, intolerance to a different opinion; lack of attention of the teacher to the child; closed questions that require one-word answers or questions that may or may not be answered; teacher's inability to be a good listener. At the same time, it is impossible to talk about dialogue as a special form of education if schoolchildren do not have a culture of speech, communicative and speech skills. The teacher needs to develop oral speech at each lesson, teach him to ask questions to the interlocutor, establish feedback, change his communicative behavior. An important factor is the contact of the teacher with the class. If the teacher has not found or lost mutual understanding with the class, then there is a negative attitude towards the dialogue partner and an active rejection of all information that comes from him. With full contact between the teacher and the students, the dialogue contributes to the development of the communicative and mental abilities of the students and their assimilation of the laws of human communication. All these ideas are reflected in the model, which is called Scheme 1). to form the communicative competence of students (see. Thus, dialogue is not just a pedagogical method and form, but is also a universal means of communication, creative interaction of equal participants in the educational process. Dialogue can be divided into three levels: 1) Dialogue with one's own Self (own reflections) this is a personal level 2) I and the other (the interaction of two value-intellectual positions). This is the interpersonal level. 3) Multidialogue (occurs when discussing problems in small groups of 57 people). Dialogue technologies include:      problem-search dialogues didactic games educational discussions heuristic conversations analysis of specific situations. Dialogue teaching in history lessons. History as a human science has its own specifics. In contrast to the sciences of the natural-mathematical cycle, any humanitarian knowledge is comprehended not so much by way of explanation as by way of understanding. “It is necessary to understand the image of the man of the past and at the same time the image of the world of our contemporary, who studies man in history. This can be achieved by entering into a dialogue - with people of the past and at the same time, with interpreters of events who lived in later eras, with our contemporaries, who evaluate these events and their role in history in their own way. A history lesson should not be limited to listing dates, events, statistics, and it should not take the form of a monologue or public lecture that students will passively listen to. Teaching should be based on dialogue and exchange of opinions with students in order to make them active participants in the lesson. Students should be free to express their opinions. In addition, not a single replica of the educational dialogue should remain unanswered, if the student is not active, it means that he lacks knowledge. All of the above is reflected in the table below. Comparative analysis of the traditional and dialogue form of the lesson Criteria The role of the teacher The role of the student Communication style Traditional lesson Dominant / guiding Not always the main Authoritarian Lesson - dialogue Accompanying / guiding Main / dominant Democratic (“Union”) or Teaching methods liberal Story // teachers. Monologue allotted Lesson effectiveness Teacher/student relationship top priority Not always high Official Motivation for learning Motivation - getting an explanation Conversation, role play, discussion, trainings. Dialogue is the basis of the existence of the lesson High Confidence/partnership Creative/intellectual good marks; not always high growth, no stress; high motivation It is better to start an interactive lesson with a learning problem. 1 Mishina I.A. History teacher in the conditions of standardization of education // Teaching history and social studies at school. 2007. No. 6. P. 25 - 29. At the beginning of the lesson, the teacher in a dialogue with the students creates a problem situation (for example, he presents two contradictory facts). Further, students in a dialogue with the teacher, based on the problem situation, formulate a learning problem - the main question of the lesson or topic. It is usually written on the board. In a dialogue with the teacher, students actualize their knowledge, which will be useful for solving a learning problem. Determine what knowledge is not enough and what you need to learn (do) to find a solution to the problem (lesson plan). Fulfilling the plan, students, with the help of the teacher, discover new knowledge by solving the corresponding learning tasks. They apply new knowledge, making a conclusion about what solution to the educational problem was found and express this solution in the form of a verbal thesis, diagram, table, artistic image. Modern didactics identifies the following methods for creating problem situations: 1. Leading students to a contradiction with a proposal to find a way to resolve it themselves. For example, when studying the topic “Establishment of an empire and the aggressive wars of France”, ninth-graders can be offered the following problematic tasks: 1) Is Napoleon a symbol of the new monarchical power or a person needed by France, exhausted by wars? 2) Is the Napoleonic Empire the deeds and words of an individual or the embodiment of the aspirations of the whole people? Students must find their own way to solve the problem. 2. Statement of different points of view on the same issue. Considering the topic “Foreign policy of the USSR on the eve of World War II” in the 9th grade, we invite students to analyze two different points of view on the issue of signing the Molotov-Ribbentrop Pact: 1) The signing of the non-aggression pact with Nazi Germany and the secret protocol to it was a diplomatic success of the USSR. 2) The signing of the pact was a big mistake, which had grave consequences for the USSR. Students must decide which of these points of view they support and why. 3. The offer to trainees to consider this or that historical event from different positions. So, speaking of Peter's transformations, we set the students the following tasks: 1) Imagine that you are a peasant, living in Russia at the beginning of the 18th century. How would you react to the reforms of Peter the Great? Would you take part in the construction of St. Petersburg? Explain why. 2) How would you react to the Northern War if you were a merchant? 4. Statement of specific questions for generalization, substantiation, concretization and classification, logic of reasoning.  The beginning of the unification processes in the Russian lands in the XIV-XV centuries. and the creation of a single state were accompanied by a struggle for leadership between the principalities. Moscow won this fight. N. M. Karamzin wrote about the rise of Moscow: “A miracle happened. The town, barely known until the end of the 14th century, raised its head and saved the fatherland. Explain the reasons for the rise of Moscow.  Many cities of Ancient Russia arose on the banks of rivers. Explain what were the advantages of this location of the city.  The discussion about the role of the Varangians in Russian history and their national identity, the dispute between Normanists and anti-Normanists began in the middle of the 18th century. and are still ongoing. Explain how the views of supporters and opponents of the Norman theory differed. This is a task of this type: Read the text: “And there was an evil and great slaughter for the Germans and Chuds, and there was a crackling of breaking spears and a sound from the blows of swords, so that the ice on the frozen lake broke, and no ice was visible, because he was covered in blood. And I myself heard about it from an eyewitness who was there. And the Germans turned to flight, and the Russians drove them with a fight, as if through air, and there was nowhere for them to escape, they beat them 7 miles across the ice to the Subolitsky coast, and 500 Germans fell, and countless miracles, and captured 50 of the best German governor and brought them to Novgorod, and other Germans drowned in the lake, because it was spring. Others fled badly wounded. There was this fight on April 5th. What event is this document about? What famous person's name is associated with him? Give your own assessment of this event. 6. The situation is a contradiction between the worldly representation of students and scientific fact. These are the basic techniques for creating problem situations in history lessons. Which one to use in order to achieve the most effective result, the teacher decides depending on the specific situation, the topic of the lesson, and the preparedness of the students. Techniques contributing to the development of dialogue and polylogue    "Brainstorming" is a form of intensification of mental activity, its purpose is to stimulate the audience to quickly generate a large number of new and original ideas. The students are presented with a problem. Ori should discuss this problem and offer as many solutions as possible. “These people always have December 14 and never have December 15.” Bloom's Cube. The beginnings of the questions are written on the faces of the cube: “Why”, “Explain”, “Name”, “Suggest”, “Think up”, “Share”. The student rolls the dice. It is necessary to formulate a question to the educational material according to the face on which the cube will fall. "Debate". Oprichnina gave rise to the Time of Troubles. "Russia needed the Treaty of Brest-Litovsk." It is necessary to find and formulate arguments "for" and "against" any thesis. This task is carried out according to the following scheme: 1. I agree with this point of view, because -  Argument 1  Argument 2 2. I am not Those who do not participate in the team make up the evaluation of the arguments:  Arguments that coincided with my own,  New arguments with which I agree;  New arguments with which I disagree;  Incomprehensible arguments. In addition, it is good to use the following forms of education: Role-playing games contribute to the formation of students' communicative skills, arouse children's interest in the subject, immersion in one or another historical environment, "living" someone's life.  Lessons for the development of students' creative abilities - "historical battles", "historical living rooms", "wise men and smart girls.  Creation of student projects and their self-presentation.  Organization of lessons of individually oriented routes, based on the solution of situations of intellectual difficulty by students, based on their capabilities, abilities, interests, their subjective experience.  Lesson - historical portrait. Schoolchildren get acquainted with the memo for assessing a historical figure. They perceive history directly through specific historical images, for example: Elizabeth of England, William of Orange, Charles I, and among Russian figures, these are the images of Peter I, Catherine II, Elizabeth Petrovna, Emelyan Pugachev, etc. We can offer such wordings of names for this kind of lesson: “Two Elizabeths – two rulers”, “Golden Age” of Elizabeth of England and “Golden Age” of Catherine the Great, “Peter I: Traditionalist or Great Reformer? ".  Lecture lessons differ in that they are not a one-way process of one teacher speaking. In such lessons, the role of the teacher is tried on by the student himself, expanding the scope of his abilities.  Lesson seminars that contribute to the further development of the dialogue process.  Conferences, where schoolchildren can actively demonstrate their skills in dialogue communication, have recently become very relevant forms of education.  Work interesting for students is also carried out with sources of knowledge, in particular with the Constitution of the Russian Federation, which leads to a significant enrichment of their subjective experience.  In today's information society, it has become the norm for students to discuss educational issues using the Internet. Planned result of the pedagogical project. 1. Positive dynamics of the following components:     formation of students' communicative competence; improvement of the quality of educational and cognitive activity; satisfaction of students with the results of their activities; increasing the level of cognitive interest in history among students. 2. Increasing the intensity of the lesson through the creation of a system of motivational techniques, ICT. General conclusions of the study and its results: 1. Dialogization of the relationship between the teacher and students in the history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, skills and abilities, forming the experience of creative activity, emotional and evaluative experience relations and logic of scientific thinking. 2. The dialogic nature of the history lesson, discussion of different views, versions, comparison of points of view, dispute, discussion lead students to a deeper understanding of a particular historical phenomenon or event. 3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for consolidating and using knowledge in new situations. 4. Dialogue has an indispensable educational effect. The form of dialogic communication involves respect for the one who speaks, in expressing the agreement or disagreement of the participants in the dialogue. 5. The dialogic construction of history lessons contributes to the humanization of the educational process and mutual understanding, trust, cooperation between the teacher and students. General conclusions of the study and its results: 1. Dialogization of the relationship between the teacher and students in the history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, skills and abilities, forming the experience of creative activity, emotional and evaluative experience relations and logic of scientific thinking. 2. The dialogic nature of the history lesson, discussion of different views, versions, comparison of points of view, dispute, discussion lead students to a deeper understanding of a particular historical phenomenon or event. 3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for consolidating and using knowledge in new situations. 4. Dialogue has an indispensable educational effect. The form of dialogic communication involves respect for the one who speaks, in expressing the agreement or disagreement of the participants in the dialogue. 5. The dialogic structure of history lessons contributes to the humanization of the educational process and mutual understanding, trust, cooperation between the teacher and students.

USAGE DIALOGUE TECHNOLOGIES OF LEARNING IN THE CLASSES IN THE SYSTEM OF ADDITIONAL EDUCATION.

In the course of teaching practice, students of our college of the “Additional Education” department quite often use interactive technologies.

The most important components of dialogue technology are problematic, communication, cooperation. When students use dialogue technology in practice, it becomes possible to organize diverse and multi-level activities of students, active communication. This contributes to the self-development and self-realization of students, the formation of communicative competence and culture. In the process of dialogue, the development of independence and critical thinking, initiative and own position of students, the desire to discuss and solve the problem posed to them takes place.

To organize a dialogue during the lesson, you need to find an interesting topic, choose the form and structure of the dialogue. The structure of the learning dialogue:

1Post topic

2 Setting learning objectives

3. Joint search for a solution, there are different points of view

Of great importance in the dialogue is equal communication. For its organization, the future

The teacher must be able to:

formulate a problem

express one's own point of view in the context of others;

be able to listen and understand interlocutors;

be able to highlight the meaning, compare different opinions;

evaluate the meaning and significance of incoming information;

if it is difficult for students, be able to ask a leading question in time, help

During the dialogue, a speech culture of communication is formed, the skills of public speaking and discussion of problems are formed. And this is part of the communicative culture, which includes the ability to listen and understand the interlocutor, the analysis of different points of view on the object of knowledge, the ability to reasonably state one's position, and correctly express value judgments.

In our college, students had an internship in a teenage club, where

organized an intellectual game for students of one of the schools in the Nevsky district

"Debate". Theme "What is more important for a young person in modern society education or upbringing" . In the course of group preparation for the speech, our students led the students: invited to participate in the discussion of the position of all

students, encouraged them, tried to get as much information as possible, Oriented children to communicate with each other, guided by the following

rules:

When preparing schoolchildren for the performance, our students used

the following questions: this is an interesting idea for Olya, but what does Sasha think about it? And who thinks otherwise? Who can answer this question?

The students and I agreed to avoid evaluative reactions to the answers

students, praised those who expressed their opinion, trying to involve everyone in

discussion of the problem. They gave, as far as possible, time for reflection, avoided the temptation to give answers to questions themselves.

Having prepared with the help of our students (the teams were given 10 minutes to prepare for the performance), the students

defended their version with arguments. The event was a success.

Thus, our students used in practice the dialogue

learning technologies.

When using interactive technology, the dialogic position of the teacher is of particular importance - a tolerant attitude towards the different views of students, a willingness to accept mutually exclusive points of view on the problem and find a collegial solution, taking into account the evidence and argumentation of the positions of the participants in the dialogue. This is possible only if a positive emotional environment is created: a free exchange of opinions and ideas in an atmosphere of lively discussion.

One of the goals of learning in dialogue is to create comfortable learning conditions in which each student feels his success, intellectual consistency, which makes the process of mastering knowledge productive. All students are involved in the process of cognition, each makes his own individual contribution, there is an exchange of knowledge, ideas, methods of activity. Moreover, this happens in an atmosphere of benevolence and mutual support, which not only allows you to receive new knowledge, but also develops cognitive activity itself, brings it to a higher level of cooperation and cooperation.

The active use of dialogue forms requires serious methodological training of the teacher and teaching students how to conduct discussions and disputes, the ability to restrain their emotions, respect the opinions of their comrades, even if they have the opposite point of view.

At the stage of preparing the teacher and students for the dialogue, we pay special attention to the choice of topics and problems, forms of dialogue. When conducting a dialogue, it is important to clearly organize and involve each student in the dialogue, process management.

When summing up, it is necessary to analyze and evaluate the assimilation of knowledge and skills within the framework of the topic studied in the lesson, the level of students' communicative culture and the achievement of the objectives of the lesson. I will give a few provisions that characterize the culture of dialogue

Criticize ideas, not people. To see the goal not in winning the argument, but in coming to the best solution to the problem.

Encourage everyone to participate in the discussion and assimilate the necessary information.

Listen to everyone's ideas, even if you don't agree with them.

Try to understand what is not clear.

First, take in all the expressed ideas and facts related to different points of view, and then try to combine them in such a way that it contributes to understanding the problem.

Strive to comprehend and understand different views on the problem.

Do not be afraid to change your point of view under the influence of undeniable arguments and facts. The following forms of activity can be used in the work: discussion, dispute, group project activity, defense of projects, discussion and solution of complex environmental problems, etc. Dialogue technology can also include elements of other technologies, their use in combination enhances the impact on the student's personality.

Practice shows that the introduction of interactive forms of education contributes to a deeper and more conscious understanding of the subject content by students than during a regular lesson, the assimilation of more ideas and ways of solving problems, including original and non-standard ones, generalization and functionality of the acquired knowledge and skills, development students have the ability to transfer knowledge to new conditions. In addition, students develop a need for a comprehensive discussion of the problem being solved, develop critical thinking, communicative competence and culture.

Plan:

The concept of "pedagogical technology".
The history of the formation of the subject of dialogue technology.
Dialogue technology, its functions, elements, principles.
Forms of dialogue technology:

seminar-discussion (group discussion);
educational discussion.

1. Terminological reference.

The term "technology" (Greek - "skill", "science") came to pedagogy from the industrial sphere and become quite legitimate in relation to the process of education and upbringing as a whole.

The dictionary of the modern Russian language defines "technology" as a set of techniques used in any business, craftsmanship and art.

T.V. Masharova understands learning technology as building a system of goals (from general to specific) to achieve a certain result in the development of a student with a high variability in the use of methods, techniques, means and forms of organizing learning, which is relevant for our study.

Pedagogical technology is a direction that aims to increase the efficiency of the educational process, to ensure that students achieve the planned learning outcomes. Initially, the term "pedagogical technology" was used only in relation to learning, and the technology itself was understood as learning with the help of technical means.

Currently, pedagogical technology is understood as "a consistent interconnected system of teacher actions aimed at solving pedagogical problems, or as a systematic and consistent implementation in practice of a pre-designed pedagogical process."

Signs inherent in pedagogical technology:

diagnostic targeting;
effectiveness;
profitability;
algorithmic;
projectability;
integrity;
controllability;
correctability;
visualization.

If we consider the dialogue from this point of view, then it fits into the complex of existing and widely practiced pedagogical technologies (programmed learning, problem-based learning). If we consider the dialogue through the prism of these features, then it can also claim to be a pedagogical technology.

2. The history of the formation of the subject of dialogue technology.

Philosophers and educators were the first to show interest in the problem of dialogic interaction in education:

The idea of dialogue as a whole was developed by Socrates, M. Buber, H. Gadamer, A. Camus, J.-P. Sartre, M. Heidegger, the humanistic orientation of the dialogue strategy was shown by Plato, J. A. Komensky, J. G. Pestalozzi J. -J. Rousseau, V. A. Disterweg, K. D. Ushinsky.
A holistic doctrine of the culture of dialogue is presented in the works of S.S. Averintsev, G.S. Batishchev, M.M. Bakhtin, V.F. Berkov, V.S. Bibler, P.S. Gurevich, D.S. Likhachev and others
Scientists-teachers studied the models of dialogue in education and education as the ability to understand another (V.A. Petrova, A.V. Murga).
The pedagogical aspect of dialogue as a form of co-creation between teachers and students was considered by G.M. Biryukova, M.S. Kagan, S.V. Nilova.

Recently, various aspects of dialogue interaction in the educational process have been quite actively studied: pedagogical methods of organizing dialogue in the classroom (Balakina L.L., 2000), organization of professional communication of teachers in the process of improving their qualifications (Kazachkova T.T., 2002), organizational - pedagogical foundations for the development of the educational activity of a teacher in the process of advanced training (Gorovaya V.I., 2005), training teachers for developing pedagogical interactive interaction with students, the formation of a culture of dialogue of a specialist in the socio-cultural sphere (Uskova N.G., 2003), pedagogical the possibilities of dialogue in education (Sedov V.A., 2002), etc.

3. Dialogue technology, its functions, elements, principles.

As a result of the introduction of interactive technologies in education, there was a transition from the traditionally established, instructive, personality-alienated, unidirectional learning model (extractive), in which the teacher presented specific and normatively fixed content to all students without taking into account their individuality and cognitive abilities to a personality-oriented model that forms the content of student learning with their direct and active participation and interaction with the teacher, united by a common subject of discussion and taking into account the individual characteristics of each student.

Elements of dialogue technology:

setting goals and their maximum refinement;
strict orientation of the entire course of interaction towards specified goals;
orientation of the course of the dialogue towards the guaranteed achievement of results;
assessment of current results, correction of training aimed at achieving the goals;
final evaluation of the results.

Pedagogical dialogue technology in the formation of new concepts is designed to fulfill the following functions:

cognitive;
creative;
reflexive.

Principles

problematic and optimal;
gradual circulation of information;
openness and incompleteness of the dialogue;
decentralization and decentralization;
parallel interaction.

Components pedagogical dialogue technology:

communicator-teacher (the one who sets the semantic orientation of the dialogue, sets the student a “task for meaning”, creates an appropriate semantic setting or is a translator of a certain meaning);
the motive and purpose of meaning formation (what should in the dialogue give rise to the desire of the student to verbalize personal meaning);
content (potential field of "crystallization" of meanings);
communication code (oral or written dialogue);
recipient-student (his motivational and semantic features);
result (feedback that reveals the features of meaning formation in this dialogue, correlated with the level of educational result).

Task for students. Construct a conversational technology model that includes these components.

4. Forms of dialogue technology.

Among the dialogue technologies, there are: problem-search dialogues, discussion seminars, educational discussions, heuristic conversations, analysis of specific situations.

Seminar-discussion(group discussion) is formed as a process of dialogical communication of participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems takes place.

Teacher's actions:

must organize such preparatory work that will ensure the active participation in the discussion of each student;
defines the problem and individual sub-problems that will be considered at the seminar;
selects basic and additional literature for speakers and speakers;
distributes the functions and forms of participation of students in collective work;
prepares students for the role of an opponent, logic;
supervises the entire work of the seminar;
summarizes the results of the discussion;
asks questions, makes individual comments, clarifies the main provisions of the student's report;
fixes contradictions in reasoning.

Student actions:

learns to accurately express his thoughts in reports and speeches, actively defend his point of view, object with reason, refute the erroneous position of a fellow student;
gets the opportunity to build his own activity, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.

Thus, a seminar-discussion may contain elements of "brainstorming" and a business game.

In the first case, the participants strive to put forward as many ideas as possible without criticizing them, and then the main ones are singled out, discussed and developed, and the possibilities of proving or refuting them are evaluated.

In another case, the seminar-discussion receives a kind of role-playing "instrumentation" that reflects the real positions of people participating in scientific or other discussions. It is possible to introduce, for example, the roles of a presenter, an opponent or a reviewer, a logician, a psychologist, an expert, etc., depending on what material is being discussed and what didactic goals the teacher sets before the seminar. If a student is appointed to the role of a leading seminar-discussion, he receives all the powers of the teacher to organize the discussion: he instructs one of the students to make a report on the topic of the seminar, manages the discussion, monitors the argumentation of evidence or rebuttals, the accuracy of the use of concepts and terms, the correctness of relations in the process of communication, etc.

Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating his understanding, find vulnerabilities or errors, but also offer his own solution.

Logician reveals contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and rebuttals. Psychologist is responsible for organizing productive communication and interaction of students at the seminar-discussion, achieves coordination of joint actions, goodwill of relations, does not allow the discussion to turn into a conflict.

Expert evaluates the productivity of the entire discussion, the legitimacy of the hypotheses and proposals put forward, the conclusions drawn, expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution.

The teacher can introduce any role position into the discussion, if it is justified by the goals and content of the seminar. But a special role belongs, of course, to the teacher. He must organize such preparatory work that will ensure the active participation in the discussion of each student. It defines the problem and individual sub-problems that will be considered at the seminar; selects basic and additional literature for speakers and speakers; distributes the functions and forms of participation of students in collective work; prepares students for the role of an opponent, logic; supervises the entire work of the seminar; sums up the discussion.

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main provisions of the student's report, fixes contradictions in the reasoning.

Such classes require a confidential tone of communication with students, interest in the judgments expressed, democracy, adherence to principles in the requirements. Educational discussion(from lat. discussio - research, consideration) - this is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, dispute. In other words, the discussion consists in a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals.

The goals of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

During the discussion, students can either complement each other or oppose one another. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of a dispute. Both a mutually exclusive dispute and a mutually complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

preparation (awareness and competence) of students on the proposed problem;
semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);
correct behavior of participants;
teacher's ability to conduct a discussion.

A properly organized discussion goes through three stages of development:

At the first stage students adapt to the problem and to each other, i.e. at this time, a certain attitude is developed to solve the problem. At the same time, the following tasks are set for the teacher (the organizer of the discussion):

Formulate the problem and objectives of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should give.
Conduct an acquaintance of the participants (if the group in this composition is meeting for the first time). To do this, you can ask each student to introduce himself or use the "interview" method, which consists in the fact that students are divided into pairs and introduce each other after a short introductory (no more than 5 minutes), directed conversation.
Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).
Establish a time limit for the discussion, or rather, a time limit for speaking, since the general time limit is determined by the duration of the practical session.
Formulate the rules for conducting the discussion, the main of which is that everyone should speak. In addition, it is necessary: to listen carefully to the speaker, not to interrupt, to reasonably confirm one's position, not to repeat, not to allow personal confrontation, to maintain impartiality, not to evaluate the speakers without listening to the end and not understanding the position.
Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is conflict-free!
Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, it is necessary to clarify the conceptual apparatus, working definitions of the topic under study. A systematic refinement of the conceptual apparatus will form students' attitude, the habit of operating only with well-understood terms, not using obscure words, and systematically using reference literature.

Second stage- assessment stage - usually involves a situation of comparison, confrontation and even a conflict of ideas, which, in case of inept management of the discussion, can develop into a conflict of personalities. At this stage, the teacher (the organizer of the "round table") is given the following tasks:

Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.
Collect as many opinions, ideas, suggestions as possible. To do this, it is necessary to activate each student.
Not to deviate from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. Deviants should be tactfully stopped, directing them to a predetermined “channel”.
Maintain a high level of activity of all participants. Do not allow excessive activity of some at the expense of others, follow the rules, stop protracted monologues, connect all students present to the conversation.
Promptly analyze the expressed ideas, opinions, positions, proposals before proceeding to the next round of the discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. Summing up intermediate results is very useful to instruct students, offering them a temporary role of leader.

Third stage- the stage of consolidation - involves the development of certain common or compromise opinions, positions, decisions. At this stage, the control function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative sides.
To help the participants in the discussion come to an agreed opinion, which can be achieved by carefully listening to various interpretations, looking for common trends for decision making.
Make a group decision together with the participants. At the same time, the importance of diverse positions and approaches should be emphasized.
In the final word, bring the group to constructive conclusions that have cognitive and practical significance.
Achieve a sense of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

When conducting a round table, students perceive not only the expressed ideas, new information, opinions, but also the carriers of these ideas and opinions, and above all the teacher. Therefore, it is advisable to specify the main qualities and skills that the teacher (organizer) must possess in the process of conducting round table:

high professionalism, good knowledge of the material within the curriculum;
speech culture and, in particular, free and competent possession of professional terminology;
sociability, or rather, communication skills that allow the teacher to find an approach to each student, listen to each student with interest and attention, be natural, find the necessary methods of influencing students, be exacting, while observing pedagogical tact.

An integral part of any discussion is the procedure of questions and answers. A skillfully posed question (what is the question, such is the answer) allows you to get additional information, clarify the positions of the speaker, and thereby determine the further tactics for holding the round table.

From a functional point of view, all questions can be divided into two groups:

Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical feature of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand correctly that?”. The answer to this question can only be "yes" or "no".
Complementary (open) questions aimed at clarifying new properties or qualities of phenomena or objects that interest us. Their grammatical feature is the presence of question words: what, where, when, how, why, etc.

In order to organize a discussion and exchange of information in the full sense of the word, so that the “round table” does not turn into a teacher’s monologue, the lesson must be carefully prepared. To do this, the teacher (the organizer of the "round table") must:

prepare in advance questions that could be put up for discussion to conclude the discussion, so as not to let it go out;
avoid going beyond the scope of the problem under discussion;
not allow the discussion to turn into a dialogue between the two most active students or a teacher with a student;
to ensure wide involvement in the conversation of as many students as possible, and preferably all;
do not disregard any wrong judgment, but do not immediately give the correct answer; students should be involved in this, organizing their critical assessment in a timely manner;
do not rush to answer questions regarding the material of the round table: such questions should be forwarded to the audience;
make sure that the object of criticism is an opinion, and not the person who expressed it;
compare different points of view, involving students in a collective analysis and discussion, remember the words of K.D. Ushinsky that comparison is always the basis of knowledge.

In order not to extinguish the activity of students, the teacher should not:

turn the discussion into a student quiz;
evaluate judgments in the course of speeches and express your opinion ahead of time;
overwhelm the audience with lecture verbosity;
take the position of a mentor who teaches the audience and knows the only correct answers to all questions;
remember that in a lesson conducted in an active form, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, and not a lecturer, the leader of the discussion and its more competent, but equal participant.

During the "round table" there is business noise, polyphony, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other hand, makes it difficult for the teacher to work. He needs to hear the main thing among this polyphony, to give him the opportunity to speak out, to correctly lead the thread of reasoning.

Thus, summarizing the above, we can conclude that the main didactic value of the interactive technology of communication is that it allows you to manage the cognitive activity of the student in the educational process in the course of the formation of new concepts in them, as well as future specialists with a new type of thinking, active, creative, able to think independently, courageous in making decisions, striving for self-education.

Literature:

Bespalko V.P. Components of pedagogical technology. - M.: Pedagogy, 1989. -190 p.
Guzeev V.V. Lectures on pedagogical technology. - M.: Knowledge, 1992. - 60 p.
Klarin M.V. Innovations in World Pedagogy: Learning through Inquiry, Play and Discussion – Riga: Ped. Center "Experiment", 1995. - 176s.
Klarin M.V. Personal orientation in continuous education. // Pedagogy, 1996, No. 2. - p.8.
Masharova T.V. Pedagogical theories, systems and technologies of teaching: Textbook. Kirov: Publishing House of the VGPU, 1997. - P. 157.
Masharova T.V., Khodyreva E.A. Educational activity. Wednesday. Development: Textbook. - Kirov: VGPU, 1998. - P.78.
Murashov A.A. Professional learning: impact, interaction, success. – M.: Ped. Society of Russia, 2000. - 93 p.
Ozhegov S.I. Dictionary of the Russian language. - M.: Politizdat, 1968. - 837p.

Appendix 1 (Student Handout