Interactive teaching aids in SPE. Experience working with students of secondary vocational education “Active forms of learning in chemistry classes”

In the specialized literature there are different interpretations of the terms “teaching method” and “teaching technique”. In essence, it is a way of interaction between a teacher and students, through which knowledge, skills and abilities are transferred.

The difference is that the technique is a short-term method that involves working with one specific ZUN. And the method is a long process, consisting of several stages and including many techniques.

Thus, the teaching method is only an integral part of this or that method.

Classification of teaching methods

Methods are classified according to different criteria:

• by the nature of educational activities: reproductive, problem-based, research, search, explanatory and illustrative, heuristic, etc.;
• according to the degree of activity of the teacher and students: active and passive;
• by source of educational material: verbal, practical;
• by the way of organizing educational and cognitive activities: methods of forming knowledge in practice, methods of obtaining new knowledge, methods of testing and evaluation.

Active learning methods: definition, classification, features
What are active learning methods?

Active teaching methods are based on the “teacher = student” interaction scheme. From the name it is clear that these are methods that require equal participation of the teacher and students in the educational process. That is, children act as equal participants and creators of the lesson.

The idea of ​​active learning methods in pedagogy is not new. The founders of the method are considered to be such famous teachers as J. Comenius, I. Pestalozzi, A. Disterweg, G. Hegel, J. Rousseau, D. Dewey. Although the idea that successful learning is built, first of all, on self-knowledge, is found among ancient philosophers.

Signs of active learning methods

• activation of thinking, and the student is forced to be active;
• long time of activity - the student works not sporadically, but throughout the entire educational process;
• independence in developing and searching for solutions to assigned tasks;
• motivation to learn.

Classification of active learning methods

The most general classification divides active methods into two large groups: individual and group. More detailed includes the following groups:

• Discussion.
• Gaming.
• Training.
• Rating.

Active learning methods and techniques

During the learning process, the teacher can choose either one active method or use a combination of several. But success depends on the consistency and relationship between the chosen methods and the assigned tasks.

Let's look at the most common active learning methods:

• Presentations- the simplest and most accessible method for use in lessons. This is a demonstration of slides prepared by the students themselves on the topic.
• Case technologies- have been used in pedagogy since the last century. It is based on the analysis of simulated or real situations and the search for solutions. Moreover, there are two approaches to creating cases. The American school offers a search for one and only correct solution to a given problem. The European school, on the contrary, welcomes the versatility of decisions and their rationale.
• Problem lecture— unlike the traditional one, the transfer of knowledge during a problem-based lecture does not occur in a passive form. That is, the teacher does not present ready-made statements, but only poses questions and identifies the problem. The students themselves come up with the rules. This method is quite complex and requires students to have some experience in logical reasoning.
• Didactic games— unlike business games, didactic games are strictly regulated and do not involve the development of a logical chain to solve a problem. Game methods can also be classified as interactive teaching methods. It all depends on the choice of game. Thus, popular travel games, performances, quizzes, and KVN are techniques from the arsenal of interactive methods, since they involve students interacting with each other.
• Basket method- based on simulating a situation. For example, a student must act as a guide and give a tour of a historical museum. At the same time, his task is to collect and convey information about each exhibit.

Interactive teaching methods: definition, classification, features

What are interactive teaching methods?

Interactive methods are based on the “teacher = student” and “student = student” interaction patterns. That is, now not only the teacher involves children in the learning process, but also the students themselves, interacting with each other, influence the motivation of each student. The teacher only plays the role of an assistant. Its task is to create conditions for children’s initiative.

Objectives of interactive teaching methods

• Teach independent search, analysis of information and development of the right solution to the situation.
• Teach teamwork: respect other people’s opinions, show tolerance for another point of view.
• Learn to form your own opinion based on certain facts.

Methods and techniques of interactive training

• Brainstorm- a flow of questions and answers, or proposals and ideas on a given topic, in which an analysis of correctness/incorrectness is carried out after the assault. Read more about.
• , comparison charts, puzzles— search for keywords and problems on a specific mini-topic.
• Interactive lesson using audio and video materials, ICT. For example, online tests, working with electronic textbooks, training programs, educational sites.
• Round table (discussion, debate)- a group type of method that involves students’ collective discussion of problems, proposals, ideas, opinions and a joint search for a solution.
• Business games(including role-playing, imitation, hole) - a fairly popular method that can be used even in elementary school. During the game, students play the roles of participants in a particular situation, trying on different professions.
• Aquarium- one of the varieties of business games, reminiscent of a reality show. In this case, the given situation is played out by 2-3 participants. The rest observe from the sidelines and analyze not only the actions of the participants, but also the options and ideas they propose.
• Project method— students’ independent development of a project on the topic and its defense.
• BarCamp, or anti-conference. The method was proposed by webmaster Tim O'Reilly. Its essence is that everyone becomes not only a participant, but also an organizer of the conference. All participants come up with new ideas, presentations, and proposals on a given topic. Next comes a search for the most interesting ideas and their general discussion.

Interactive teaching methods in the classroom also include master classes, constructing an opinion scale,

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Traditional approaches to preparing and conducting training sessions and non-traditional ones are analyzed: active and interactive. The factors contributing to the improvement of the educational and cognitive process at the university are identified. The definitions of the concepts: “active learning”, “interactive learning” are considered. Examples of classifications of interactive teaching methods are given. Various interactive forms of the educational and cognitive process are presented. An algorithm for conducting an interactive lesson is proposed, rules and a list of necessary conditions affecting the effectiveness of student learning at a university are considered. It has been established that interactive learning promotes the development of communication skills, helps establish emotional contacts between students, teaches teamwork, and expands the range of educational opportunities.

educational-cognitive process

communication environment

teaching methods

activation of educational and cognitive activities

interactive forms of classes

active

1. Active and interactive educational technologies (forms of conducting classes) in higher education: textbook / comp. T.G. Mukhina. – N. Novgorod: NNGASU. – 2013. – 97 p.

2. Dvulichanskaya N. N. Interactive teaching methods as a means of developing key competencies // Electronic scientific and technical publication “Science and Education”. – 2011. - No. 4 [Electronic resource] http://technomag.edu.ru/doc/172651.html (access date: 04/28/2014).

3. Kruglikov V. N. Active learning in a technical university: theory, technology, practice. – St. Petersburg. : VITU, 1998. – 308 p.

4. Panina T.S., Vavilova L.N. Modern ways to enhance learning. – 4th ed., erased. – M. – 2008. – 176 p.

5. Panfilova A.P. Innovative pedagogical technologies: Active learning: textbook. aid for students higher textbook establishments. – M.: Publishing center “Academy”. – 2009. – 192 p.

6. Solodukhina, O.A. Classification of innovative processes in education // Secondary vocational education. – 2011. - No. 10. – P.12 -13.

The Federal State Educational Standard for Higher Professional Education (FSES HPE) imposes, among many requirements for the educational process, the use of active and interactive forms of classes in order to form and develop the professional skills of students. It is noted that the proportion of such classes is determined by the content of specific disciplines and generally amounts to 20 - 25 percent of classroom classes in many areas of training.

The purpose of this study is to determine the most effective teaching methods that promote the activation of educational and cognitive activities of university students. To begin with, we should consider the concepts of “active” and “interactive” teaching methods.

The educational process using active and interactive methods, in contrast to traditional classes where the student is a passive listener, is built on the basis of the inclusion of all students in the group without exception, and each of them makes an individual contribution to solving the task through the active exchange of knowledge , ideas, ways of doing things. Unfortunately, today there is no clear distinction between active and interactive teaching methods; the same types of methods are classified as both active and interactive, so there is no clear classification of interactive teaching methods.

According to researcher V.N. Kruglikova, active learning represents such an organization and conduct of the educational process that is aimed at the comprehensive activation of educational and cognitive activities of students through the widespread use of both didactic and organizational and managerial means and methods of activation.

Researcher A.P. Panfilova offers her classification of interactive teaching methods:

1. Radical - the desire to rebuild the educational process based on the use of computer technologies (distance learning, virtual seminars, conferences, games, etc.).
2. Combinatorial - a combination of previously known elements (lecture-dialogue, lecture together, etc.).
3. Modifying (improving) - improvement, addition to the existing teaching methodology without significantly changing it (for example, a business game).

Researchers T.S. Panina, L.N. Vavilov classify interactive teaching methods into three groups:

1. Discussion: dialogue; group discussion; analysis of practical situations.
2. Gaming: didactic and creative games, including business and role-playing, organizational and activity games.
3. Training: communication trainings; sensitive trainings (aimed at the formation of the figurative and logical spheres of consciousness).

The introduction of interactive forms of teaching is one of the most important areas for improving student training in a modern university, where the teacher shows not only his competence and erudition, but also knows how to captivate students with new forms of educational and cognitive activity. For this purpose, individual, pair and group work is organized, project activities are used, role-playing games are carried out, work with documents and various sources of information is carried out. The teacher creates an environment of educational communication that will facilitate business interaction between participants with mutual assessment and control.

Interactive(“Inter” - mutual, “act” - to act) means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other. The teacher, as before, develops the plan and content of the lesson, using interactive methods in order to present new material in the most interesting and effective form.

Interactive methods are based on the principles of interaction, student activity, reliance on group experience and mandatory feedback. The teacher in such a lesson plays the role of an assistant in the students’ research work. The activity of the teacher gives way to the activity of students, his task becomes to create conditions for their initiative. Participants actively communicate with each other, jointly solve assigned tasks, overcome conflicts, find common ground, and make compromises. The lesson is organized by the teacher in advance; assignments and questions for discussion in groups are carefully selected.

Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. the main objective consists of creating pedagogical conditions for studying at a university, under which a student can become confident in his intellectual competence, which makes the learning process itself productive. In other words, interactive learning is, first of all, dialogue learning, during which interaction takes place between the student and the teacher, as well as between the students themselves:

The objectives of interactive forms of training are:

• awakening students' interest in learning;
• effective learning of educational material;
• students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
• learning to work in a team: showing tolerance to different points of view, respecting everyone’s rights to freedom of speech;
• formation of students’ own opinions based on certain facts;
• reaching the level of conscious student competence.

The most common interactive forms among teachers are:

• round table (discussion, debate);
• brainstorming (brainstorm, brain attack);
• case-study (analysis of specific situations, situational analysis);
• master classes;
• work in small groups;
• educational games (role-playing, simulation, business, educational, etc.);
• use of public resources (invitation of a specialist, excursions);
• social projects and other extracurricular forms of education (competitions, films, performances, exhibitions, etc.);
• interactive lecture using video and audio materials;
• Socratic dialogue;
• discussion of complex and controversial issues and problems (take a position, opinion scale, POPS formula);
• “decision tree”, “case analysis”, “negotiations and mediation”, “ladders and snakes”;
• trainings, etc.

It should be noted that in the course of preparing a lesson based on interactive forms of teaching, the teacher faces the question not only of choosing the most effective form of teaching for studying a specific topic, but also of the possibility of combining teaching methods, which undoubtedly contributes to the most in-depth understanding of the topic. In this case, one must rely on the following methodological principles:

• an interactive lesson is not a lecture, but a joint work of students on a specific problem;
• all participants in the educational process are equal regardless of age, social status, experience, place of work;
• Each participant has the right to his own opinion on the issue being studied.
• criticism of a person is unacceptable (only an idea or incorrect information can be criticized).

Algorithm for conducting an interactive lesson:

1. Preparation of the lesson

The presenter selects the topic, situation, and defines definitions. When developing an interactive lesson, we recommend paying special attention to the following components:

• the age of the participants, their interests, future profession;
• time frame for the lesson;
• interest of the group in this activity.

2. List of necessary conditions:

• clear definition of the purpose of the lesson;
• clarification of problems to be solved;
• preparing a lesson program;
• preparation of handouts;
• availability of technical equipment;
• selection of main questions, determination of their sequence;
• selection of practical examples from life;
• use of graphs, illustrations, diagrams, symbols;
• trusting, positive relationships between students;
• variety of forms and methods of providing information, forms of student activity, etc.

Introduction of the lesson consists of a message about the topic and purpose of the lesson . Participants get acquainted with the proposed situation, with the problem they will have to work on, set a goal, and define tasks. The teacher informs the participants about the conditions and gives clear instructions on the rules for working in groups. If there is a need, then you need to introduce the participants (if the lesson is intergroup, interdisciplinary).

During the lesson, you should achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus, the working definition of the topic being studied. Timely clarification of the conceptual apparatus will form in students the habit of using only well-understood terms, avoiding unfamiliar words or simultaneously finding out their meaning, and systematically using reference literature.

3. Sample rules for working in a group:

• be active and friendly;
• do not interrupt interlocutors, respect the opinions of other participants;
• be open to interaction;
• strive to reach the truth;
• adhere to the regulations;
• be creative, etc.

Peculiarities main part determined by the chosen form of interactive lesson. Determining the positions of the participants should be done very correctly. Interactive positioning of participants consists in understanding the content common to their positions, as well as in forming a new set of positions based on the given facts and arguments.

4. Reflection is carried out on the emotional aspect, the feelings that the participants experienced during the lesson. A mandatory step is evaluative, which determines the attitude of the participants to the content aspect of the methods used, the relevance of the chosen topic, etc. Reflection ends with general conclusions made by the students with the help of the teacher’s leading questions.

Sample questions for reflection:

• Were you impressed by the discussion?
• Was there a situation that surprised you during the lesson?
• What guided your decision-making process?
• did you take into account the opinions of other group members?
• How do you evaluate your actions and the actions of the group?
• What would you like to change in organizing such classes?

Let's look at the interactive teaching methods preferred by university teachers and note some of their features. The most popular methods among teachers are:

• small group work, giving all students the opportunity to participate in the work of the group, practice cooperation and interpersonal communication skills, and resolve disagreements;
• R fielding game , during which the group members act out a skit with pre-assigned roles reflecting certain life situations;
• m ini-lecture- one of the effective forms of presenting theoretical material, presented in a language accessible to students, while each term is necessarily given a definition with reference to authoritative authors and sources. At the end of the presentation, there is a discussion of the issues that have arisen, as well as ways to use the information received in practice;
• R project development allows participants to mentally go beyond the audience and draw up a project of action on the issue under discussion, the main thing is that everyone has the opportunity to defend their project and prove its advantage over others;
• "brainstorm",“brainstorming” (“Delphi” method) is a method in which any student answer to a given question is accepted, while the assessment of the expressed points of view is not given immediately, but after all presentations, the main thing is to clarify the awareness and/or attitude of the participants towards a specific issue;
• lecture for two allows you to distribute educational material of problematic content in dialogical communication between two teachers, while professional discussions seem to unfold between different specialists, for example, theorist and practitioner, supporter and opponent of a certain concept. This type of lecture forces students to actively engage in the thought process, compare different points of view and their choices;
• lecture with pre-planned errors is aimed at students’ ability to detect errors, record them in notes and bring them up for discussion. Such a lecture, as a rule, performs not only a stimulating function, but also a control one;
• lecture-visualization promotes the transformation of oral and written information into visual form using diagrams, drawings, drawings, etc. Such a lecture contributes to the successful solution of a problem situation, because The mental activity of students is actively involved with the widespread use of visual aids, etc.

The study we conducted showed that in the conditions of interactive learning, students experience an increase in the accuracy of perception, mental performance, and there is an intensive development of the intellectual and emotional properties of the individual: stability of attention, observation, ability to analyze and summarize. Interactive learning promotes the development of communication skills of students, helps establish emotional contacts between them, activates teamwork, and expands the range of educational opportunities.

Reviewers:

Zhukov G.N., Doctor of Pedagogical Sciences, Professor, Director of the branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University", Kemerovo.

Petunin O.V., Doctor of Pedagogical Sciences, Professor, Head of the Department of Natural Sciences and Mathematical Disciplines of the State Educational Institution of Further Professional Education (PK) “Kuzbass Regional Institute for Advanced Training and Retraining of Education Workers”, Kemerovo.

Bibliographic link

Privalova G.F. ACTIVE AND INTERACTIVE TEACHING METHODS AS A FACTOR OF IMPROVING THE TEACHING AND COGNITIVE PROCESS AT A UNIVERSITY // Modern problems of science and education. – 2014. – No. 3.;
URL: http://science-education.ru/ru/article/view?id=13161 (access date: 12/19/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Interactive learning technologies in the system of secondary vocational education.

One of the goals of the state program of the Russian Federation “Development of Education” for 2013-2020. is “... ensuring high quality of Russian education in accordance with the changing demands of the population and long-term goals for the development of Russian society and the economy.” Modern education standards currently require the introduction of new pedagogical technologies that ensure the development of students and improve the quality of their education.

Traditional (reproductive) teaching technology still prevails, based on the classroom-lesson system developed by Ya.A. Comenius in the 17th century.

The purpose of traditional education is to transmit to the student certain samples of culture, the formation of a personality with given properties. Traditional training is focused on mastering educational skills, and not on personal development.

Over the past decades, society has undergone fundamental changes in its understanding of the goals of education and ways to implement them. The goal of education is the general cultural, personal and cognitive development of students, providing such a key competence as the ability to learn.

Interactive training most accurately meets the needs of the modern world in training qualified personnel capable of adapting to constantly changing conditions.

The term “interactive” means interaction, being in the mode of conversation, dialogue, with well-organized feedback. Interactive learning prioritizes two key objectives. The first task is to “teach how to learn,” so that a person can independently develop his individuality, and be able to effectively work with large information arrays, isolating and mastering what is required to solve current issues. The second task is “to teach how to apply new knowledge in practice.”

It should be noted that through interactive technologies, a three-pronged process is implemented in learning: firstly, an independent search for socially useful knowledge is carried out; secondly, professionally significant competencies and behavioral lines are developed; thirdly, skills are developed to effectively use new knowledge to solve professional and situational problems. As a result, specialists are produced who are capable of solving problems of increased complexity and efficiently managing the professional environment.

Interactive learning allows you to include all participants in the learning process. At the same time, conditions are created where each student interacts with the learning environment, which serves as the area of ​​life experience he masters. The student is a full and active participant in the educational process, and his experience serves as a source of educational knowledge.

In interactive learning, the role of the teacher itself changes, because he does not give ready-made answers to the questions discussed, as is customary in traditional education, but encourages students to independently, consciously search for solutions. Consequently, the activity of the teacher is gradually replaced by the activity of students, while conditions are created aimed at developing their personal initiative, intellectual competence, confidence, ability to communicate effectively, analyze alternative opinions, and also develop the skill of making thoughtful decisions. It is generally accepted that knowledge can be acquired, for example, by listening to lectures or reading texts. In fact, in this case, there is a process of transferring information, and not the formation of skills and abilities useful for life or a future profession. Because words can only be taught to small children under 7 years of age. For an adult audience, special educational technologies are needed, with the help of which one can acquire specific skills, and then develop skills aimed at solving real life and professional problems.

Knowledge is always subjective, it is formed by each person independently, grown by him in the process of serious, systematic, systematic internal work. In this regard, interactive learning has an undoubted advantage - it allows you to carry out a competency-based interdisciplinary approach to learning on a scientific basis, which means it enhances the practical orientation of education, using the personal experience of each student to systematically develop the skills and abilities they need in their professional activities.

Literature:

1. Selevko G.K. Modern educational technologies: textbook.-M.: National Education, 1998;

2. Elena Karpenko, Olga Rice Interactive technologies in teaching. Pedagogy of new times. LitagentRidero, 2016;

3. Secondary vocational education, No. 6, 2016;

4. School of Teachers, No. 2, 2016.

The use of active and interactive forms and methods when conducting training sessions in a secondary vocational education institution. Our country has undergone great changes in the education system. The new educational standards being introduced require a large-scale restructuring of the educational process, the result of which is the needs, desires and skills of students to independently increase their level of education. When working with teenagers in a secondary vocational educational institution, you are often faced with a lack of motivation to learn, the need for self-improvement, and the inability to acquire knowledge and apply it in practice, therefore, under these conditions, classes developed only using traditional methods will be ineffective. The traditional method involves interaction between the teacher and the student, in which the teacher is the main actor and manager of the course of the lesson, and the students act as rather passive listeners, subject to the instructions of the teacher. To build the educational process in secondary vocational education institutions, active methods should be used, which are characterized by the form of interaction between the teacher and students with each other, while students are not passive listeners, but play the role of active participants in the educational process. The teacher and students have equal rights. The occupation management style in this case is more democratic. Building the educational process on the principles of active learning creates an emotionally comfortable atmosphere in the group, favorable conditions for the student’s socialization process, and close interaction between teachers and parents. In addition, active forms of conducting classes contribute to the targeted activation of thinking, when the student is forced to be active regardless of his desire; a sufficiently long time of activity of students (during the entire lesson); increased independent degree of motivation for the creative development of emotional solutions for students; interaction between students is built by the teacher through direct and feedback connections. Students of secondary vocational educational institutions belong to the category of older teenagers and have their own age characteristics. At this age, emotional contacts are of great importance for a teenager. Searching for new ones and evaluating existing contacts fills teenagers’ time all the time. To organize the educational process, it is advisable to use interactive forms of work, such as work in pairs, in groups, since such forms of work can redirect the negative side of the need for communication to improve the educational level of students. Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. When using interactive forms, the role of the teacher changes dramatically, ceases to be central, he only regulates the process and is engaged in its general organization, prepares necessary tasks in advance and formulates questions or topics for discussion in groups, gives consultations, controls the time and order of implementation of the planned plan. Participants turn to social experience - their own and other people's, while they have to communicate with each other, jointly solve assigned problems, overcome conflicts, find common ground, and make compromises. To solve educational and educational problems, the teacher can use the following active and interactive forms: 1) active and interactive lectures; 2) discussions; 3) analysis of specific situations; 4) business games; 5) psychological and other trainings; 6) computer simulations. 1. Active and interactive lectures can be conducted in different forms: a problem lecture, a lecture with planned errors, a visualization lecture, a dialogue lecture, a lecture with analysis of specific situations, etc. A lecture is the most common and relatively simple form of actively involving students in the learning process . It involves direct contact between the teacher and the audience. The advantage of a lecture is that it allows you to attract students’ attention to the most important issues of the topic, determine the content and pace of presentation of educational material, taking into account the characteristics of students. The effectiveness of a lecture in a group learning setting is reduced due to the fact that it is not always possible to involve every student in a two-way exchange of opinions. This is primarily due to lack of time, even if the group is small. At the same time, a group conversation allows you to expand the range of opinions of the parties, attract collective experience and knowledge, which is of great importance in activating the thinking of students. The participation of listeners in a lecture-conversation can be attracted by various techniques, for example, puzzling students with questions at the beginning of the lecture and during its course. Questions can be of an informational or problematic nature to determine the opinions and level of awareness of students on the topic under consideration, the degree of their readiness to perceive subsequent material. Questions are addressed to the entire audience. Students answer from their seats. If the teacher notices that one of the students is not participating in the conversation, then the question can be addressed personally to that student or asked for his opinion on the issue under discussion. To save time, it is recommended to formulate questions so that they can be answered unambiguously. Taking into account disagreements or unanimity in the answers, the teacher builds his further reasoning, conclusively presenting the concept of the most lecture material with the next opportunity. Students, thinking through the answer to a asked question, have the opportunity to independently come to the conclusions and generalizations that the teacher should have communicated to them as new knowledge, or to understand the importance of the topic under discussion, which increases the interest and degree of students’ perception of the material. Effective reading of all kinds of illustrative lectures involves the use of, for example, audio and video materials, film fragments, demonstration of slides with a projector on the screen or printed material using an overhead projector. Today, computer presentations (Power Point) are increasingly shown during lectures. 2. Discussion as one of the active methods of problem-based learning is increasingly used and is organized in the form of a round table, conference, press conference, etc. This method is implemented in the form of discussion of issues by a group of people, participants in the discussion. This is usually a procedure for developing a common opinion. In contrast to the conflict and struggle of opinions inherent in disputes and polemics, discussion is characterized by purposefulness and a desire for compromise. Therefore, discussion can be considered as an activity that, unlike an argument, does not separate, but unites. Its goal is to achieve the maximum possible degree of agreement of its participants on the problem under discussion under the given conditions. 3. Analysis of specific (production) situations - a method with the help of which the exchange of ideas in a group of students is significantly facilitated and qualitatively improved. In this case, a case (from the English case - case, circumstance) is considered as a description of a situation or case that is used for training, assessment and search for the most effective and (or) quick solution. This method is also defined as situational analysis. The essence of the method is expressed in the following: descriptions of specific situations are used to organize training. Students are asked to comprehend a real life or production situation (the situation in an organization), the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. At the same time, the problem itself does not have clear solutions. Being an interactive teaching method, it gains a positive attitude from students who see it as an opportunity to take initiative and feel independent in mastering theoretical concepts and mastering practical skills. It is equally important that the analysis of situations has a strong impact on the professionalization of students, contributes to their maturation, and creates interest and positive motivation for learning. 4. A business game is a method of group learning of joint activities in the process of solving common problems in conditions of the greatest possible approximation to real problem situations. Business games in vocational training reproduce the actions of participants seeking to find optimal ways to solve production, socio-economic and other problems. The start of a business game is preceded by a presentation of the problem situation, the formation of the goals and objectives of the game, the organization of teams and the definition of their tasks, and clarification of the role of each participant. The interaction of game participants is determined by rules that reflect the actual state of affairs in the relevant field of activity. Summing up and analyzing optimal solutions completes the business game. Using a business game, you can determine: the presence of tactical and (or) strategic thinking; the ability to analyze one’s own capabilities and build an appropriate line of behavior; the ability to analyze the capabilities and motives of other people and influence their behavior. Various modifications of business games can be used in the educational process: simulation games, role-playing (role-playing games), “Business Theater” (staging method), game design. 5. Psychological and other trainings, the purpose of which is this interactive form of formation of missing behavioral skills and abilities. This form of group work allows you to work with real-life situations. Training as a form of group work allows you to use a wide variety of interactive technologies. Active group methods used in the training consist of three blocks: discussion methods (group discussion, analysis of practical situations, modeling of practical situations, case method, etc.); gaming methods (imitation, business, role-playing games, brainstorming, etc.); sensitive training (training in self-understanding, interpersonal sensitivity, empathy for other people). During the training, the developing group influences each group member in three planes: cognitive, emotional, behavioral. 6. Computer simulations are the modeling of a learning situation and its sequential playback in order to solve it on a computer. Simulations represent a certain part of the surrounding reality; they allow us to study those aspects of reality that cannot be studied in any other way for reasons of safety, ethics, high cost, required technical support, or the scale of the phenomenon being studied. Simulations help to visualize abstract concepts. Computer simulation as an interactive form of learning has enormous potential: it creates an image of real attributes of activity; acts as a virtual analogue of real interaction; creates conditions for replacing real professional roles; social performance is a form of control or effectiveness of vocational training. The considered active and interactive forms of learning allow us to solve several problems simultaneously, the main of which is the development of communication skills in secondary vocational education students. This training helps to establish emotional contacts between students, provides an educational task, since it teaches them to work in a team, listen to the opinions of their comrades, provides high motivation, strength of knowledge, creativity and imagination, sociability, an active life position, the value of individuality, freedom of expression, emphasis on activity, mutual respect and democracy. The use of interactive forms in the learning process, as practice shows, relieves the nervous load of students, makes it possible to change their forms and switch attention to the key issues of the lesson topic. Literature. activities, 1. Balaev A.A. Active learning methods. M., 2006. 2. Bashmakova V.A. Conditions for the development of universal educational actions of older adolescents in the system of secondary vocational education // “Siberian Pedagogical Journal”. – 2012. No. 4. 3. Verbitsky A.A. Business game as a method of active learning // “Modern Higher School”. – 2005. - No. 3. 4. Pogrebnaya Ya.A., Gerasimova V.A. . Active and interactive teaching methods. Educational and methodological manual. M., 2012. 5. Stupina, S.B. Technologies of interactive learning in higher education: study. method. allowance / S.P. Stupina. – Saratov: Publishing Center “Science”, 2009.