Interactive learning as a tool for optimizing teaching activities: a methodological aspect
E. A. Vorontsov
Russian State University of Social Technologies, Moscow, Russia
Keywords: Interactive learning, competence approach, education, knowledge, methodology, science, dialectics, questioning, reflexes
Abstract
Introduction. From the moment of inclusion in the normative component of the educational process of a competence approach among the main indicators of pedagogical skill, the level of proficiency in forms and practices of interactive learning comes to the fore. Global trends of the educational process (humanization, personalization, antipatronalism, pluralism) allow to predict the steady growth of “demandˮ for innovative cognitive practices and put on the agenda the expediency of their improvement. Research on this topic is usually limited to the description of the external component of interactive learning (level of interactive technologies), philosophical-theoretical basis of interactive practices remain in the shadows. Methodology. During the work, the main philosophical and general-scientific methods of research were applied: dialectics, comparative historical analysis, the principle of systematicity, the principle of climbing from abstract to concrete observation, modeling, analysis, synthesis, induction, deduction. Discussion. In order to optimize the educational process it is advisable to distinguish between the idea of interactive learning having deep historical and philosophical roots and its actual modern implementation. In the light of basic features of scientific knowledge, the shortcomings of generally accepted interactive practices were identified: hypertrophy of subjectivity, unsystematic, lack of self-reflection, ignoring achievements and values of traditional school. The basic parameters of philosophical measurement of interactive learning, set within the framework of platonic, Cartesian and Hermeneutic traditions, are analyzed. Conclusion. The system-substantive model of interactive interaction, based on epistemological and methodological ideas of classical philosophical thought, assumes a balanced attention to personal characteristics of the student - on the one hand, and the fundamental distinction between science and other kinds of cognitive experience - on the other. The contrast between interactive and traditional forms of knowledge transfer and control should be seen as counterproductive. The methodology of teaching should not contradict the basic principles of scientific knowledge.
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