1.3 Rules for organizing interactive teaching in the classroom

Rules for organizing interactive teaching in the classroom.

Rule one. All participants (students) should be involved in the work to some extent. To this end, it is useful to use technologies that allow all participants to be included in the discussion process. On the other hand, mastering active teaching methods by teachers is simply impossible without the direct inclusion of teachers in one form or another. You can read mountains of literature on active learning methods, but you can only learn them by trying them directly, only through personal participation in a game, brainstorming or discussion.

The second rule. Need to take care of psychological preparation participants. The point is that not all those who came to the lesson are psychologically ready for “direct involvement in one form or another of work. Affected by the well-known enslavement, constraint, traditional behavior. In this regard, warm-ups, constant encouragement of students for active participation in the work, providing opportunities for student self-realization are useful. "

Rule three. There should not be many learners in interactive technology, no more than 30 people. Only under this condition is it possible productive work in small groups. After all, it is important that everyone is heard, that each group is given the opportunity to speak on the issue.

Rule four. The room for work should be prepared in such a way that it would be easy for all participants of the interactive to transfer to work in large and small groups. In other words, maximum physical comfort must be created for students. It is better to put tables in a herringbone pattern so that each student sits half-turned to the leader of the lesson and has the opportunity to communicate in a small group. It is good if manuals or handouts necessary for creative work are prepared in advance.

The fifth rule. Questions of procedure and regulations should be discussed at the very beginning of the lesson and try not to violate them. For example, it is important to agree that all participants will be tolerant of any point of view expressed, will respect everyone's right to freedom of speech, etc.

Rule six. It is better to build the division of seminar participants into groups on a voluntary basis. Then it is appropriate to use the principle of random selection.

During group work, the teacher performs a variety of functions:

- controls the progress of work in groups;

- answers the questions;

- regulates disputes, work procedures;

- in case of emergency, provides assistance to individual students or a group.

The joint activity of students is effective not only for lessons in the formation of knowledge or skills, no less effective is the use of group forms for repetitive - generalizing lessons. The studied material provides extensive information for re-analysis, clarification, systematization, conclusions on the topic. The forms of group work are used: lessons-conferences, mathematical combat, lessons-consultations. The most difficult, but also the most effective form at this stage of studying the topic is discussion.

At the end of the work in groups, in many cases it is necessary to organize intergroup communication (in order to clarify the overall picture, build a system, generalize, provide an opportunity for reflection and mutual assessment). This is an additional opportunity to organize training in communication (culture of speech, logic, the art of argument, etc.).

Experience shows that group work is a form of organization of activity, but the main thing is still the content of the activity of groups. Therefore, it is necessary to solve the problem of the most effective use of this form of work, i.e. it is necessary to create conditions for the development of thinking, to select material according to the principle "from simple to complex." To work in a group after mastering primary skills, it is necessary to provide for tasks of a constructive, creative nature.

The use of interactive learning technology in work gives the student:

- development of personal reflection;

- awareness of involvement in general work;

- the formation of an active subject position in learning activities;

- development of communication skills;

- acceptance of morality of norms and rules of joint activity;

- increasing cognitive activity.

- the formation of a class as a group community;

- increasing cognitive interest;

- development of skills of analysis and introspection in the process of group reflection;

- non-standard attitude to the organization of the educational process;

- formation of motivational readiness for interpersonal interaction not only in educational, but also in other situations.

14 Dialogue learning technologies

Interactive learning technologies.

- Work in pairs.

- Rotary (replaceable) triplets.

- Carousel.

- Work in small groups.

- Aquarium.

- Unfinished sentence.

- Brainstorm.

- Brownian motion.

- Decision tree.

- Court on its own behalf.

- Civil hearings.

- Role-playing (business) game.

- Press method.

- Take a position.

- Discussion.

- Debate.

Each teacher can independently come up with new forms of work with the class. They often use work in pairs in the classroom, when students learn to ask each other questions and answer them.

Students really like this type of work, like the Carousel, when two rings are formed: an internal and an external one. The inner ring is the students sitting motionless, and the outer ring is the students who are sitting and listening, changing every 30 seconds. Thus, they manage to speak several topics in a few minutes and try to convince the interlocutor of their correctness.

Brownian motion involves the movement of students throughout the class in order to collect information on a proposed topic.

Decision tree - the class is divided into 3 or 4 groups with the same number of students. Each group discusses the issue and makes notes on their "tree" (a sheet of whatman paper), then the groups change places and add their ideas on the trees of neighbors.

They often use such a form of interaction as Take a position. A statement is read and students should walk up to the poster with the word "YES" or "NO". They need to learn to explain their position.

The interactive creativity of teacher and student is limitless. It is only important to skillfully direct him to achieve the set educational goals.

Many major methodological innovations today are associated with the use of interactive teaching methods. Interactive learning is, first of all, interactive learning, during which the teacher and student interact.

What are the main characteristics of "interactive"? It should be recognized that interactive learning is a special form of organizing cognitive activity. She has very specific and predictable goals in mind. One of these goals is to create a comfortable learning environment, such that the student feels his own success, his intellectual worth, which makes the learning process productive.

The essence of interactive learning is that the educational process is organized in such a way that almost all students are involved in the learning process, they have the opportunity to understand and reflect on what they know and think. The joint activity of students in the process of learning, mastering the educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, methods of activity. Moreover, this happens in an atmosphere of benevolence and mutual support, which allows not only to obtain new knowledge, but also develops the cognitive activity itself, translates it into higher forms of cooperation and cooperation.

Currently, methodologists and practicing teachers have developed many forms of group work. The most famous of them are “big circle”, “spinner”, “aquarium”, “brainstorming”, “debate”.

These forms are effective if the lesson discusses any problem in general, about which the students have initial ideas that they received earlier in the classroom or in everyday experience. In addition, the topics discussed should not be closed or very narrow. So, for example, there is no point in a group discussion of the question of what should be the punishment for theft or what the tax rate should be. It is also important that the level of the problem under discussion makes it possible to move from narrow economic (legal, political, etc.) issues to a broad formulation of the problem. This problem should be relevant, interesting and meaningful for students.

Most simple form group interaction - the "big circle". The work takes place in three stages. First stage. The group sits on chairs in a large circle. The teacher formulates the problem. Second phase. Within a certain time (approximately 10 minutes), each student individually, on his sheet, writes down the proposed measures to solve the problem. Stage three. In a circle, each student reads out their proposals, the group silently listens (does not criticize) and votes on each item - whether to include it in the general decision, which is fixed on the board as they talk.

Reception " large circle»Optimal in cases where it is possible to quickly determine the ways of solving the issue or the components of this solution. Using this form, you can, for example, develop draft laws or instructions, local regulations.

“Aquarium” is a form of dialogue when children are invited to discuss a problem “in the face of the public”. The small group chooses someone to whom it can trust to initiate a particular dialogue on the problem. Sometimes there may be several interested parties. You and all the other students act as spectators. Hence the name of the technique - "aquarium".

This organizational technique allows schoolchildren to see their peers from the outside, that is, to see:

- how they communicate,

- how they react to someone else's thought,

- how to settle the brewing conflict,

- how they argue their thoughts, etc.

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Dialogue is the main form of social communication, it teaches the student to clearly express his point of view, to defend his position. In the reproductive learning system, "dialogue" is often interpreted as a monosyllabic act of communication according to the question-answer scheme. Meanwhile, the educational dialogue is designed to achieve the interaction of the consciousness of its participants, so that by joint efforts the subject of discussion becomes voluminous, understandable, and diverse. The teacher, being the organizer of the educational process, has the opportunity to apply, within the framework of the dialogue, the methods of rapprochement and establishing cooperation with the student, to see his inner problems, attitudes and positions, on the basis of which the student formulates his point of view. In the educational dialogue, everyone moves together towards the truth: the discussion space is open, there are no ready-made answers, there is only a path and guidelines. A dialogue with a child has a multifactorial effect on him, which means that it leads to the solution of various didactic problems. The dialogue form of solving a problem in the course of interpersonal communication, being mastered by a child, becomes one of the main mechanisms of his mental activity.

Application of the interactive teaching method in practice school education has not yet found widespread use. Possible reasons for this are the lack of time, since the dialogue must be organized within the existing classroom teaching system. The psychological and didactic basis for the development of the dialogue method by us is the ideas of the problem teaching method, the personality-oriented method, the pedagogy of cooperation and the system-activity approach. Dialogue training should be carried out not in isolation, but in close conjunction with the studied program material.

Experience with the use of the dialogue method allowed us to formulate certain principles for constructing a comfortable learning space for its implementation in school education:

1. The principle of openness. It assumes the possibility of voluntary entry and exit of the student from the dialogue, the involvement of all those present and interested persons in it.
2. The principle of satisfaction with the communication environment. It focuses on a respectful attitude towards the position of the interlocutor, even in cases where the opinions of the discourses differ significantly.
3. Consistency principle. All participants in the discussion, or at least most of them, should be interested and agree to conduct a dialogue on the topic set by the teacher or students.
4. The principle of synthesis of teaching methods. The dialogue can touch upon the issues of the studied topic of the training course. Depending on their content and level of consideration and situational circumstances, the teacher must be ready to apply a wide range of teaching methods, or combine them into complexes.
5. The principle of the "zone of promising development". It involves discussion not only of topical issues that are significant for the "near" development, but also in the more distant future. The search for answers to such questions sets the "vector" of the student's intellectual and personal development.
6. The principle of conceptual integrity. It involves relying on the provisions of the system-activity approach and strengthening the role of the means of cognitive activity in the design of the educational process. The conceptual scheme acts as a new didactic tool; the very principle of constructing a scheme and its use in the cognitive process becomes the subject of development for the student. This strengthens the conceptual side of the student's thinking.
7. Health preservation principle. Dialogue can touch on important, and in some cases painful, aspects of a child's life. The teacher needs to monitor the situation of the development of the dialogue so as not to cause mental trauma to the child.

No special methods of involving children in dialogue are required. Children are open to equal conversation even when they have negative experiences with adults. The number of students who want to express their judgment in dialectical communication is much greater than those who want to answer a standard question, since reasoning creates cognitive motivation and "stir up" the minds of students. The teacher should be ready for dialogue. Conducting a dialogue is often called "art" for a reason, since it cannot be built according to a strict scheme. In its implementation, the teacher requires creativity and imagination.

The didactic and psychological conditions for teaching children by the method of dialogical communication include:

1. The refusal of the teacher from the function of the only bearer of the truth, proclaimed at the end of the discussion. Conclusions should be built in the form of an invitation to the subsequent continuation of the conversation.
2. The teacher's willingness and willingness to take on various roles during classes and create conditions for all participants to be included in the discussion process, taking into account their potential abilities for meaningful judgments. The teacher needs to dynamically change his position: either to act as a representative of "high" science, or as a person in need of clarification of theoretical positions or practical issues that he does not understand.
3. The management of the dialogue on the part of the teacher should imply the combination of various spheres of the student's consciousness in order to develop a well-grounded position in him, namely, everyday, project, scientific, artistic and moral consciousness.
4. The culture of dialogue excludes aggressive speech, all participants should enjoy the conversation. The parties should understand and appreciate the creativity of the dialogue, approach philosophically to the contradictions that arise.
5. By the method of persuasion and by his own example, the teacher must show that the acceptance of criticism and self-irony provide the best opportunity for self-knowledge and self-improvement.

The effectiveness of the implementation of these recommendations has been tested over a number of years by the authors in the course of regular lessons and electives in mainstream schools, as well as in additional classes at the "Small Academy of Moscow State University" with schoolchildren - listeners of the course "How we know the world and ourselves." The contingent of students who were regularly involved in interactive methods of work consisted of schoolchildren of the 7th - 11th grades.

Dialogue can arise spontaneously in connection with the circumstances that have arisen related to personal, educational or social events in the lives of students.

An effective method of purposeful involvement of students in a dialogue is an offer from the teacher to engage in such a type of creativity as “inventing problems”. Despite the fact that many students have less than excellent experience in solving problems, most readily agree to this type of educational work. The fulfillment of this task requires a multidimensional consideration of the task situation, reflection of the activity being performed, encourages schoolchildren to discuss problems related to both the subject content of the task and issues related to assessing their abilities, understanding their interests and life plans.

Even more, the development of interpersonal dialogue is facilitated by the implementation of project and research activities. As our experience shows, emotionally intense discussions accompany the work throughout its entire course, from the concept to the discussion of the report made at the school conference. Managing the development of abilities for a dialogue form of communication is an essential factor in increasing the independence of schoolchildren, both in general and in additional education.

Our research has shown that, as a result of teaching students using the dialogue method, the level of educational achievements and the general attitude towards learning of schoolchildren steadily increased, while emotional distress decreased. The average score of the annual assessments improved by more than 20%. School graduates successfully continue their education in secondary and higher educational institutions.

Their main purpose is that in the process of interpersonal dialogue carried out " free self-revelation"Encouraging students look for different ways for expressing your thoughts, defend and master new values. Communicative focus gives content personally meaningful meaning.

It should be emphasized that dialogue should be seen as a special specific socio-cultural environmentcreating favorable conditions for a person to take a new experience, changes in a number of established meanings. Dialogue is a necessary component of the humanization of education, its orientation towards the personality of the student. Dialogue subject always lies in the context of personal goals, interests, meanings of interlocutors... “Although the dialogue takes place in the space of personal experience, but a task its is to separate the "personal" from the objective merits or demerits of the subject under discussionso to speak meaning from meaning... This divergence of meanings and meanings gives special quality dialogue: in it "humanitarian" - reflection of the position of the participants in the dialogue, its logical and verbal presentation is organically combined with a cognitive, research attitude to the problem... This dual dominance dialogue makes it a universal characteristic of personality-developing educational technologies ”.

Technologies of dialogical communication of students are built on the terms of dialogue, in which it is recognized independence, freedom of the individual, her right to choose. Dialogue of human perception based on attitude towards another (to man, nature) how self-valuable... Under learning dialogue it is understood the creation of situations of intersubjective communication in order to resolve the problems under study and the search for personal meaning contained in the material under study; ...

Dialogue means introduce another to his problem: “One head is good, but two... "The need for dialogue - spiritual need man and like any need is unsaturated. Therefore, one of the characteristics of the dialogue is its incompleteness... Another feature of the dialogue is universality... Universality manifests itself in three senses. Firstly, "dialogical relations ... this is an almost universal phenomenon that permeates all human speech and all relations and manifestations of human life" ... Secondly, dialogism cannot be understood narrowly: only as a dispute, polemics. In the dialogue, special relationships are formed that cannot be reduced to either purely logical or purely substantive ones. Dialogue cannot be identified with direct communication (this can be dialogue with oneself) (fig. 7).

Figure: 7. Interaction of participants in various communications, where ABOUT - the sender; P - the recipient; OP - Sender Receiver

In the course of the dialogue, students acquire the ability and ability to conduct it at different levels. First of all, as a dialogue with your own I, as a reflective communication with yourself, your own mind - personality level (Table 11).

Table 11

Dialogue levels

The next level is understanding the dialogue as a process interaction of qualitatively different value-intellectual positions (Me and another) - interpersonal level... The third level of dialogue is multi-dialogue - multiple parallel dialogue that arises when discussing problems in small (work, play, search, etc.) groups, say, 5-7 people. IN this example "GAME", schematically read as multi-dialogue cross-functional: I - initiator, G - generator, R - resonator, A - analyst.

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

The theoretical and methodological basis of this technology is conversational approach -theoretical and methodological basis of the dialogue technology of teaching, built on the ideas of openness, dialogue of cultures, cultural pluralism, familiarizing students with different cultures, value exchange, understanding of the other, since human existence is always an “event” with other people. The essence of this approach is to consider modern education as a way of introducing students to different cultures, to value exchange, to understanding the other. Human existence is always an "event" with other people. This becomes the initial premise and acts as the main principle for all varieties of philosophy of dialogue.

Dialogue as a method of acquiring knowledge was, so to speak, introduced and used by Socrates. The Socratic method is based on the transition from everyday ideas to the level philosophical understanding of the problem in consistent generalizations.

In the technology of dialogue communication, one should consider the ideas disclosed in the studies of K. Rogers. The teacher must be able to carry out two main functions of dialogue: initiation child to communicate and complicity child in communication. The teacher's dialogue, according to K. Rogers, rests on “ four whales": on spiritual and moral foundations inner peace teacher; on faith in a child, referring to his dignity; encouraging him to his own search, active growth and self-development.

Depending on the role of dialogue in the development of personal qualities (personality functions), the following types of dialogue are distinguished (Table 12). The selected types of dialogue differ in the degree of trust, interpenetration in another.

Table 12

Types of dialogue and their characteristics

Dialogue type	Characteristic
Motivational	Reflects the interest of its participants in the topic, dialogical form of communication
Critical	Characterizes critical understanding of the content of the dialogue, hypothetical consideration of any solutions to the problem
Conflicting	Differs in the contradictory attitude of the individual to the subject of the problem
Self-presenting	Demonstration by a person of a "beneficial" image for her
Autonomous	Internal dialogue, expressing the manifestation of a protective reaction of the personality
Reflective	Indicates a person's ability to self-analyze
Self-fulfilling	Characterizes the moment of confirmation, self-disclosure of personality
Meaningful	Characterizes a person's search for values
Spiritual	Deep penetration into the content, into each other

In the teaching process dialogical interaction is built at different levels:

· formal dialogue (dialogue as a form of communication between participants in the process);

· personal-semantic dialogue (dialogue as a way to establish value-orientational unity).

Ready for dialogue - one of the indicators formation individual as personality... Dialogue readiness includes, first, focus on finding the meaning of comprehended values; secondly, the possibility subjectively perceive the studied material; thirdly, the need for self-expression through expressiveness, creativity, artistry.

In the scientific literature, the process of exchanging opposite opinions is designated by various terms: dispute, discussion, polemics, dispute. There is no single point of view regarding the specific meaning of these concepts. Some authors consider them synonymous, others put a certain content in each concept.

Dialogue - this is a situation of exchange of views, feelings between two personalities, when one expresses its Y and attitude to something. “Truth is not born and is not in the head an individual, it is born between people who jointly seek the truth, in the process of dialogical communication. " You can talk about a dialogue if the following components are available:

Treating a person as an intrinsic value;

Problematic content of the material;

A situation that affects what is significant for a person: "I want to say ...", "my opinion ...";

Intrinsic motivation, interest in the content and process of dialogue, subjects of communication;

Incompleteness of dialogue as a way of realizing a person's spiritual needs;

The readiness of students to orientate themselves in the value system;

Emotional and personal openness of partners to each other;

Goodwill and trust in relationships.

The educational dialogue acts not only as form and method of teaching, but also as an integral component, the inner content of any personality-oriented technology, aimed at developing the spiritual and moral potential of the individual... It should be emphasized that dialogicality is the most important characteristic of the modern teaching process, an indicator of its transition to the personal-semantic level.

For the emergence dialogue relationsthe following conditions must be met:

In dialogue, everyone is required not only awareness of one's position, its uniqueness, but also the desire to discover and present inner meanings to other people, i.e. openness;

Anyone who wants to enter into a dialogue needs to have formed attitude towards meeting the meaning of another, i.e. with a different meaning. This implies ability to hear, see a partner in dialogue, enter into informational and emotional resonance with him;

Conversational communication requires the teacher non-judgmental in the usual sense reactions in relation to the information received from the interlocutor. A reaction adequate to the dialogue position presupposes attention, interest, sympathy, gratitude for the opportunity to get in touch with the world of another and expand one's spiritual and professional experience;

Intersubjective dialogue relationship is possible if there is or can be found mutual languageunderstandable to both sides.

Thus, the educational dialogue reveals the intrinsic value of intersubjective human reality. coexistence, involvement in the process of studying. The tutorial dialog does the following function:

1) cognitivewhen dialogue acts as a source of knowledge, a way to search for truth;

2) communicativewhen the dialogue acts as an intersubjective interaction, during which the attitude to information is conveyed, when its significance is emphasized with the help of voice, facial expressions, etc .;

3) value - with the help of dialogue, the exchange of values, the search for meanings, the definition of the value system is carried out;

4) developing, contributing to self-realization, creative disclosure of the potential of the participants in the dialogue.

Plan:

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

• seminar-discussion (group discussion);
• educational discussion.

1. Terminological reference.

The term "technology" (Greek - "skill", "science") came into pedagogy from the production sphere and is becoming quite legitimate, in relation to the process of education and upbringing in general.

The Dictionary of the Modern Russian Language defines "technology" as a set of techniques used in any business, skill and art.

T.V. Masharova understands teaching technology as building a system of goals (from general to specific) to achieve a certain result of a student's development with a high variability in the use of methods, techniques, means and forms of organizing training, which is relevant for our research.

Pedagogical technology is a direction that aims to improve 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 teaching, and the technology itself was understood as teaching with the help of technical means.

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

Signs inherent precisely pedagogical technology:

• diagnostic targeting;
• effectiveness;
• profitability;
• algorithms;
• designability;
• integrity;
• controllability;
• adjustability;
• visualization.

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

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

Philosophers and teachers were the first to show interest in the problem of dialogical interaction in education:

• The idea of \u200b\u200bdialogue 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, I. G. Pestalozzi J. -J. Russo, V.A. Disterweg, K.D. Ushinsky.
• The 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 dr.
• Educational scientists have investigated 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.

IN recent times various aspects of dialogue interaction in educational process: pedagogical methods of organizing a dialogue in the classroom (Balakina L.L., 2000), the organization of professional communication of teachers in the process of improving their qualifications (Kazachkova T.T., 2002), organizational and pedagogical foundations for the development of educational activity of a teacher in the process of raising qualifications (Gorovaya V.I., 2005), preparation of teachers for developing pedagogical dialogue interaction with students, the formation of a culture of dialogue of a specialist in the social and cultural sphere (Uskova N.G., 2003), pedagogical possibilities of dialogue in education (Sedov V.A., 2002) and etc.

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

As a result of the introduction of dialogue technologies in teaching, there was a transition from the traditionally established, instructive, personality-alienated, unidirectional learning model (extractive), in which the teacher presented a specific and normatively fixed content to all students without taking into account their individuality and cognitive capabilities 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 clarification;
• strict orientation of the entire course of interaction towards specified goals;
• orientation of the course of the dialogue towards guaranteed achievement of results;
• assessment of current results, correction of training aimed at achieving the set goals;
• final evaluation of the results.

Pedagogical dialogue technology in the formation of new concepts is designed to perform the following function:

• cognitive;
• creative;
• reflective.

Principles

• problematic and optimistic;
• phased circulation of information;
• openness and incompleteness of the dialogue;
• decentralization and decentralization;
• parallel interaction.

Components pedagogical dialogue technology:

• a communicator-teacher (the one who sets the semantic direction of the dialogue, sets a “task for meaning” for the learner, creates an appropriate semantic attitude, or is a translator of a certain meaning);
• the motive and goal of making sense (what should in the dialogue generate the student's desire to verbalize the personal meaning);
• content (potential field of "crystallization" of meanings);
• communication code (oral or written dialogue);
• recipient-student (his motivational and semantic features);
• result (feedback, revealing the features of meaning formation in this dialogue, correlated with the level of the educational result).

Assignment for students. Construct an interactive technology model that includes these components.

4. Forms of dialogue technology.

Among the dialogue technologies, there are: problem-search dialogues, seminars-discussions, 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 occurs.

Teacher actions:

• should organize such preparatory work, which will ensure active participation in the discussion of each student;
• defines the problem and individual sub-problems to be considered at the workshop;
• selects basic and additional literature for speakers and speakers;
• distributes the functions and forms of student participation in collective work;
• prepares students for the role of an opponent, logic;
• supervises the entire work of the seminar;
• sums up the results of the discussion;
• asks questions, makes individual remarks, 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, to actively defend his point of view, to argue reasonably, to refute the erroneous position of a fellow student;
• gets the opportunity to build his own activity, which determines high level his intellectual and personal activity, involvement in the process of educational cognition.

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

In the first case, the participants strive to put forward as many ideas as possible without exposing them to criticism, and then the main ones are highlighted, discussed and developed, the possibilities of their proof or refutation are evaluated.

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

Opponent or Reviewer: reproduces the procedure of opposition adopted among researchers. He should not only reproduce the main position of the speaker, thereby demonstrating its 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 definitions of concepts, analyzes the course of evidence and refutation. Psychologist is responsible for organizing productive communication and interaction of students at a seminar-discussion, achieves consistency of joint actions, goodwill of relations, does not allow the discussion to turn into a conflict.

Expert assesses the productivity of the entire discussion, the legitimacy of the hypotheses and proposals put forward, the conclusions drawn, and 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-playing position into the discussion, if it is justified by the goals and content of the workshop. But a special role belongs, of course, to the teacher. He should organize such preparatory work, which will ensure active participation in the discussion of each student. It defines the problem and the individual sub-problems to be addressed at the workshop; selects basic and additional literature for speakers and speakers; distributes the functions and forms of student participation in collective work; prepares students for the role of an opponent, logic; supervises the entire work of the seminar; sums up the results of the discussion.

During the seminar-discussion, the teacher asks questions, makes individual remarks, 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 expressed judgments, democracy, adherence to principles in requirements. Study discussion (from Lat. discussio - research, consideration) is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, or a dispute. In other words, the discussion consists in a collective discussion of any issue, problem or comparison of information, ideas, opinions, suggestions.

The goals of the discussion can be very diverse: education, training, diagnostics, transformation, change of attitudes, stimulation of 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 large 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:

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

A properly organized discussion goes through three stages of development:

In 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. In this case, the teacher (organizer of the discussion) is assigned the following tasks:

1. Formulate the problem and objectives of the discussion. For this it is necessary to explain what is being discussed, what the discussion should give.
2. Meet the participants (if a group with such a composition is meeting for the first time). To do this, you can ask each student to introduce themselves 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.
3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and contradictory issues in it, determine the expected result (solution).
4. Establish a time limit for discussion, or rather, a time limit for speeches, since the general time limit is determined by the duration of a practical lesson.
5. Formulate rules for conducting a discussion, the main of which is that everyone should speak. In addition, it is necessary: \u200b\u200bto listen carefully to the speaker, not to interrupt, to substantiate your position with arguments, not to repeat yourself, not to allow personal confrontation, to maintain impartiality, not to evaluate the speakers without listening to the end and not understanding the position.
6. Create a friendly atmosphere as well as a positive emotional background. Here the teacher can be helped by personalized addresses 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 teaching method is conflict-free!
7. Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, using questions and answers, one should clarify the conceptual apparatus, working definitions of the topic under study. Systematic clarification of the conceptual apparatus will form students' attitude, the habit of using only well-understood terms, not using obscure words, and systematically using reference literature.

Stage two - the stage of evaluation - usually involves a situation of comparison, confrontation and even a conflict of ideas, which in the case of inept leadership in the discussion can develop into a conflict of personalities. At this stage, the teacher (organizer of the "round table") has the following tasks:

1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not advised to take the floor first.
2. Collect a maximum of opinions, ideas, suggestions. For this it is necessary to activate each student.
3. Do not stray from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. It is necessary to tactfully stop deviating, directing them into a given "channel".
4. Maintain a high level of activity for all participants. Prevent excessive activity of some at the expense of others, observe the rules, stop protracted monologues, and involve all the students present in the conversation.
5. Promptly analyze the ideas, opinions, positions, proposals expressed before proceeding to the next round of discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up the intermediate results. The subtotal is very useful to assign to students by offering them a temporary facilitator role.

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

1. Analyze and evaluate the discussion, summarize, 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.
2. To help the participants in the discussion come to an agreed opinion, which can be achieved by carefully listening to different interpretations, looking for common trends for decision-making.
3. Make a group decision with the participants. The importance of diverse positions and approaches should be emphasized.
4. In the final speech, lead the group to constructive conclusions that have a cognitive and practical meaning.
5. Achieve a sense of satisfaction from the majority of participants, i.e. to thank all students for their active work, to highlight those who helped in solving the problem.

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

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

An integral part of any discussion is a question and answer procedure. A skillfully posed question (what is the question, so is the answer) allows you to obtain additional information, clarify the position of the speaker and thereby determine the further tactics of 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 that correctly?" The answer to such a question can only be "yes" or "no."
• Complementary (open-ended) questions aimed at clarifying new properties or qualities of the phenomena of interest to us, objects. Their grammatical feature is the presence of interrogative words: what, where, when, how, why, etc.

In order to organize 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 (organizer of the "round table") must:

• prepare in advance questions that could be brought up for discussion after the conclusion of the discussion, so as not to let it go out;
• not to allow going beyond the scope of the problem under discussion;
• not to allow the discussion to turn into a dialogue between the two most active students or a teacher with a student;
• ensure the wide involvement of as many students as possible in the conversation, and best of all;
• do not disregard a single 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 related to the material of the "round table": such questions should be redirected to the audience;
• make sure that the object of criticism is the opinion, and not the person who expressed it;
• compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that the basis of knowledge is always comparison.

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

• turn the discussion into a student quiz;
• assess judgments during speeches and express their opinion ahead of time;
• suppress the audience with lecturer 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 held in active form, the protagonist is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, not a lecturer, leader of the discussion and its more competent, but equal participant.

During the "round table" business noise, polyphony reigns, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other hand, complicates the teacher's work. In the midst of this polyphony, he needs to hear the main thing, to give him the opportunity to speak, to correctly lead the thread of reasoning.

Thus, summarizing the above, we can conclude: the main didactic value of the dialogue 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:

1. Bespalko V.P. The components of pedagogical technology. - M .: Pedagogy, 1989. -190 p.
2. Guzeev V.V. Lectures on pedagogical technology. - M .: Knowledge, 1992 .-- 60 p.
3. Klarin M.V. Innovations in world pedagogy: Learning through research, play and discussion - Riga: Ped. Center "Experiment", 1995. - 176p.
4. Klarin M.V. Personal orientation in continuing education... // Pedagogy, 1996, №2. - P.8.
5. T.V. Masharova Pedagogical theories, systems and technologies of teaching: Textbook. Kirov: Publishing house of VSPU, 1997 .-- P. 157.
6. Masharova T.V., Khodyreva E.A. Educational activity. Environment. Development: Textbook. - Kirov: VGPU, 1998. - p. 78.
7. Murashov A.A. Professional training: impact, interaction, success. - M .: Ped. Society in Russia, 2000 .-- 93 p.
8. Ozhegov S.I. Dictionary of the Russian language. - M .: Politizdat, 1968 .-- 837p.

Appendix 1 (Student Handout

LECTURE No. 6 Dialogue technologies of teaching the Russian language

Education outside of dialogue turns
into an artificial, dead system.
M.M. Bakhtin

The technology of educational dialogue is one of the leading among the technologies of student-centered education, and the humanization and communicative orientation of education in last years brings interpersonal dialogue to the first place.

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

Dialogue in the lesson 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 (stability of attention, observation, memory, the ability to analyze the partner's activities, imagination). In 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.

Dialogue pedagogical activity is aimed at creating an environment by the teacher that contributes to the accumulation of dialogical experience in solving humanitarian problems by a person. It is important not only to teach the 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 another (the world, nature, man) and realize the interdependence of each other in this world.

To conduct a dialogue means to seek the truth together. Educational dialogue is not only a form, but also a way of relationships. He lets you be heard; the main thing in it is not reproduction of information, but reflection, discussion of the problem. The most important manifestations of human relations are realized in the dialogue: 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. At the first level as a dialogue with your 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 ( Iand the other) 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 such as “I want to say,” “my opinion,” “I want to add,” “my point of view.” The purpose of the dialogue is to create interpersonal dialogical interaction, which is a situation close to natural life activity, in which students forget about the conventions (lesson, teacher, grade) 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, which differ from each other in the degree of trust, interpenetration into the other.