The common goal of different teaching methods and types of lessons is the assimilation of knowledge by students. At the same time, the introduction of innovations is encouraged, so that they fit harmoniously into the already established structure of the lesson. Learning models are divided into passive, active, and interactive.

Classification of learning models

Passive the model (extractive mode) assumes the activity of the learning environment. This means that the material is assimilated by students from the text of the textbook or from the words of the teacher, there are no creative tasks and communication between them. A prime example such a model is a lecture or a traditional lesson. This model is used quite often, despite the fact that modern requirements for the structure of the lesson imply the use of active methods that would cause the child to be active.

Active the model (intraactive method) is characterized by stimulating the independence of students and stimulating cognitive activity. In such a model, creative assignments (usually homework) and compulsory communication between teacher and students are encouraged. But it also has disadvantages, for example, the student acts as a subject of learning for himself, teaching only himself, who does not interact with the participants at all educational process, excluding the teacher. That is, the direction of this method is one-sided, aimed at independent activity, self-education, self-study, self-development; but it does not imply interaction in groups and the ability to share experiences.

Currently, it is widely used interactive teaching, such as is based on active interaction with the teacher. In essence, this is one of the options for communication technologies, since their classification parameters coincide. In interactive learning, a well-organized relationship, a two-way exchange of information, arises between the subject and the learning object. Interactive learning technology is the organization of the learning process in such a way that in it the student participates in an interaction-based, mutually complementary, collective learning process.

Application of the interactive model

The purpose of the interactive model is to organize a comfortable learning environment when all students actively interact with each other. When organizing interactive learning, they simulate life situations, use role-playing games, solve questions based on an analysis of the situation and circumstances. Therefore, the structure of an interactive lesson is significantly different from the structure of the usual one, which means that it requires the experience and professionalism of the teacher. The structure of the lesson is based on the elements of an interactive learning model - interactive technologies that make the lesson interesting and rich.

It is permissible to use interactive work in the classroom, where the mastering of the presented new material takes place, in lessons where knowledge is applied, on special lessons, as a generalization or survey. At the initial stages of training, work in pairs is quite effective. Its huge advantage is the ability to speak out to each child, exchange their own ideas with a partner, and then voice them to the whole class, and most importantly, every student will be involved in the work.

The main requirements that ensure the success of learning using interactive technology are:

1. A positive relationship in which there is an understanding by all members of the group that the shared learning activity will benefit each student.
2. Direct interaction, in which all members of the group are in close contact with each other.
3. Individual responsibility, in which each student must study the proposed material and be responsible for helping others (more capable students do not do someone else's work).
4. Skills development working together, that is, students master the skills interpersonal relationships that are necessary for successful work (planning, distribution, questioning).
5. Evaluating work that excels special time when the group evaluates the success of their work.

Implementation of an interactive model in the lesson

Interactive technologies allow students to play various personal and job roles in the educational playing field, to master them when creating a future model of human interaction in an industrial situation. When using interactive technologies in teaching, the student is as close as possible to the conditions teaching material, is included in the studied situation, is encouraged to take active actions, experiences a state of success and motivates his behavior.

As part of the lesson, the interactive model can be implemented using the following interactive technologies:

1. Works in small groups - 2,3,4 people.
2. Exercise "Carousel". Students are divided into two equal groups, one of which is the inner circle and the other is the outer. In this case, the students sit facing the members of the other circle, forming pairs with them. The teacher sets the topic for discussion and roles, for example, the outer circle of students is the audience, who can ask clarifying questions, and the inner circle is the storytellers who answer the questions. Every 2 minutes, the teacher gives a command, and the outer circle moves one person to the side, thereby changing pairs, while the members of the circles change roles among themselves. In this way, you can discuss no more than 3 topics at a time, and it is imperative that they have a positive focus, for example, student achievements.
3. Lectures with problematic presentation, in which a problematic situation for students is simulated, and it is assumed that they will find new way its solution, since the student cannot solve the situation using the knowledge he knows.
4. Lesson-seminar (debate, discussion).
5. Heuristic conversation, in which the teacher does not communicate ready-made knowledge to the students, but with correctly asked questions allows them to approach new concepts on the basis of existing skills and knowledge.
6. Lesson conference.
7. Lesson using multimedia.
8. Modeling technology.
9. Full collaboration technology.

Interactive game

One of the most productive pedagogical technologies is an interactive game that creates optimal conditions for self-realization and development of students. Its purpose is to change and improve the models of activity and behavior of subjects of pedagogical interaction, and their conscious assimilation of these models. Interactive games stimulate activity and social development, create a magical world where everyone accepts its laws and regulations. Children do not hide their emotions, communicate freely with the participants in the game verbal and non-verbal methods, make decisions, try different roles.

During the game there is interaction, which supports the development of personality and socialization, allows you to determine the development and integration of those knowledge and skills that students already have. Active participants in the game study more intensively, motivate themselves more, but those who focus on the leader - on the contrary. Interactive games help children to quickly establish contact with each other, the game helps to increase the rate of reaction, makes it possible to express their emotions, both negative and positive. The list of topics for interactive games is endless: exploring your body, seasons, colors, mood illustration, mutual feelings, friends or family, home or school, gifts. Also, games can take place as genre performances, improvisations.

The main directions, according to which the game situations are realized during the lesson, are as follows:

• The didactic goal is set in the form of a game task;
• Educational activities are carried out according to the rules of the game;
• Educational material is used as a means of play;
• The element of competition is included in educational activities, and the didactic task becomes playful;
• Successfully completed didactic task communicates with the results of the game.

In order to correctly combine the elements of play and learning, to determine the place and role that are assigned to gaming technologies in educational process, the teacher must understand the classification and function of educational games. There are four main traits such games:

1. direct and indirect rules;
2. rivalry and emotional elation of activity;
3. active, improvisational, creative nature of the activity;
4. free developmental activity, which is undertaken only at the request of the child.

The didactic game is one of the most effective ways arouse a keen interest in the subject under study. The desire to play inherent in children must be used, directed to the solution of various educational and educational tasks. For the game to be interesting and accessible to children, the teacher must think over and prepare it well, the rules of the game must be clear and concise. How effective the game will be depends on the interest and emotional relationship teachers for the game, the course of its development and the result. How effective a didactic game will be depends on how systematically it is used, what is the purposefulness of the game program.

A business game is an activity in which various practical situations are imitated. Game technology involves game modeling, when a mock is created that replaces a real object in a situation, when mockups are manipulated to replace real experiments with artificially constructed patterns of behavior. The rules of the game can be taken from a real situation, or they can be invented.

During business games, the participants form different positive attitudes:

• Interest in activities and problems that are modeled and acted out in the course of the game;
• Assimilation of a large amount of information, which contributes to the creative search for solutions to problems;
• The ability to adequately analyze the real situation;
• Formation of objective self-esteem of students;
• Development of analytical, innovative, economic and psychological thinking.

For a business game to give the desired result, it must be based on theoretical knowledge, ideas about the field of activity that is being imitated.

Since one of the fundamental principles of the educational process is humanistic, you should pay attention to the fact that the goal of education should not be the assimilation of a certain amount or set of knowledge by the child, but the integral development of his personality. A means of personality development, capable of revealing its potential abilities, is an independent thinking and cognitive activity... Hence the conclusion - the teacher should set himself the task of ensuring such independent and mental activity in the lesson, and this is facilitated by interactive technologies, in which the student independently opens the path to knowledge, and the assimilation of knowledge is the result of his activities.

Interactive technologies.

Encyclopedia of Educational Technologies:

In 2 volumes. T. 1. M .: Research Institute of School Technologies, 2006, 816 p.

V teaching practice the term "active methods and forms of learning" has been used for a long time. It brings together a group of educational technologies that achieve high level object activity of the educational activity of schoolchildren.

Recently, another term has become widespread - "interactive learning". The term interactive learning refers to education based on active interaction with the teacher. In essence, it represents one of the variants of communication technologies: their classification parameters coincide. In other words, interactive learning is learning with well-organized feedback of subjects and learning objects, with a two-way exchange of information between them.

Interactive software technologies are a type of information exchange between students and the surrounding information environment. Three exchanges of information can be distinguished.

Extraactive mode: information flows are directed from the subject of the training system to the learning object (student), but circulate mainly around him, without penetrating into the object. The student acts as a passive learner. This mode is typical for lectures, traditional technology. This mode is most often passive, does not cause the child's subjective activity, since learning is represented mainly by the activity of the learning environment.

Intraactive mode: information flows go to a student or a group, cause them, cause their vigorous activity, closed within them. Pupils act here as subjects of teaching themselves, teaching themselves. This mode is typical for technologies of independent activity, self-study, self-education, self-development.

Interactive mode: in this case, information flows penetrate consciousness, cause its active activity and generate a reverse flow of information, from student to teacher. Information flows, thus, either alternate in direction, or have a two-way (counter) character: one flow comes from the teacher, the other from the student. This mode is typical for interactive technologies.

The simplest examples of interactive technology are conversation or consultation. Most of all, the interactive mode is presented in technological methods included in any specific mono-technology.

Target orientations:

§ activation of individual mental processes of students;

§ stimulation of the student's internal dialogue;

§ ensuring the understanding of the information being exchanged;

§ individualization of pedagogical interaction;

§ withdrawal of the student to the position of the subject of training;

§ achieving two-way communication between teacher and student.

The most common task of the facilitator in interactive technology is facilitation (support, facilitation) - guiding and assisting the information exchange process:

§ revealing the diversity of points of view;

§ appeal to personal experience participants;

§ support for the activity of participants;

§ combination of theory and practice;

§ mutual enrichment of the experience of the participants;

§ facilitation of perception, assimilation, mutual understanding of the participants;

§ encouraging the creativity of the participants.

Features of the organization.

Information should be assimilated not in a passive mode, but in an active one, using problem situations, interactive cycles. Interactive communication promotes mental development... In the presence of feedback, the sender and recipient of information change their communicative roles. Feedback greatly improves the efficiency of the exchange of educational information, allowing both parties to eliminate interference.

Interactive technologies are based on the direct interaction of students with the learning environment. The learning environment acts as a reality in which the student finds himself as an area of ​​mastered experience, and this is not just about connecting his empirical observations, life impressions of the student as an auxiliary material or illustrative addition. The learner experience is the central activator educational cognition... In traditional teaching, the teacher plays the role of a "filter" that passes through himself training information, in interactive - the role of an assistant in the work, one of the factors activating the directional information flows.

Compared to the traditional one, in interactive learning models, the interaction with the leader also changes: his activity gives way to the activity of students, the leader's task is to create conditions for their initiative. In interactive technology, students act as full-fledged participants, their experience is no less important than the presenter's who not so much provides ready-made knowledge as encourages an independent search.

The teacher performs in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of ​​the information environment. In the role informant - expert the teacher presents the text material, demonstrates the video sequence, answers the questions of the participants, monitors the results of the process, etc. In the role organizer - facilitator he establishes the interaction of students with the social and physical environment (breaks down into subgroups, encourages them to independently collect data, coordinate assignments, prepare mini - presentations, etc.). In the role consultant the teacher turns to the professional experience of the participants, helps to look for solutions to the already posed problems, independently set new ones, etc.

In some interactive technologies, the presenter does not need to be a specialist in the subject. The disadvantages of the facilitator role include the high cost of the teacher in preparation, the difficulty of accurately planning the results, and the high energy consumption of the facilitator.

Sources of interference in interactive mode can be:

§ language (in verbal or non-verbal form);

§ differences in perception, due to which the meaning in the processes of encoding and decoding information may change;

§ differences in organizational status between the facilitator and the student.

Examples of interactive technologies:

1. Technology "Development critical thinking through reading and writing "

2. Technology of conducting discussions

3. Technology "Debate"

4. Training technology

End of form

POSSIBILITIES OF INTERACTIVE LEARNING TOOLS

MOU "Average comprehensive school No. 30 ", Osinniki, pos. Robin

The modern era is the information era. Today, the decisive role in the social success of a person is played by his possession of information and knowledge. Perhaps the most important problem in connection with the constantly growing volume of knowledge acquired by humanity is how to preserve, select and transfer this knowledge from generation to generation.

The learning process at school is directly related to the ability of students to use information technology, work on a computer, the Internet and select the necessary information. Computer training programs, training systems based on multimedia technologies, intelligent and training expert systems, and communication tools have proven themselves positively in the educational process.

At traditional teaching The main active (in terms of feedback) participants in educational information interaction are two components - the trainer and the student (learner). When using a learning tool operating on the basis of ICT, an interactive partner appears for both the learner (learner) and the learner, as a result of which the feedback is carried out between the three components of educational information interaction. The role of the educator as the only source of educational information that has the ability to provide feedback is changing (shifting in the direction of supervision or mentoring). The time previously spent by the educator on retelling the teaching materials is freed up to solve creative and managerial problems. The role of the learner is also changing. The student moves on to a more complex path of search, selection of information, its processing and transmission.

Interactive learning tools are a means in which a dialogue occurs, that is, an active exchange of messages between the user and the information system in real time.

The emergence of interactive teaching aids provides such new forms of educational activity as registration, collection, accumulation, storage, processing of information about the studied objects, phenomena, processes, transfer of large enough amounts of information presented in various forms, control of displaying models of various objects on the screen, phenomenon , processes. Now an interactive dialogue is carried out not only with the trainer, but also with the training tool operating on the basis of ICT.

The leading goal of using multimedia equipment in the classroom is to achieve a deeper memorization of educational material through imaginative perception, enhance its emotional impact, and ensure "immersion" in a specific socio-cultural environment. It does this through the use of a multimedia projector, an interactive whiteboard, and a computer with Internet access.

At present, the hardware and software of a computer has reached such a level that it has become possible to implement on its basis an electronic textbook, which has a number of advantages over a printed product. These advantages are due to the use of a new generation of multimedia, hypertext, interactivity in an electronic textbook.

Multimedia. Multimedia is a complex of computer hardware and software that allows you to combine information presented in various forms (text, graphics, sound, video, animation) and work with it interactively.

In a normal textbook, all information is presented only in the form of text and graphics. In an electronic textbook, you can effectively use all the variety of multimedia technologies.

Firstly, the text of an electronic textbook can be made bright, colorful, with font highlighting by type, color, size, type of presentation (regular, bold, italic, with underlining). There are rich opportunities to form text and mathematical formulas in a single style, using many different alphabets (Cyrillic, Latin, Greek, etc.), special characters, pictograms.

Secondly, it is easy to create various graphic images (figures, photographs, tables, graphs of any shape, histograms, three-dimensional images). All this can be animated, that is, set in motion, change shape.

Thirdly, you can use background sound or sound-signal when referring to a certain block of information, picture, control button, etc. You can insert sound clips in offline or interactive mode, sound dynamic processes.

Fourthly, video clips can be used in the same variety of ways, including video material prepared for the needs of education in previous years and saved on magnetic media and photographic films.

Fifth, multimedia technologies allow using animation, "animate" pictures, texts and other objects of the textbook. This technology makes it possible to demonstrate experimental work on objects in a virtual form, "show" invisible or conduct experiments that are dangerous for live demonstration.

Multimedia facilitates the memorization process, makes the lesson more interesting and dynamic, creates the illusion of co-presence, empathy, contributes to the formation of voluminous and vivid ideas about the past.

Hypertext. Unlike ordinary text, which is always linear (the meaning of the text is revealed sequentially), hypertext is a set of separate blocks of text (nodes), interconnected through hyperlinks. The diagram shows the structure of normal text and hypertext.

Hypertext implements a non-linear way of organizing and displaying text. In this case, the reader has the opportunity to independently choose the paths to obtain the information he needs. It is assumed that this method of obtaining information is more efficient than the linear one (used in the classic textbook).

The open structure of hypertext construction has the following characteristics:

ü nodes (blocks) of information have different sizes;

ü the network principle is supported by the structure of links;

ü the ability to explicitly represent the structure of information through the structure of the hypertext;

ü dynamic control of information by the user, when the user decides where to go using the hypertext;

ü multi-user access to information - all elements of hypertext are available to many users at the same time.

Interactivity... considers three forms of interactivity:

1. Reactive interactivity: students respond to what the program presents to them. The sequence of tasks is very strict and the individual influence on the program is very small ( linear model training). The student can freely move forward or backward through the application, choosing topics of interest to him, but the content cannot be changed. Applications of this type can be useful as a demonstration or initial acquaintance with the material being studied;

2. Effective interactivity: students control the program. They decide for themselves whether to perform tasks in the order suggested by the program or to act independently within the application (non-linear learning model). Applications of this type use hypertext markup and have the structure of electronic reference books, encyclopedias, databases, etc. The nonlinear learning model helps users to carry out self-learning according to individual educational trajectories, to vary various educational strategies. At the same time, the teacher does not give the trainees necessary knowledge, it only provides support for educational strategies and help students find information and become aware of their own actions. The non-linear model is effective for distance learning;

3. Mutual interactivity: the student and the program are able to adapt to each other, as in the virtual world (“Guided Discovery” model). The model allows the learner to conduct research, overcoming various obstacles, solve individual problems, and structure the sequence of tasks. Content is often provided by motivational, playful, competitive, exploratory elements. Examples of applications of this type are adventure games in history, biology, geography, etc., simulators, workshops, educational programs, etc.

Within these three models, the level of control on the part of the student and on the part of the program is different. At the reactive level, the student's behavior is determined by the program. At the effective and especially mutual levels, control and manipulation are in the hands of the user. Interactivity contains a wide range of possibilities for influencing the course and information content:

ü linear navigation on the screen using vertical scrolling;

ü hierarchical navigation using hyperlinks;

ü online help function. Most effective when adapted to instant information presentation;

ü feedback. The reaction of the program, which gives an assessment of the quality of the user's actions. This reaction is displayed if the further course of the program's development depends on this assessment;

ü constructive interaction. The program provides the ability to build objects (targets) on the screen;

ü reflective interactions. The program stores individual student actions for further research.

Interactive board.

Smart Board interactive whiteboards provide teachers and students with a unique combination of computer and traditional methods of organizing educational activities: they can be used to work with almost any software and simultaneously implement various methods of individual and collective, public ("answer at the blackboard") student work.

The main form of presentation of materials for demonstration to the class is a presentation, consisting of a set of slides. The main tool for creating such presentations is usually Microsoft PowerPoint. However, SMART Notebook environment provides even more options specifically for working with your interactive whiteboard.

Drawings can not only be created by yourself, inserted from external files from disk, but also taken from the built-in fairly rich collections.

SMART Notebook software can be installed and used on any computer - even without connecting the whiteboard to it. This allows the teacher to prepare all the necessary materials for the next lesson at home.

You can call the student to the blackboard and, giving him an electronic marker instead of a traditional chalk, instruct him to solve the problem by completing the necessary drawings and entering the required letters, numbers and other symbols using the virtual keyboard or handwriting recognition tool. At the same time, it is much easier for the student to draw the correct geometric figures, it is more convenient to supply them with the required signatures, all calculations can, if desired, be immediately checked using the standard Calculator application from the Windows bundle, and the usual chalk dirt and a wet rag will forever become a thing of the past.

Currently, the focus is on dialogical methods of communication, joint search for truth, development through the creation of educational situations, and various creative activities.

The main methodological innovations today are associated with the use of interactive learning technologies. The word "interactive" came to us from English from the word "interact". "Inter" - "mutual", "act" - to act.

Interactivity (from the English interact - to interact) means the ability to interact or be in a dialogue mode. Various aspects of the use of interactive methods and technologies in teaching are considered in the pedagogical and psychological works of scientists. So, V.P. Bespalko, A.I. Bogomolov, A.G. Molibog et al. Determined the effectiveness of the use of interactive technologies in teaching, in the works of L.S. Podymova, V.A. Slastenina, E.N. Volkova, N. Suvorov and others revealed the importance of interactive learning for the social formation of the individual.

Researchers believe that the main feature of interactive technologies is forced intellectual activity, since the technology of the educational process itself activates the thinking of its participants, regardless of their desire. By engaging in interactive activities, students learn to think critically, solve independently assigned tasks based on the analysis of information extracted from various sources, apply the knowledge gained in non-standard situations, participate in discussions, prove the correctness of their opinion, and jointly solve significant problems.

Interactive learning is learning immersed in communication. At the same time, "submerged" does not mean "substituted". Interactive learning preserves the ultimate goal and the main content of the educational process. It transforms the forms from broadcasting to dialogue, i.e. including the exchange of information based on mutual understanding and interaction. In interactive teaching, in addition to this, the dialogue is built as interaction "student - student" (work in pairs), "student - group of students" (work in groups), "student - audience" or "group of students - audience" (presentation of work in groups), "student - computer", "student - artwork", etc.

Communication is complete when all three sides are present in it:

- informative (exchange of information);

- interactive (strategy development and coordination of joint actions of individuals);

- perceptual (adequate perception and understanding of each other).

Communication can take place both verbal and non-verbal. Psychologists have found that in the conditions of educational communication, an increase in the accuracy of perception is observed, the effectiveness of memory work increases, and such intellectual and emotional properties of a person develop more intensively, such as: the stability of attention, the ability to distribute it; observation of perception; the ability to analyze the activities of a partner, see his motives, goals; imagination (in this case, we mean the ability to put oneself in the place of others). In conditions of communication, self-control processes are actively proceeding, "failures" and "doubtful places" (those parts of the material that none of the partners can reproduce) are more clearly realized. In the process of communication, a culture of feelings and emotions is fostered, the ability to empathize, empathy, the ability to control one's own behavior, and to know oneself are developed.

Psychologists note the importance of students' interaction with each other, since counseling each other, conducted by the students themselves, or peer education is one of the most effective ways of assimilating knowledge. The psychological literature cites the following data: students retain in their memory 10% of what they read, 26% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they hear. what they discuss with others, 80% of what is based on personal experience, 90% of what they say (speak) while doing and 95% of what they teach themselves (Appendix A). Proceeding from this, interactive learning associated with the discussion of the material, teaching each other by students is the most productive in terms of assimilation and memorization of educational material.

Interactive learning simultaneously solves several problems:

- develops communication skills and abilities, helps to establish emotional contacts between students;

- solves the information problem, since it provides students with the necessary information, without which it is impossible to implement joint activities;

- develops general educational skills and abilities (analysis, synthesis, goal setting, etc.), that is, ensures the solution of educational problems;

- provides an educational task, as it teaches to work in a team, to listen to other people's opinions.

Today, interactive technologies are understood as such teaching methods in which the student is immersed in an educational situation, mastering knowledge in close interaction with other participants in the educational process.

Interactive technologies based on the activity-based approach help to achieve the requirements set by the standard, and also, which is important, provide an opportunity for self-realization of each participant in the educational process, free the teacher from standard role didactic, form an environment of social partnership, form the skills of communication, independent search and assessment of information so necessary in modern reality, educate students' personal responsibility for the results of their learning.

Figure 3 - Scheme of interactive learning technology

Interactive technologies according to V.V. Guzeev are a type of information exchange between students and the surrounding information environment. There are three main types (modes) of information exchange that form certain models of pedagogical interaction in the educational process: extractive, intraactive and interactive.

In the extraactive mode, the student acts in the passive role of the object pedagogical impact, information flows are directed from the teacher-subject to the learning object (student). This mode is the basis of the passive (subject-object) model of interaction, it does not cause the subject activity of students.

In the intraactive mode, information flows go to students or a group, cause them to be active, closed within them. Students act here as subjects of learning themselves, teaching themselves. Intraactive mode forms an active model of interaction, it is characteristic of the technologies of independent activity, self-study, self-education, and self-development.

In an interactive mode, information flows cause active student activity and generate a reverse information flow from student to teacher. Information flows, thus, either alternate in direction, or have a two-way (counter) character. This mode forms an interactive model of interaction, it is he who is characteristic of interactive technologies. The interactive model implements the idea of ​​organizing comfortable learning conditions in which all students actively interact with each other.

The key task of the teacher when using interactive technology is facilitation (support, relief) - direction and assistance to the process of information exchange: identifying the diversity of points of view; combination of theory and practice; appeal to the personal experience of students, support of their activity, encouragement of creativity; mutual enrichment of the experience of the participants in the dialogue; facilitation of perception, assimilation, mutual understanding. If in traditional teaching the teacher plays the role of a "filter" that passes educational information through himself, then in interactive teaching he plays the role of an assistant in the work, activating mutually directed flows of information. At the same time, students become full participants in information exchange, their experience is no less important than the facilitator's wholesalers, who does not so much provide ready-made knowledge as encourages an independent search.

The teacher performs in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of ​​the information environment. In the role of an informant-expert, the teacher sets out text material, demonstrates a video sequence, answers questions from participants, monitors the results of the process, etc. In the role of the organizer-facilitator, he establishes the interaction of students with the social and physical environment (breaks down into subgroups, encourages them to collect data on their own, coordinate assignments, prepare mini-presentations, etc.). In the role of a consultant, the teacher turns to the professional experience of students, helps to look for solutions to already set problems, independently set new ones, etc. The organization of interactive learning involves modeling life situations, the use of role-playing games, the general solution of issues based on the analysis of the circumstances and the situation, the penetration of information flows into the mind, causing its vigorous activity.