Lecture. The word "lecture" comes from the Latin "lection" - reading. The lecture appeared in Ancient Greece and was further developed in Ancient Rome and in the Middle Ages. The lecture form of education in Russia was first introduced at Moscow University, where initially lectures were given in Latin, German, French, and from 1767 - in Russian. A university lecture is the main link in the didactic training cycle. Its goal is to form an indicative basis for students’ subsequent assimilation of educational material.

In the educational process, a number of situations arise when the lecture form of teaching cannot be replaced by any other.

A lecture in the educational process performs the following functions:

informational (statement of necessary information);

stimulating (awakening interest in the topic);

developing (evaluates phenomena, develops thinking);

orienting (in a problem, literature);

explanatory (aimed at the formation of basic concepts of science);

persuasive (with an emphasis on the system of evidence);

systematizing and structuring (knowledge in a given discipline;

educational.

If we integrate modern ideas about the features of the lecture form of teaching, we can determine its specifics as follows.

A lecture is one of the forms of educational organization in which the teacher systematically, consistently, predominantly monologically presents and explains educational material on an entire topic, and students listen and write down the content of the lecture, and in some situations ask questions to which the teacher answers.

The following types of lectures are distinguished.

For general purposes: educational, propaganda, educational, educational, developmental.

By scientific level: academic and popular.

For didactic tasks: introductory, current, final-summarizing, introductory, review, lecture-consultations, lecture-visualization (with a reinforced element of clarity).

According to the method of presenting the material: traditional, problem-based, lecture-visualization, lecture for two, lecture-provocation, lecture-press conference, lecture-conversation, discussion, lecture with analysis of specific situations.

From the point of view of classifying teaching methods according to the degree of awareness of the perception of educational material, we correlated the types of lectures existing according to the method of presentation of the material as follows.

Table 7

Currently, along with supporters of lecture-based presentation of educational material, there are “opponents” of lectures as the main form of education at a university, claiming that:

a lecture accustoms one to passive perception of other people’s opinions, inhibits independent thinking, while “the better the lecture, the greater this probability”;

the lecture discourages the habit of independent study;

lectures are needed only when there is a lack of educational literature;

Some students manage to comprehend the material presented, while others only mechanically write down the lecturer’s text.

At the same time, experience shows that refusing lectures reduces the scientific level of students’ preparation and disrupts the consistency and uniformity of work throughout the semester. Therefore, the lecture still remains the leading form of organizing the educational process at a university. The above disadvantages can be largely overcome by a rational combination of traditional and non-traditional forms of lectures in the educational process. Let us briefly dwell on non-traditional forms of organizing lectures and some features of their construction (organization).

A problematic lecture begins with the formulation of problematic questions, with the identification of a problem that must be solved during the presentation/study of the material, and the problem hidden in them does not require a solution of the same type, and there is no ready-made solution scheme in past experience.

The problem-based lecture ensures the achievement of the following didactic goals:

• 1. students’ assimilation of theoretical knowledge;
• 2. development of theoretical thinking;
• 3. formation of cognitive interest in the content of the academic subject and professional motivation of the future specialist.

The success of achieving the goal of a problem lecture is ensured by the interaction of the teacher and students. The main task of the teacher is not only to convey information, but to familiarize students with the objective contradictions in the development of scientific knowledge and ways to resolve them. This shapes students’ thinking and causes their cognitive activity. In collaboration with the teacher, students gain new knowledge and study the theoretical features of their profession. In our opinion, we can highlight the following features of the problematic lecture.

The information (new knowledge) obtained at the lecture is introduced as unknown to students and is assimilated as a personal discovery, which creates in students the illusion of a “discovery” of what is already known in science.

The student’s knowledge approaches search and research activities, in which the student’s thinking and his personal attitude to the material being learned are involved, thanks to the formation of an educational problem.

During the lecture, students' thinking occurs through the teacher's creation of a problem situation before they receive all the necessary information that constitutes new knowledge for them.

Consequently, the components of the problem situation are the object of cognition (lecture material) and the subject of cognition (student), the process of mental interaction between the subject and the object will be a cognitive activity, the assimilation of new, unknown knowledge for the student, contained in the educational problem.

The educational material in a problem lecture is presented in the form of an educational problem, which has the logical form of a cognitive task, noting some contradictions in its conditions and ending with questions that objectify this contradiction. A problematic situation arises after the discovery of contradictions in the initial data of the educational problem. For a problematic presentation, the most important sections of the course are selected, constituting the main conceptual content of the academic discipline, which are important for future professional activity and the most difficult for students to master.

Educational problems should be accessible in terms of difficulty for students, take into account the cognitive capabilities of students, be based on the subject being studied and be significant for the acquisition of new material and personal development - general and professional. To control students' thinking during a problematic dialogic lecture, problematic and informational questions prepared in advance by the teacher are used.

Requirements for the questions of the problem lecture:

• 1. the question reflects the result of a previous mental analysis of the conditions for solving a problem, separating the understandable from the incomprehensible, the known from the unknown;
• 2. indicates the desired problem and the search area for an unknown problem situation (for example, a method of analyzing conditions, solving a problem, etc. that is still unknown to students);
• 3. puts this unknown in the structural place of the goal of students’ cognitive activity and thereby turns out to be a factor in managing this activity;
• 4. is a means of involving the student in dialogical communication, in mental activity together with the teacher to find a solution to a cognitive problem.

The educational problem and the system of subordinate subproblems, compiled by the teacher before the lecture, unfold at the lecture in the live speech of the teacher, where an oral presentation of material of a dialogical nature takes place. Using appropriate methodological techniques (posing problematic and informational questions, putting forward hypotheses and confirming or refuting them, asking students for help, etc.), the teacher encourages students to think together and discuss, which can begin directly at a lecture or at a seminar.

Dialogical communication can be built as a live dialogue between the teacher and students during the lecture at those stages where it is appropriate, or as an internal dialogue (independent thinking), which is most typical for a lecture of a problematic nature. In internal dialogue, students together with the teacher pose and answer questions or record questions in notes for later clarification during independent assignments, individual consultation with the teacher or discussion with other students, as well as at a seminar. Dialogical communication is a necessary condition for the development of students’ thinking, since thinking is dialogical in the way it arises. Consequently, the higher the degree of dialogicity of a lecture, the more it approaches the problem and the higher its orienting, teaching and educational effects.

Using a combination of problematic and informational questions, the teacher can take into account and develop the individual characteristics of each student.

Thus, a lecture becomes problematic if the principle of problematicity is implemented in it and two interrelated conditions are met:

• 1. implementation of the principle of problematic nature in the selection and didactic processing of the content of the training course before the lecture;
• 2. implementation of the problem-solving principle when developing this content directly in the lecture.

The first is achieved by the teacher developing a system of cognitive tasks - educational problems that reflect the main content of the academic subject; the second is by constructing a lecture as a dialogical communication between the teacher and students. Teacher’s communication style during a problem lecture:

The ability for independent thinking is formed in students through active participation in various forms of live speech communication. For this purpose, lectures of a problematic nature must be supplemented with seminar classes, organized in the form of discussions and dialogical forms of independent joint work of students.

Problem-based lectures provide future specialists with a creative understanding of the principles and laws of the science being studied, activate the educational and cognitive activity of students, their independent classroom and extracurricular work, assimilation of knowledge and its application in practice.

Lecture-visualization is the result of using the principle of visualization, the content of which changes with the advent of new forms and methods of active learning.

Psychological and pedagogical research shows that visibility not only contributes to the successful perception and memorization of educational material, but also allows you to intensify mental activity (R. Arnheim, E.Yu. Artemyeva, V.I. Yakimanskaya, etc.) through building relationships with creative processes of acceptance decisions, confirms the regulating role of image in human activity.

During the visualization lecture, students transform oral and written information into visual form, which helps to highlight and systematize the most significant elements of the discipline. The process of visualization is the collapsing of different types of information into visual images, which, when perceived and expanded, can serve as a support for mental and practical actions. There are various types of visualization - natural, pictorial, symbolic - each of which or their combination is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to concentrate on the most important aspects of the lecture, promoting its best understanding and assimilation.

Information in visual form, as a rule, is problematic in nature. The visualization lecture thus contributes to the creation of a problem situation, the resolution of which, unlike a problem lecture where questions are used, occurs on the basis of analysis, synthesis, generalization, condensation or expansion of information, i.e. with the inclusion of active mental activity. The teacher’s task is to use such forms of visualization that not only complement verbal information, but are themselves carriers of information.

We highlight the following important features of preparing a visualization lecture:

Preparing a lecture requires the teacher to modify the lecture material into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.).

The reading of a lecture (narration) is transformed into a coherent, detailed presentation (commenting) by the teacher of prepared visual materials that fully reveal the topic of this lecture.

Information should be presented in such a way as to ensure, on the one hand, the systematization of existing and newly acquired knowledge by students, the anticipation of problem situations and possibilities for resolving them, and, on the other hand, the use of different methods of visibility.

A certain rhythm of presentation of educational material and visual logic are important. For this purpose, a complex of technical teaching aids is used: drawing, including using grotesque forms, as well as color, graphics, a combination of verbal and visual information.

Lecture-visualization is best used at the stage of introducing students to a new discipline, topic or section.

Lecture-provocation. The provocative lecture is designed to develop students’ skills to quickly analyze professional situations, act as experts, opponents, reviewers, and identify incorrect or inaccurate information. A provocative lecture causes high intellectual and emotional activity, since students use their existing knowledge in practice and carry out joint educational work with the teacher. Features of constructing a provocative lecture.

It is necessary to include a certain number of errors of a substantive, methodological or behavioral nature into the content of the lecture. The teacher selects the most common mistakes made by both students and teachers (specialists) and presents the lecture material in such a way that the mistakes are carefully hidden and not obvious to the students.

Requires additional and even creative work by the teacher on lecture material and a high level of lecturer skill.

During the lecture, students mark the errors they notice in their notes and name them at the end of the lecture. 10-15 minutes are allotted for analyzing errors: correct answers to questions are given by the teacher, students, or together. The number of planned errors depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of preparedness of students.

Elements of an intellectual game with a teacher create an increased emotional background, an atmosphere of trust between the teacher and students, and activate the cognitive activity of students. A lecture with planned errors performs not only a stimulating function, but also a control one. The teacher can assess the level of preparation of students in the subject, and he, in turn, can check the degree of his orientation in the material. Using the error system, the teacher can identify shortcomings, analyzing which, during discussion with students, he gets an idea of ​​the structure of the educational material and the difficulties of mastering it.

Errors identified by students or a teacher can become the basis for creating problematic situations that can be resolved:

at seminar classes

at the problem lecture (see above).

This type of lecture is best given at the end of a topic or section of an academic discipline, when students have formed basic concepts and ideas. In our opinion, a provocative lecture is ideal for developing professional skills within highly specialized disciplines by senior students.

Lecture for two (dialogue). Educational material with problematic content is taught to students in lively dialogical communication between two teachers. Here we simulate real professional situations of discussion of theoretical issues from different positions by two specialists, for example, a theorist and a practitioner, a supporter or opponent of a particular point of view. The high activity of teachers participating in the dialogue evokes a mental and behavioral response from students, which is one of the characteristic signs of active learning: the level of involvement in the cognitive activity of students is comparable to the activity of teachers. Students also gain a clear understanding of the culture of discussion, methods of dialogue, joint search and decision-making.

Features of organizing a lecture together.

A joint search for a way out of an ongoing problem situation, with the obligatory involvement of students in communication, asking questions and expressing their attitude to the lecture material.

In the process of lecture-dialogue, it is necessary to use the knowledge available to students to announce the educational problem and further work together: putting forward hypotheses for its resolution, developing a system of evidence or refutation, and justifying a joint decision.

A two-person lecture requires students to actively engage in the process of thinking, comparing and choosing a point of view or developing their own. Possibility of negative reaction from students.

demonstrating the attitude of each teacher to the object of research allows you to see the professional and personal qualities of the teacher

Intellectual and personal compatibility, the ability to improvise, and the speed of reaction of teachers ensure a trusting attitude towards this form of work.

Using a lecture together is effective for the formation of theoretical thinking, the development of students’ beliefs, the ability to conduct dialogue and the culture of discussion.

Lecture press conference. The form of holding a press conference is taken as a basis, taking into account some features:

The teacher announces the topic of the lecture and invites students to ask him questions on this topic in writing. Each student formulates questions within 2-3 minutes and submits them to the teacher.

The teacher sorts the questions by semantic content within 3-5 minutes and proceeds to presenting the lecture material.

The material is presented in the form of a coherent presentation of the topic by the teacher, during which each question asked is not analyzed separately.

At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the students.

Activation of student activity at a lecture and press conference is achieved by specifically informing each student what the distinctive feature of this form is. The need to correctly pose a question activates mental activity, and waiting for an answer to one’s question concentrates the student’s attention.

It is believed that a lecture or press conference is good to hold at any stage of studying a topic or section of a discipline. At the beginning of studying the topic, the main goal of the lecture is to identify the range of interests and needs of students, the degree of their preparedness for work, and their attitude to the subject being studied. With the help of a lecture-press conference, the teacher can create a model of the audience of listeners - its attitudes, expectations, capabilities. This is especially important when a teacher meets with first-year students, or at the beginning of a special course being taught by a group curator, when new disciplines are introduced, etc.

A press conference lecture in the middle of a topic or course is aimed at attracting the attention of students to key issues of the discipline being studied, clarifying the teacher’s ideas about the degree of mastery of the material, systematizing students’ knowledge, correcting the chosen system of lectures and seminars for the course, and can act as a form of intermediate control of students’ knowledge.

The main purpose of the press conference lecture at the end of the topic or section of the discipline being studied is to summarize the results of the lecture work, to identify prospects for applying theoretical knowledge in practice as a means of mastering the material of subsequent academic disciplines or in future professional activities. Several (2-3) teachers from different subject areas can take part as lecturers at a press conference, for example, when conducting review lectures for university graduates.

A lecture-conversation or “dialogue with the audience” is the most common and relatively simple form of actively involving students in the educational process, known since the time of Socrates. It involves direct contact between the teacher and the audience by attracting students’ attention to the most important issues of the topic, determining the content and pace of presentation of educational material, taking into account the characteristics of students. The effectiveness of a lecture-conversation in group learning conditions may be reduced due to the impossibility of involving each student in a two-way exchange of opinions, even with a small group size. In our opinion, listeners can be attracted to participate in a lecture-conversation using:

puzzling students with questions of an informational and problematic nature,

finding out the opinions and level of awareness of students on the topic under consideration,

the degree of their readiness to perceive subsequent material.

Questions are addressed both to the entire audience and to students personally. To save time, it is recommended to formulate questions so that they can be answered unambiguously. Questions can be either simple (focus on the problem) or problematic (discussion).

Taking into account disagreements or unanimity in answers, the teacher builds further reasoning, while having the opportunity to present the concepts of the lecture material in the most convincing way. Students, thinking through the answer to the question, have the opportunity to independently come to conclusions and generalizations proposed by the teacher as new knowledge and feel the importance of the topic under discussion .

Lecture-discussion. In a lecture-discussion, the teacher, when presenting the lecture material, organizes a free exchange of opinions, ideas and views on the issue under study in the intervals between logical sections. This form of training:

enlivens the learning process,

activates the cognitive activity of the audience,

allows the teacher to manage the collective opinion of the group, using it to persuade and even overcome possible negative attitudes and erroneous opinions of students.

The effect of a lecture-discussion is achieved with the correct selection of questions and topics for discussion, which are determined and compiled by the teacher depending on the didactic tasks and characteristics of the audience. A successful discovery is often the transition to a discussion and analysis of specific work situations or real professional tasks with further conclusions.

The advantage of a discussion is that students are more willing to agree with the teacher’s point of view than during a lecture-conversation, in which the teacher practically pushes students to accept his position on the issue under discussion. A negative aspect may be the students’ lack of ability to discuss and highlight the main thing, and as a result, the general confusion of the situation.

A case study lecture is similar in form to a discussion lecture, in which questions for discussion are replaced by a specific situation. It can be presented orally or in the form of a short and succinct video containing information sufficient for discussion. Discussion of a micro-situation can also be a prelude to a further traditional lecture and can be used to create an intriguing effect, focusing the audience’s attention on the material being studied. Micro-situations are discussed by the entire student audience, and the teacher activates its participation with questions addressed to individual students and the presentation of different opinions; directs in the right direction and unobtrusively leads to a collective generalization.

To the above, we add that the effectiveness of a lecture depends not only on how meaningful it is, but also on the personal and oratorical abilities of the lecturer. Among them, we highlight the following: eloquence, diction, confidence and persuasiveness of speech, logic and culture of speech, charm, tact, intelligence and intelligence of the lecturer. In addition, during the lecture it is extremely important to continuously maintain a high level of student motivation (Table 8).

Table 8. Continuous support of a high level of student motivation during lectures

Ultimately, the constant change of objects of attention, both among lecturers and listeners, forms a stable cognitive interest and favorable conditions for independent mental work.

As part of the implementation of the lecture course, such educational technologies as lecture-visualization, lecture-conversation, and interactive slide lecture are used.

The lecture-conversation is used as the main educational technology when studying the first two sections: “History of the formation of press services in Russia”, “Regulation of the activities of press service specialists: legislative, legal and ethical aspects”. An interactive slide lecture is used when studying sections of the course “Structure and principles of organizing a modern press service at an enterprise” (3rd topic), “Forms, methods and practices of a modern press service at an enterprise” (4th topic), “ News management and information management of reputation (enterprise image)" (5th topic), "Types of special events in the work of press services" (9th topic). Lecture visualization as the main educational technology is used when studying the sections “Types of mass communication media used in the activities of press services” (6th topic), “Types of working documents in the work of press services” (7th topic), “Media text "(8th topic).

In practical classes, when analyzing independently completed practical work, technologies such as brainstorming and group discussion are used. One of the practical classes, “Types of special events in the activities of the press service,” is conducted in the form of a business game - organizing and holding a press conference on a given topic.

When planning educational technologies for use in the implementation of the discipline “Organization of the work of the press service at an enterprise,” we proceed from the following understanding.

Lecture - visualization

This type of lecture is the result of a new use of the principle of clarity; the content of this principle changes under the influence of data from psychological and pedagogical science, forms and methods of active learning.

The preparation of this lecture by the teacher consists of changing and reconstructing educational information on the topic of the lecture session into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.).

Reading a lecture comes down to a coherent, detailed commentary by the teacher on prepared visual materials, which fully reveals the topic of this lecture. The information presented in this way should ensure the systematization of students’ knowledge, the creation of problem situations and the possibility of resolving them; demonstrate different methods of clarity, which is important in cognitive and professional activities.

It is best to use different types of visualization - natural, pictorial, symbolic - each of which or a combination of them is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to concentrate attention on the most important aspects and features of the lecture content, promote its understanding and assimilation.

Lecture-conversation

A lecture-conversation, or “dialogue with the audience,” is the most common and relatively simple form of actively involving students in the educational process. This lecture involves direct contact between the teacher and the audience. The advantage of a lecture-conversation is that it allows you to attract students’ attention to the most important issues of the topic, determine the content and pace of presentation of educational material, taking into account the characteristics of students.

The lecture-conversation is based on dialogical activity, which is the simplest form of active involvement of students in the educational process. Dialogue requires constant mental tension and mental activity. Whereas during the traditional form of a lecture class, students most often mechanically write down educational information presented monologically by the teacher.

Interactive slide lecture - a form of delivering a lecture in which the lecturer’s “live” speech is supplemented with video materials visualized on the screen using a computer-controlled video projector. The lecture uses visual, effective images in the form of tables, diagrams, diagrams, graphs, ranked series, photos, video slides, etc. Using the MS Office “Power Point” software application, the teacher gets the opportunity to quickly access the necessary information, view it in the mode required at the moment - speed it up, or, conversely, slow it down; “look forward” or go back. The ability to return to a viewed slide and provide additional explanations helps to understand the educational material.

Images are just one of the tools for conveying information. During a slide lecture, the student perceives information simultaneously using visual and auditory analyzers. This combination of information received creates favorable conditions for understanding and mastering the material being studied.

Group discussion- used to develop a variety of solutions in conditions of uncertainty or controversy of the issue under discussion by defusing interpersonal tension; definitions of motivation for participation and encouragement of each person present to express thoughts in detail; revival of associations previously hidden in the human subconscious; stimulation of participants; providing assistance in expressing what participants cannot articulate in a normal setting; adjusting the participants’ self-esteem and promoting the growth of their self-awareness.

Group discussion includes four stages:

- contact- acquaintance, establishing relationships and a friendly atmosphere;

- orientation to the problem - creating work tension, setting up a group solution, getting to know the problem;

- search for a solution - high level of motivation and activity, group unity, retention within the problem;

- finding and formulating decisions - collecting opinions, identifying opposing blocks, forming a step-by-step solution, recognizing the contribution of each participant, identifying and overcoming difficulties, monitoring the correctness of formulations, the emergence of new ideas, step-by-step generalization and correction, highlighting key points, making a decision.

« Brainstorm» - one of the most popular methods of stimulating creative activity. Allows you to find solutions to complex problems by applying special discussion rules.

The method is based on the assumption that one of the main obstacles to the birth of new ideas is “fear of evaluation”: people often do not express interesting, innovative ideas out loud for fear of encountering a skeptical or even hostile attitude towards them from managers and colleagues. The purpose of using brainstorming in classes with students is to eliminate the evaluative component in the initial stages of creating ideas.

Criticism is excluded: at the stage of generating ideas, expressing any criticism of the authors of ideas (both one’s own and others) is not allowed. Those working in interactive groups should be free from the fear of being judged on the ideas they propose.

Free flight of imagination is encouraged: people should try to liberate their imagination as much as possible. It is allowed to express any, even the most absurd or fantastic ideas. There are no ideas so awkward or impractical that they cannot be expressed out loud.

There should be a lot of ideas: each participant in the session is asked to present as many ideas as possible.

Combining and improving proposed ideas: In the next stage, participants are asked to develop ideas proposed by others, for example by combining elements of two or three proposed ideas.

At the final stage, the best solution is selected based on expert assessments.

The results suggest that when this technique is used correctly, interactive groups often generate more meaningful ideas than individuals.

Brainstorming makes it possible to bring together very different people in the process of finding solutions; and if the group manages to find a solution, its members usually become staunch supporters of its implementation. Currently, the brainstorming method can be effectively used in the process of teaching students, including not only to stimulate the learning activity of students, but also to improve the moral climate in the student group.

Business games- a form of recreating the substantive and social content of professional activity, modeling systems of relationships characteristic of a given type of practice. Conducting business games is the deployment of special (game) activities of participants on a simulation model that recreates the conditions and dynamics of production. An educational business game allows you to set the subject and social contexts of future professional activity in training and thereby model more adequate conditions for the formation of a specialist’s personality compared to traditional training. A business game creates a special emotional mood for players, which helps to intensify the learning process (according to research, participants in business games learn about 90 percent of the information). Business games require students to have theoretical training in the field of the discipline being studied.

Related information.

A. A. Kozhevnikova. LECTURE-VISUALIZATION IN THE EDUCATIONAL PROCESS

A. A. Kozhevnikova

A. Kozhevnikova

Chelyabinsk, SUSU

Chelyabinsk, SUSU

LECTURE-VISUALIZATION IN THE EDUCATIONAL PROCESS

LECTURE VISUALIZATION IN THE LEARNING PROCESS

Annotation: The article examines the lecture as the main form of organizing the educational process. The main types of active lectures are given. The reasons for the widespread use of lecture-visualization in teaching are described. The procedure for developing a presentation in Power Point is outlined.

Keywords: lecture; lecture-visualization; Power Point; active learning.

Abstract: The article examines the lecture as the main form of organization of the educational process. The main types of active lectures. Describes the reasons for the wide application of the lecture visualization in learning. Set out the procedure for the development of presentations in Power Point.

Keywords: lecture; lecture-visualization; Power Point; active learning.

Translated from Latin, the word “lecture” means reading. The lecture dates back to Ancient Greece in the Middle Ages. But due to the fact that this form of training is the basis for further mastery of educational material, it is still relevant to this day. In the learning process, situations often arise when the lecture form of presenting the material cannot be replaced by any other, because the lecture performs a number of functions:

Informational;

Stimulating;

Educating;

Developmental;

Orienting;

Explanatory;

Persuasive.

As part of the development of the lecture form of education, scientists such as M. V. Lomonosov (founder of the first national university), M. V. Ostrogradsky (mathematician), O. V. Klyuchevsky and T. N. Granovsky (historians), etc. became famous N. G. Chernyshevsky called Granovsky “one of the strongest mediators between science and our society.”

With the growth of scientific and technical knowledge in the mid-19th century, the need for practical training increased. The lecture began to play a preparatory role before working with the book. N.I. Pirogov (surgeon, teacher) argued that “... a lecture should be given only if the lecturer knows completely new scientific material or has a special gift of speech.” N. G. Chernyshevsky, N. A. Dobrolyubov, D. I. Pisarev believed that independent work of students is very important along with lectures that have an emotional impact in the educational process. “In 1896, the second congress of Russian figures on technical and vocational education defended the lecture, emphasizing that the living word is a powerful means for communicating scientific knowledge and, in its ability to firmly capture the most essential aspects of a subject, cannot be replaced by any book. In the 30s Some universities stopped giving lectures as an experiment. The experiment was not justified. The level of knowledge among students has sharply decreased."

Thus, the absence of lectures reduces the level of students’ preparation, changes the systematic nature of the educational process for the worse, leaving gaps in the understanding of certain topics. The lecture still remains the leading form of organizing the educational process in a higher educational institution due to the following points:

A lecture is the main source of information when there are no textbooks or comprehensive material on new disciplines;

Certain sections of the educational material are especially difficult for independent study and require explanation from a specialist;

There are conflicting opinions on some aspects that require objective coverage.

But at present there are “opponents” of lectures who believe that, firstly, a lecture suspends independent thinking, teaching people to passively accept other people’s opinions. Secondly, the lecture discourages you from learning on your own. Thirdly, lectures are only needed if there are no textbooks on a particular topic or there are few of them. And fourthly, some students have time to comprehend the information they are taking notes, while others can only mechanically write down the lecturer’s words.

The listed disadvantages can be overcome by the correct methodology, competent construction of lecture material and clarity of presentation of the material.

“Clarity of presentation” should be understood as consistency, clarity of presentation, and active participation of listeners. And the result of the work is understanding.

To ensure that students understand the lecture material, today there are the following forms of presentation of educational material:

Problem lecture;

Lecture for two;

Lecture with pre-planned errors;

Lecture - press conference;

Lecture-conversation;

Lecture-discussion;

Lecture with analysis of specific situations;

Lecture-visualization.

The article discusses lecture-visualization, which is a modern and widely used method of active learning, in more detail.

Psychological and pedagogical research shows that illustrativeness helps to more successfully perceive and remember lecture material, and also allows you to activate thinking, deeply perceive the essence of the phenomena being studied, and shows its connection with creative decision-making processes.

Lecture-visualization helps students transform lecture material into visual form, which contributes to the formation of their professional thinking by systematizing and highlighting the most significant, essential elements.

“Computer visualization of educational information about the object or process being studied is a visual representation on the screen: of the object, its components or their models; process or its model, including hidden in the real world; graphical interpretation of the studied pattern of the process being studied."

The rationale for the effectiveness of a complex of verbal and visual information lies at the neurophysiological level. During the perception of information, it is encoded at different levels and in different ways: figurative and logical, objective-material, verbal and visual. Activation of nerve cells in different areas of the brain, depending on which channel of perception and in what form the stimulus arrives, ensures the encoding of information. The more channels are involved, the more active its recoding occurs - from verbal to figurative form or vice versa.

That is, visualization of lecture material increases the percentage of students successfully mastering the material.

In addition, the teacher’s grouping of material into diagrams, tables, and graphs allows photographic memory to work. And funny illustrations and animations allow you to focus on the most significant moments of the course.

The development of lecture-visualization requires a thorough reconstruction of lecture material into a visual form (diagrams, graphs, tables, pictures, drawings) using technical teaching aids.

Students can also be involved in working on the lecture, who will receive the appropriate skills and abilities, will be able to develop activity and develop a personal attitude towards learning.

The main difficulty of lecture-visualization is the selection and preparation of a system of visual aids between computer modeling programs, electronic textbooks, interactive whiteboards, multimedia projectors, etc. The latter, namely multimedia presentation, is the most in demand.

To implement it, the Power Point program is often used, which is part of the Microsoft Office software package, designed for creating presentations. With its help, the teacher can quickly arrange lecture material in a single style, connecting multimedia or video effects if necessary.

A properly designed presentation has a number of functions. Firstly, providing the opportunity to navigate the material presented. Secondly, quick reading of information. Thirdly, demonstration of visual objects. Fourth, providing an emotional impact. Fifthly, perception and assimilation of the material.

To implement the above points when creating a presentation, you should follow some rules.

Each presentation has a specific design structure that corresponds to the order of the material presented. The most suitable option is to use templates. The entire slide show should be designed in a single calm, contrasting style without unnecessary effects. The inscriptions should not “dangle” all over the screen. The two most serious mistakes are as follows:

Copying the entire lecture text, using small font, placing large tables on slides;

Reading the slides.

In addition, you should not clutter your presentation with additional information (historical information, examples, etc.).

Power Point literally translates as “key point,” so the slide show should contain the main points and material grouped into small graphs, diagrams and tables. Drawings also help to enhance the perception of the material and activate the listener’s thought processes.

It should be noted that it is important to maintain a balance between the content and the means of its presentation: too much text and an abundance of animation are perceived from the screen as poorly as the display of several drawings to accompany an hour and a half lecture.

The emotional impact on a student can be exerted using the following points:

Using a common color scheme;

Inserting illustrations and photos;

Applications of audio and video.

Just remember that you don’t need to try to diversify the lecture by using various effects, bright colors, animated slide changes, inappropriate clipart, moving photographs and “pop-up” drawings. The above can lead to switching attention to pictures, irritation and loss of interest.

“Training is the process of transferring and assimilating knowledge, skills, and activity habits, the main means of preparing a person for life and work.” During the learning process, the student develops new knowledge, skills and abilities. In order for the formation of new knowledge to be successful, the teacher should not only take into account special teaching techniques, but also be based on the psychological characteristics of the students.

The use of electronic media in education almost always implies the active inclusion of the visual channel of perception. “Modern students prefer not to read and listen, but to observe and act.”

Thus, in the modern educational system, a correctly written and presented lecture as a form of education occupies the main place. And with the development of scientific and technological progress, the lecture form of presenting the material becomes more effective. For example, a visualization lecture allows students to more accurately perceive the material (through pictures, graphs, drawings, videos), and also eliminate the emotional component in the teacher’s presentation of the material. In addition, the use of videos during lectures allows students to develop interest in a particular topic. A lecture-press conference allows you to hear the opinions of experts, and a lecture-conversation and lecture-discussion help students more clearly understand the problem and get answers to questions that are difficult to understand. The main thing is that in order not to lose the effectiveness of any form of lecture, you should remember an active dialogue with the student while reading it.

Bibliography

1. Manko, N. N. Cognitive visualization of pedagogical objects in modern teaching technologies / N. N. Manko // Education and Science: Journal of Theoretical and Applied Research. - 2009. - No. 8(65). - P. 10–30.

2. Menchinskaya, N.A. Great Soviet Encyclopedia / N.A. Menchinskaya, M.N. Skatkin, A.A. Budarny. - M.: Soviet Encyclopedia. - 1969–1978.

3. Naydenova, L. I. Experience in developing digital educational resources based on new state educational standards / L. I. Naydenova et al. // Bulletin of the Novosibirsk State University. Series: Pedagogy. - 2011. - T. 12. - No. 2. - P. 52–58.

4. Pedagogy and psychology of higher education: textbook. - Rostov-n/D: Phoenix, 2002. - 544 p. - Ch. 5.

5. Explanatory dictionary of terms of the conceptual apparatus of informatization of education. - M.: IIO RAO, 2006. - 88 p.

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(c) 2015 Anna Andreevna Kozhevnikova

© 2014-2018 South Ural State University

Electronic magazine “Language. Culture. Communications" (6+). Registered Federal Service for Supervision of Communications, Information Technologies and Mass Communications (Roskomnadzor). Certificate of registration of mass media El No. FS 77-57488 dated March 27, 2014. ISSN 2410-6682.

Founder: Federal State Autonomous Educational Institution of Higher Education "SUSU (National Research University)" Editorial Board: Federal State Autonomous Educational Institution of Higher Education "SUSU (National Research University)"Editor-in-Chief: Ponomareva Elena Vladimirovna

Introductory lecture- introduces students to the purpose and purpose of the course, its role and place in the system of academic disciplines. A brief overview of the course is given (milestones in the development of this science, names of famous scientists and their contributions). In such a lecture, scientific problems are posed, hypotheses are put forward, and prospects for the development of science and its contribution to practice are outlined. It is advisable to connect the theoretical material with the practice of the specialist’s future work. A story about the general methodology of working on the course, requirements for the exam. Literature review.

Overview-repeat lecture - read at the end of the section or course. Reflects all the theoretical principles that form the scientific and conceptual basis of this section or course, excluding detail and secondary material. This is the essence of the course.

Review lecture– Its purpose is to systematize knowledge at a higher level. Material presented systematically is better remembered and allows for a greater number of associative connections. Difficult questions in exam papers are also covered.

Classic lecture- read at a high pace (from sight). Students write down the main points (what they will be able to do). The content of the lectures is highly scientific, compiled from the processing of many sources (especially monographs and articles). A comprehensive review of the literature, an abundance of names, a comparative analysis of concepts, approaches, provisions - all this characterizes the classic lecture. The lecture for each block of information should have problematic questions. During the period of independent work, students are expected to supplement and expand the lecture notes, answer questions, and fill in what they have already written down.

Lecture-explanation – This is an information-type lecture in which ready-made information to be memorized is introduced and explained to students. It involves reading a lecture at a moderate pace, dictating the main positions (concepts, the essence of the phenomenon, its functions, structure, factors, features, etc.), explaining the main provisions, and clear (unambiguous) terminology. Answers to student questions throughout the lectures. The material is based mainly on textbooks, supplemented by monographs and articles.

Problem lecture. Unlike an informational lecture, in a problem lecture, new knowledge is introduced as something unknown that needs to be “discovered.” Having created a problem situation, the teacher encourages students to find a solution to the problem, step by step leading them to the desired goal. Theoretical material is given in the form of a problematic task. There are contradictions in its condition that need to be discovered and resolved. The process of students’ cognition in this form of presentation of information approaches search and research activity. With the help of a problem lecture, the development of theoretical thinking, cognitive interest in the content of the subject, professional motivation, and corporate spirit are ensured.

Interactive lecture – involves a constant dialogue with students, posing problems, asking them to illustrate the material with examples, express their own opinions, put forward a hypothesis, and draw a conclusion. Such a lecture is most often problematic in nature. As a rule, students remember the material very well during such lectures.

Lecture – discussion is a combined version of problem-based and interactive lectures. It involves actively involving students in the discussion of the material and encouraging them to express alternative opinions. Based on the contradiction of opinions, “the truth is born.” The teacher leads students to the correct conclusion.

Lecture-visualization– arose as a result of the search for the implementation of the principle of visibility. Promotes more successful perception and memorization of educational material. It represents oral information converted into visual form. The video sequence, being perceived and conscious, can serve as a support for adequate thoughts and practical actions. These are lectures using technology, technical equipment (computer, video or film projectors, graphic projector, epidioscope, overhead projector, etc.

The main type of lecture-visualization is film lecture.

The options for carrying it out are different. : A) theory, and then demonstration of visual aids; B) Film demonstration, and then explanatory, generalizing information or posing problematic questions; C) Alternating theory and demonstration; D) Demonstration with simultaneous commenting.

A special case Lecture-visualization is not a demonstration of visual material, but the awakening in students of bright, emotionally charged visual (as well as auditory, tactile, etc.) images illustrating oral information.

Visual materials in lecture-visualizations should :

Provide systematization of existing knowledge (especially diagrams, models, etc.);

Assimilation of new information;

Creation and resolution of problem situations;

Support the theory with examples.

Forms of visibility can be :

natural (real people, equipment, devices, etc.), symbolic (schemes, models, logos, algorithms), figurative (posters, screen media, photos, drawings).

In a visualized lecture it is important : a certain visual logic and rhythm of presentation of the material, its dosage, skill and style of communication between the teacher and the audience, clear time planning, a variety of visual aids.

10. Lecture for two – This type of lecture-debate is a continuation and development of a problematic presentation of material in a dialogue between two teachers. Here, real situations of discussion of theoretical and practical issues by two specialists are simulated.

It is important that:

The dialogue between teachers demonstrated a culture of discussion and joint problem solving;

He involved students in the discussion, encouraged them to ask questions, express their point of view, and demonstrate a response to what was happening.

The advantages of such a lecture :

updating students’ existing knowledge necessary to understand the dialogue of teachers (scientists);

a problematic situation is created, a system of evidence is deployed;

the presence of two sources forces you to compare different points of view, make a choice, and develop your own view;

a visual understanding of the culture of discussion, ways of conducting dialogue, joint search and decision-making is developed.

Requirements for this type of lecture:

Teachers must have psychological compatibility;

Developed communication skills and tolerance;

They must have quick reactions and the ability to improvise.

11. Lecture - press conference. Having named the topic of the lecture, the teacher asks students to ask him questions in writing on this topic. Within 2-3 minutes, students formulate the questions that interest them most and pass them on to the teacher, who within 3-5 minutes sorts the questions according to their content and begins the lecture. The lecture is presented not as answers to questions, but as a coherent text, in the process of presentation of which the answers are formulated. At the end of the lecture, the teacher analyzes the answers as a reflection of the students' interests and knowledge.

This lecture can be given:

at the beginning of the topic in order to identify the needs, range of interests of the group, attitudes, opportunities;

in the middle, when it is aimed at attracting students to the key points of the course and systematizing knowledge;

at the end - to determine the prospects for the development of the learned content.

12. Introspective lecture – option of a review or review-repetition lecture. But the material is considered in reverse historical chronology of the study of the problem.

Zazulevskaya L.Ya.

Kazakh National Medical University

them. S.D. Asfendiyarova

Summary The article provides an analysis of the use of various lecture formats when presenting a complex section of therapeutic dentistry “Diseases of the oral mucosa”, as one of the methods for activating the cognitive activity of students.

Keywords Active methods, visualization, multimedia, lecture, press conference. The introduction of new active forms of learning into the educational process of higher education was determined by the focus on the individual student, on the development of his cognitive activity and creative abilities.

DӘRISTIK KURSTAGY BELSENDI OҚYTU ADISTERI

Zazulevskaya L.Ya.

Tuyin Macalada student dan belsendiligin arttyru adisterinde terapiyalyk stomatologica kurdelі bolіmі – “Auyz kuysynyn kіlegeyli kabagy aurulary bolama ar-turly formattagy dәrіsterdi koldanu turaly analysis of berylgen.”

Tuyindi sozder Belsendi adister, multimedia, visuals, adister, press conference däristeri.

ACTIVE METHODS EDUCATIONS IN LECTURE COURSE

Zazylevskaya L.Y.

Abstract In article have analyzes of used different formats of lecture with difficult chapter of therapeutic dentistry ‘Diseases of oral cavity’ like a one method of activation work of students.

Keywords active methods, visualization multimedia, lecture, press-conference.

Active teaching methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at independently mastering knowledge and skills. The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no movement forward in mastering knowledge.

The latest classification of active learning methods is presented as follows: 1. forced activation of thinking. The essence of this feature is that the learner is forced to be active, regardless of whether he wants it or not. 2. long-term involvement of students in the educational process (1).

The purpose of any lecture is:

• formation of a knowledge system in an academic discipline;
• teach students the ability to present scientific material in a reasoned manner;
• to form a professional outlook and general culture;
• present new knowledge that has not yet been covered in textbooks and teaching aids.

According to their intended purpose, lectures are divided into:

1. introductory courses - to motivate students, highlight the main problems of the course, communicate new knowledge;
2. general systematic course - coverage of the main content of the course in a condensed form;
3. review courses - scientific generalization of the course, coverage of the main topics, taking into account the preparedness of students.

According to the form of organization: informational lecture, problem-based, visualization lecture, lecture together, lecture with pre-planned errors, lecture - press conference, lecture - discussion, conversation, lecture using feedback, lecture with supporting note-taking, motivational lecture - formation of cognitive interest in the content of the subject and professional motivation of the future specialist.

The lecture follows a classic plan: in the introduction, the lecturer names the topic of the lecture, its professional significance, novelty and the degree of knowledge of the issue being presented. The lecture should reveal contradictions and indicate ways to solve them, and pose questions for students to think about. The lecture outline should reflect the main issues to be covered in the lecture, a reminder of the issues discussed in the previous lecture and their connection with the new material. Recommended reading on this issue may be offered in the introduction or after a particular section. The content of the lecture is presented in strict accordance with the proposed plan. The conclusion contains answers to students’ questions and the use of techniques for consolidating information - feedback. Lectures on clinical disciplines should be based on an analysis of specific information on the topic of the lecture, illustrated with examples confirming theoretical principles (etiology, pathogenesis of the disease).

In accordance with the plan of intra-departmental control and the plan for the introduction of interactive methods into the educational process, open lectures were given in the therapeutic dentistry module in the autumn semester using active forms of presentation of lecture material.

The problem of enhancing the cognitive activity of students in senior years due to a reduction in lecture hours dictated a revision of the principles of preparing lecture material and the forms of its presentation.

Lecture – visualization – use of the principle of visibility. Visibility teaches the student to transform oral and written information into visual form, which develops professional thinking (1).

The objectives of the lecture - visualization included: ensuring the assimilation of new information, creating and resolving problem situations, demonstrating different methods of visualization.

Various forms of visualization were used during the lecture:

Visual (slides, drawings, photos);

Symbolic (diagrams, tables).

Preparation of a visualization lecture consisted of reconstructing the content of the entire lecture into demonstration materials and forms of visualization (graphics, drawings), which not only complement verbal information, but also act as carriers of meaningful information. Lecture – visualization on the topic “Manifestation of dermatoses in the oral cavity. Lichen planus, clinical picture, diagnosis, treatment” read for 5th year students by prof. Zazulevskaya L.Ya.

When preparing the visualization lecture, the following were taken into account:

• professional orientation;
• Feature of the lecture topic: clinic, diagnosis of manifestations of dermatoses in the oral cavity

In the lecture, visual forms were presented in the form of a multimedia presentation in PowerPoint. Multimedia promotes complex perception of information. Part (1/3) of the slides displayed text material in the form of diagnostic diagrams and algorithms, differential diagnostics, treatment protocols. In the main clinical part of the lecture, clinical examples of the manifestation of dermatoses in the oral cavity were demonstrated in the form of electronic presentations, which are the main means of increasing the effectiveness of lecture classes. Lecture-visualization was reduced to commenting on the demonstrated visual materials.

Taking notes on a lecture - visualization involves a schematic representation of its content. Conventionally, there are three options for taking notes. The first is to allocate time during the lecture to redraw the necessary visual images. The second - the classic version - handouts are prepared by the teacher: graphs, diagrams, tables. The third - the most common - is an electronic version of the lecture, for subsequent independent printing by the student or studying using a computer (2.3).

We often use the third option, when the student’s lecture can be copied from a computer.

Lecture – visualization — is a method of stimulating the cognitive interest of students, promotes more successful learning of the material, and activates the mental activity of students.

Psychological and pedagogical research shows that visibility not only contributes to better memorization of educational material, but also confirms the regulating role of the image in human activity. The main emphasis in this lecture is on more active inclusion of visual images in the thinking process, that is, on the development of visual thinking. Visual thinking significantly increases the efficiency of perception, understanding and assimilation of information and its transformation into knowledge. It’s better to see once than to hear a hundred times - the motto of the visualization lecture (4).

On problematic lecture Unlike an informational lecture, in which ready-made information to be memorized is presented and explained, in a problem lecture, new knowledge is introduced as something unknown that needs to be “discovered,” new theoretical material is presented in the form of a problematic task. There are contradictions in its condition that need to be discovered and resolved. The teacher’s task, having created a problem situation, is to encourage students to search for a solution to the problem, step by step leading them to the desired goal. During this process, in collaboration with the teacher, students acquire new knowledge. Thus, the process of cognition of listeners in this form of presentation of information approaches search and research activity. The main condition for the lecturer to prepare lecture material and when deploying it directly at the lecture is to implement the principle of problematic content. Taking notes on such a lecture requires the utmost attention of students - only the correct provisions should be written down, otherwise in the future it will be impossible to understand the logic of the notes.

Lecture — provocation (with pre-planned mistakes) on the topic “Periodontal diseases, etiology, pathogenesis” was read by Dr. med. Zholdybaev S.S. A lecture with pre-planned errors implied the presence of a certain number of errors in the lecture content. The peculiarity of preparing for this lecture is to include a certain number of errors of a substantive, methodological or behavioral nature. The teacher brings a list of them to the lecture and presents it to the students at the end. The most typical mistakes that students usually make when presenting material on this topic are selected. The students' task is to note errors during the lecture, record them and name them at the end.

After announcing the topic of the lecture, the teacher informed the students that a certain number of errors, mainly of a substantive nature, would be made in it. The students’ task is to record errors during the lecture and name them at the end. This statement made the students listen intently to the lecture and look for mistakes.

The lecturer planned the following errors:

1. to determine knowledge of the anatomy of periodontal tissues: “circular fibers are located in the apical part of the periodontium.”

2. an error when providing information on pathomorphological signs: “periodontal dystrophy is the destruction of bone tissue” (for the attention of students);

3. The error in fixing the material concerned radiological changes when determining the severity of generalized periodontitis: with mild periodontitis, resorption of bone structures up to ½ of the tooth root is observed.

If you listened carefully to the lecture, the mistakes were easily recognizable. At the end of the lecture, an analysis of errors took place, for which there were 15 minutes left until the end of the lecture. Some of the correct answers to the mistakes made were expressed by students, while other mistakes were voiced by the lecturer. At the same time, the teacher had a list of these errors on paper, which he, at the request of the students, showed at the end of the lecture. Such a lecture simultaneously performs a stimulating, control and diagnostic function, helping to determine the difficulties in mastering individual sections of the lecture topic. Students took notes on the entire lecture, and when analyzing errors, made adjustments to their notes.

The lecture – “press conference” – was given by Associate Professor N.G. Sapaeva. on the topic “Viral diseases. Classification, clinic, treatment." Before the start of the lecture, the topic of which the students knew from the program, the lecturer asked the students to ask her in writing within 2-3 minutes a question that interested each of them on the announced topic. Then, within 5 minutes, the lecturer systematized the questions according to the content and began to give a lecture. The lecture was presented not as answers to questions, but as a connected text, in the process of presentation of which answers to questions of interest to students were given.

The lecture form “lecture-press-conference” is an imitation of a professional situation: diagnosis of various clinical manifestations of herpetic infection (herpes simplex, acute herpetic stomatitis, foot-and-mouth disease, herpes zoster), in which it is necessary to evaluate a large amount of information (complaints, anamnesis, features of the course ), prescribe adequate examination methods and, depending on the nature of the disease, determine a treatment protocol. In this case, different types of visualization were used (presentation of clinical cases, diagnostic algorithm, etc.), optimal for conveying any specific information. This allows students to concentrate their attention on the most significant aspects of the lecture content, to understand and assimilate them more deeply. At the end of the lecture, the teacher analyzed the questions submitted by the students and identified difficult points in the content of the lecture, which, judging by the questions asked, aroused the greatest interest of the audience. As the analysis showed, the questions mainly related to the manifestation of AIDS in the oral cavity, the availability of a vaccine against HIV infection, protective measures at a dental appointment, and legal norms for receiving an HIV-infected patient. The students cogently added the information presented by the lecturer and showed great interest in the topic of the lecture.

The purpose of the lecture-discussion is to attract students to problematic issues on the topic of the lecture, systematize their knowledge on the problem under study and determine the quality of learning the material.

On a similar topic “Viral diseases. Classification, clinic, treatment” (in the state language) was read to 5th year students by prof. Mezgilbaeva D.M., using the “Lecture with computer presentations” format. The most effective, in this case, is the use of electronic presentations. Due to sufficient demonstration material on the topic “Viral lesions,” the use of a computer made it possible for the lecturer to demonstrate vivid clinical examples, commenting on their content.

To reveal complex theoretical concepts (pathogenesis of viral infection), the lecturer used diagrams; special terms were given in transcription in Russian and Latin. For better understanding of the clinical manifestations of various forms of herpetic infection in the oral cavity, the most interesting cases were presented. Demonstration of complex cases of herpetic infection in the oral cavity, mistakes made by practitioners in diagnosing and prescribing treatment, showed the connection of the presented material with practice. Analysis of specific situations develops the future doctor’s ability to analyze atypical clinical cases. Questions about new antiviral drugs sparked a discussion and demonstrated the practical orientation of the lecture and the importance of the acquired knowledge in future practical activities. Concluding the lecture, the lecturer directed students to work independently with modern literature on this issue.

Lecture – discussion on the topic “Diseases of the tongue. Glossalgia, taste sensitivity disorder” was read by Associate Professor Iskakova M.K. Glossalgia is a disease that refers to neurogenic lesions, manifested by various paresthesias, impaired sensitivity of the oral mucosa and facial skin, changes in the function of salivation and taste, and some parabulbar disorders. There are many unresolved controversial issues in the etiology of the disease. Clinical manifestations of glossalgia have similar symptoms to various neurogenic pathologies, which makes diagnosis difficult. In this connection, the lecture format was chosen, including the presentation of new information, raising unresolved questions, organizing a discussion and searching for answers to the questions raised. During the lecture-discussion, the teacher gave examples in the form of situations or briefly formulated problems, for example, on the etiology of a disease, and invited students to discuss them. The students' questions concerned non-traditional methods of treating patients with glossalgia and the contribution of the department's scientists in studying the problems of glossalgia. In between sections of the lecture, students had the opportunity to exchange opinions on controversial issues, the lecturer summed up the results, and the lecture continued.

The lectures given were discussed at the module meeting, the positive and negative aspects of different forms of presenting lecture material were identified. Summing up the results of the introduction of interactive teaching methods into the lecture process, we can draw conclusions about the advantages of this format for presenting lecture material. Coming to a lecture, a student must know the topic of the lecture and become familiar with at least the primary (from the textbook) material. The use of multimedia methods of presenting complex theoretical and clinical material is aimed at attracting students' attention to its most important points, allowing to increase the volume and level of educational information, which is impossible with the traditional method of presentation. It is known that the technology of showing is always more convincing than the technology of telling - the ratio is the same as between visual and auditory information “it is better to see once than to hear a hundred times” (3.4)..