Некоторые методологические приемы активации познавательного интереса на занятиях по биологии у студентов медико-технического профиля

Abstract

Research objective.  Identification of possibility of the modern pedagogical receptions in development of cognitive interest in students of a medico-technical profile at biology lessons. Research techniques.  The theoretical: the analysis of psychology and pedagogical and methodical literature on a research problem, the teoretiko-methodical analysis of a studied problem, development of methodical bases of its realization in biology training; approach to carrying out a lecture and practical training in biology with bionics elements. The empirical – supervision, conversation, questioning, manufacture of multimedia presentations for carrying out an interactive lecture and practical training and the analysis of results of work with them. Material and methods.  Students of the 1st course being trained in the direction of preparation 201000.62 – “Biotechnical systems and technologies” (bachelor degree). Results.  It is possible to carry the following to the positive moments: within interactive lecture there is a tendency to motivation change to educational activity with external on the internal; the pedagogical receptions based on interactivity, allow to keep attention of audience easier; using problem situations, it was possible to involve pupils in educational activity selectively; when using considered approach process of communication with audience gains more natural character, approaching developing relationship in teacher student system to cooperation. It is possible to carry the next moments to the negative: process of teaching becomes more intense, deman­ding from the teacher of larger concentration on a training material, and constant readiness and ability to conduct discussion; the interactive format of giving of a training material sometimes possesses smaller informational characteristics; students are not always ready to such format of educational activity that is often shown in inability to carry on the free dialogue, inability to allocate the useful information; padding expenses are necessary from the teacher on maintaining of a subject matter during occupation. Conclusion.  As a result of the conducted research were revealed both positive, and the negative sides of interactive lecture. At an interactive method of teaching of biology, traditional reading of lecture was excluded. Students worked during all occupation, and the teacher had opportunity to estimate work of each student.