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Article

English, Russian

ID: <

oai:doaj.org/article:172feccb28ff4d098edaff17e05ad9e6

>

·

DOI: <

10.33910/2687-0223-2021-3-2-109-114

>

Where these data come from
Application of active teaching methods in higher and secondary educational institutions. Analysis of the experience of English-speaking countries. e-mail:

Abstract

This article is devoted to the use of methods of active learning in secondary and high school and higher education institutions. The relevance of the article is due to the need to modernise the modern education system around the world, to replace the traditional lecture presentation of educational material with more modern methods of interaction between teachers and students. The article considers modern research on the degree of effectiveness of training with the use of computer and other modern technologies in English-speaking countries. The results of studies on the effectiveness of the use of active teaching methods are presented. The authors introduce the classification of active teaching methods (AMO) in accordance with the degree of complexity of the task and the time spent on its completion, give examples of “light” and “deep” methods. The authors analyse the active teaching methods currently used in high school and higher education, comment on the benefits of using various computer programs. Thus, in working with high school students are effective programs Kahoot (in the article gives an algorithm for using the program), Quizlet and Google Classroom (the authors describe the advantages of each of the programs). For higher education institutions it is recommended to use VLE (Virtual Learning Environment), electronic voting system (EVS — Electronic Voting Systems). It is also recommended to include in the structure of lectures short questionnaires, quizzes compiled by teachers according to the training objectives of the course and using programs such as Kahoot or Quizlet. The authors provide a list of methods recommended by Brahmé to work with students (pauses, practice of memories, predictions, etc.). However, according to S. Higgins, in order to use the programs reviewed by the authors, it is necessary to train teachers in the basics of working with the programs.

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