Methods of creating and applying interactive training in computer science lessons

"Экономика и социум" №11(66) 2019 www.iupr.ru
 
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can be open. In practice, any dialogue has its ending. Dialogue is considered as the 
primary form of verbal communication, therefore, it has received its greatest 
distribution in the field of colloquial speech, but the dialogue is presented in 
scientific, journalistic, and official-business speech. Being the primary form of 
communication, dialogue is an unprepared, spontaneous type of speech. Even in a 
scientific, journalistic and official-business speech, with the possible preparation of 
replicas, the development of a dialogue will be spontaneous, since usually replicas 
- the interlocutor's reactions are unknown or unpredictable. For the dialogue to exist, 
on the one hand, a common information base of its participants is needed, and on 
the other hand, the initial minimum gap in the knowledge of the dialogue 
participants. Lack of information can adversely affect the productivity of dialogical 
speech. In accordance with the goals and objectives of the dialogue, the situation of 
communication, the role of interlocutors, the following main types of dialogues can 
be distinguished: household, business conversation, interview. Interactive (“Inter” 
is mutual, “act” is action) - involving interaction. Interactive learning is a way of 
learning, which is carried out as a result of joint activities of students. The 
interactive model of learning involves a wider interaction of students, it is aimed at 
the dominance of student activity in the learning process. As a result of interactive 
learning, almost all students are involved in the cognition process, there is a 
reflection on the knowledge and skills of students, each makes a special individual 
contribution to the overall activity, there is an exchange of ways of activity, as well 
as knowledge and ideas. An important condition for organizing interactive learning 
is to create an atmosphere of mutual support and friendliness. This allows students 
to more easily learn new knowledge. In addition, the cognitive activity itself 
develops, a transition to higher forms of cooperation and cooperation takes place.
Most scientists are inclined to understand interactive learning as a process of 
active interaction of students, the process of mutual learning (collective, group 
learning in collaboration). The teacher and student are equal, equal subjects of 
learning. This type of training helps to rethink knowledge as the main indicator of 
human education - they turn into a means of developing the personality of students. 
The role of skills to obtain and synthesize information from various sources is 
growing. Thus, interactive learning acts as a special form of organization of the 
educational process, in which there is a constant, active interaction of all its 
participants.
Interactive learning requires a different logic from the educational process: 
not from theory to practice, but from the formation of new experience to its 
theoretical understanding through use. The experience and knowledge of students 
become a source of their mutual learning. The main difference between interactive 
exercises and tasks from the usual ones is that they are aimed not only and not so 
much at fixing already known material, but at learning new things. During 
interactive learning, students learn to communicate, think constructively, and make 
informed decisions. Interactive learning aims to create comfortable, close to 
professional activities, learning conditions under which each student feels his 
success, intellectual solvency and which will ensure the active interaction of 

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