The Problems of the Interactive Approach in the Actual Theory and Practice of Teaching

The article is a generalization and analysis of materials devoted to the actual problem of interactive learning. Introduction. The interest of scientists and educators in the topic of interactivity was recorded at the end of the twentieth century, but at that time the authors considered such learning as a form of interaction between students and the educational environment. In the present period, the specificity of which is due to global digitalization, both interactive learning itself and its interpretation have been transformed. Today, interactive learning is comprehended through various definitions: method, technology, approach, form, means. This testifies to the heterogeneity of approaches to understanding the theoretical foundations, as well as the practice-oriented possibilities of the described phenomenon. Therefore, the purpose of this article is to determine the essential characteristics of interactive learning, to clarify the methodology that ensures productive implementation – both on the part of teachers and on the part of students. The target orientation of the material also determined its novelty. Materials and research methods. The study uses the semantic differential method for a comparative assessment of the characteristics of classes with students of a pedagogical university, conducted both in traditional and interactive forms. Specific results of the study. Analysis of the data showed that students prefer the interactive form of learning, highly appreciating its characteristics such as activity, collectivity, subjectivity, etc. In traditional classes, respondents noted such characteristics as passivity, monologue, regimentation, etc. Discussion of the research results. The data indicate the need to increase in the process of preparing students for classes in an interactive format. This is especially true for future teachers, who in their future professional activities will themselves have to rely on this format of learning and communication. Conclusions and prospects of the study. In general, the study confirms the need for further understanding of the theoretical foundations and practical approaches related to interactive learning, which also implies a conscious transformation of the positions of the subjects of the educational process. Keywords: interactive learning, conceptual analysis, the specifics of teaching in an interactive format, students of a pedagogical university, future teachers