| Abstrakt: |
On the basis of analysis of scientific papers and personal experience, the authors represent their own understandings of the capacities of the interactive teaching (IT) and its components in the context of incessantly increasing influence of information technologies. IT is interpreted as a complex system of hierarchically interrelated interactive teaching strategies, technologies and techniques, giving priority to the scientific approach to teaching and to reflexive cognition. Reflecting upon the situation in schools and the requirements of the social life, the obstacles and difficulties in the practical application of IT are analyzed and the causes are explored and found in the shallow interpretation of the theoretical foundation and in the lack of active professional competency. Due attention is given to the resistance of routine practices of all interacting participants and to the significance of sound pedagogical qualification. The possibilities for overcoming the obstacles and difficulties in the application of IT are sought in the accurate understanding and use of the achievements of cognitive psychology and the new interpretation of the essence of human cognitive architecture, first of all in the complex interactions between sensory, working and long-term memories when constructing new knowledge. The attempted analysis and interpretation of the key concepts and essential characteristics of constructivist philosophy open wide possibilities for scientific rethinking and successive use of IT. The summary of the critical remarks upon constructivism, made by some authors, challenge us to think and look for new ways of improving the methodologies and practices in the IT of concrete school subjects in order to insure effective organization of students learning, full achievement of the expected results and of the complex educational goals. [ABSTRACT FROM AUTHOR] |
