INTERACTIVE METHODS AS A RESOURCE OF EDUCATION GLOBALIZATION IN HIGHER EDUCATION

Abstract

With the development of a "global society," one of the main objectives becomes the creation of a single educational space that unites different educational systems on common standards. In this case the requirements to education, aimed at the development of cognitive and communicative abilities and skills of collaborative work on projects, increase. Interactive learning that develops the ability of collaborative solution of various problems, ability to solve problems and tasks distributed among people, meets these requirements. As part of education modernization, the introduction of academic mobility expands the scope of inter-university cooperation, and in this way the use of interactive methods becomes one of the conditions for achieving the goals of education globalization. The concepts of "education globalization", "interactive methods" reflect the recognition that scientific knowledge and specialized unique skills become the main source and key factor in economic development.
Psychology and pedagogy has long been studying interactive learning in education, quite often it is understood as aimed at making of: person of "global society", "innovative individual", formation of a person with high "innovative potential", having "innovative consciousness", "innovative culture".
The author uses three educational models identified in literature, corresponding to the three types of cultures, in order to prove the importance of interactive learning in the development of innovative subject of modern education - educational groups.
Theoretical analysis of the studies allowed to form a collaborative activity model that underlies the interactive learning. In accordance with the developed concept, the author identifies four functional roles: generation, sense transfer, selection and implementation, through which the interaction and collaborative thinking activity are carried out in educational groups. The author presents the results of a study in which there were formed different types of groups, implementing collaborative thinking activity, and there were also identified psychological models of effective and critical collaborative thinking activity.