INTERACTIVE LECTURE – COMMUNICATIVE COMPETENCE OF TEACHER AND STUDENT

Abstract

With the change of the curriculum, when independent work is brought to the fore, teaching methods should encourage students to self-study and improvement, especially in clinical departments, in particular, in the study of dental disciplines. Variants of such methods are interactive illumination of the material, remote presentation of subjects, case methods, brainstorming and etc. Among traditional teaching methods, lectures take precedence over practical training and seminar classes, because during reading, information is exchanged with a large number of students, and therefore this form of teaching material can be effective for transmitting factual information. At the same time, when reading a traditional lecture, students perceive the material by focusing on the constant attention to the lecturer and the means of illuminating the lecture. It was for this purpose that we evaluated the effectiveness of using an interactive lecture as a method of motivating students to learn based on communicative competence compared to a traditional lecture. The analysis of the teaching of the interactive lecture was performed step by step. Only 48 % of students rated the effectiveness and positivity of a traditional lecture. While more than half of the students were committed to the interactive form of the lecture. Students emphasized that this form of lecture could be an effective learning mechanism because it activates them both at the stage of preparation for the lecture and as part of reading it. Unlike the traditional interactive one, minimizes the lecturer’s monologue, gives preference to the lecturer’s dialogue with students, during which they gradually acquire the necessary knowledge. The interactive lecture is not only informative but mostly problematic and searchable.

Keywords

• learning tools
• learning effectiveness
• competence
• interactive lecture.