Organization of teacher-student interaction in the conditions of technological learning

Abstract

The article highlights the organizational capabilities of learning, an important feature of which is the partnership interaction between teacher and pupils, which is the basis of a successful cognitive process. The authors emphasize that the educational interaction is realized in conditions of a technological educational process and is successful due to a clear division of functional responsibilities of its participants. The peculiarities of educational interaction concerning the professional training of a teacher and the development of pupils’ learning to study are outlined.
It is pointed out that an important factor in the partnership interaction of the subjects of the educational process is the expression of the will of pupils who voluntarily and readily accept the teacher’s instructions. This will contribute not only to the acquisition of subject competencies, but also to the formation of a self-sufficient personality who is able to make conscious choices, select appropriate means of its implementation and be responsible for the results of their educational or professional work. The personality orientation of free partnership and educational  nteraction gains special power during the study of a work of art, due to its spiritual potential, the realization of which depends on the operational ability of pupils to work on what is read. Partnership interaction of subjects of the education is realized through motivated statement of the educational task, definition of its executors and giving them an approximate basis of activity, gradual consolidation of the corresponding mental actions, that is owing to the development and realization of the educational project, and also checking of its efficiency, distribution in the educational environment. Training which has the form of a system of pedagogical actions, which provides a certain combination of content and means of cognitive activity of pupils aimed at achieving didactic result is offered. The elucidation of the problem of project-based learning in terms of educational interaction of its main subjects aims to emphasize the organizational potential of technological learning and its features and benefits. As they gradually gain subjective experience, pupils need less help from the teacher, and their learning becomes free.