METHODOLOGICAL ASPECTS OF THE IMPLEMENTATION OF FACILITATIVE LEARNING AT THE UNIVERSITY

The purpose of this article is to identify the methodological aspects of implementation of facilitative training in the university, aimed at creating conditions for overcoming the traditional distribution of performing functions for students in the educational process, for their independent and meaningful training. The article analyses both domestic and foreign experiences of facilitative training. The psycho-pedagogical requirements for a facilitator (personal qualities; mastering techniques, methods of facilitation and facilitative technologies) are determined. Based on the analysis of foreign scientific and methodological literature, the modern concept of training facilitation is revealed: the more responsibility for his own training a student assumes, the more effective will be development of his self-learning thinking that will allow him to adapt to changes in the labor market. The methodological aspects of training facilitation, which allow to depart from traditional forms of educational process, have been allocated. The teacher’s rejection of stereotypes in pedagogical thinking, improving skills of asking questions, listening skills, constant correction of the course structure; providing an opportunity for students to select independently educational material, to summarize the lesson, to create their own tests, questions for exams, textbooks on content of the course being studied, to learn from each other, to ask questions and explain the material being studied at practical lessons; to learn the effective functioning in groups, to show individual learning styles, etc. have been proposed. The advantages and disadvantages of facilitative training both for teachers and students are revealed. The results of the study can be used by teachers during practical lessons as well as in control of self-independent work of students.

1. Adonina, L.V., Vishnyakova, A.V., Kuzema, T.B. Pedagogicheskaya fasilitatsiya i yeye sostavlyayushchiye [Pedagogical facilitation and its components] [Text] / L.V. Adonina, A.V. Vishnyakova, T.B. Kuzema // E-SCIO. – 2020. - № 9. – pp. 309-316.

2. Pundik, I. YA. Fasilitiruyushchaya funktsiya pedagogicheskikh tekhnologiy v deyatel'nosti prepodavatelya vuza [Facilitating function of pedagogical technologies in the activities of a university teacher] [Text] / I. YA. Pundik // Yaroslavskiy pedagogicheskiy vestnik. – 2009. - № 2 (59). – pp. 119–123.

3. Romashina, S.YA., Mayyer A.A. Fasilitativnaya pedagogika v vysshem obrazovanii [Facilitative Pedagogy in Higher Education] [Text] / S.YA. Romashina, A. A. Mayyer // Professional'noye obrazovaniye v Rossii i za rubezhom. – 2012. – № 6. – pp. 45–49.

4. Sovremennyye obrazovatel'nyye tekhnologii: Uchebnoye posobiye [Modern educational technologies: Textbook]. Ed. by N. V. Bordovskaya, 2nd ed. – M.: KNORUS, 2010, 432 p.

5. Johnson, N. Five Strategies and Ten Tools to Facilitate Learning / Nate Johnson. – 2012.

6. Weimer, M. Learner-Centered Teaching: Five Key Changes to Practice / M. Weimer. – San Francisco, John Wiley and Sons. – 2013.