Application of interactive method as “semiconductor”

Pedagogical technologies are increasingly used in the education system. The educational system of the most developed countries in the world has moved to the new stage, where authoritarianism gives it’s way to cooperation [1]. "Pedagogical technology is a systematic method of creating, applying, defining the entire teaching process, mastering knowledge, taking into account the technical and human resources and their interactions, which aim is to optimize the forms of education" [2]. "Pedagogical technology as an independent science in the education system covers all elements of the educational process: drawing up athe training schedule and curriculum, teaching, and evaluating its results" [3].

For the current control in traditional education, oral and written interviews are used more often [4,5]. Oral interrogation requires the large expenditure of study time, written control works are associated with significant costs of teachers' labor for their verification [6,7,8].

To eliminate these shortcomings, it was created an interactive method by S.N.Akbarova [9], aimed to assessing the assimilation of the particular topic by the students themselves. We used it for English lessons. It differs from other interactive methods of assessing students' knowledge by the fact that during the course of this method, not only the assessment process takes place, but also the students succeed in repeating and consolidating the studied material, increasing the level of mastering and memorizing.

Taking the technique "Semiconductor".

Stage 1.

The students are divided into two groups in the classroom. In our experiment, we called them the groups of "atoms" and "electrons." The tables are placed in the audience in a circle. On each table, one member of the "atoms" group of is seated, occupying the central position relatively to the created circle. Next to him is one member of the "electrons" group. Thus, each table creates the "molecule".

Task 1. To create a table (each student does). Students are given A4 paper. On this sheet the students draw the table consisting of three columns. The 1-column is called "Questions", the 2-column "Correct Answers" and the 3-column "Student Response".

Task 2. Preparation of questions (each student performs individually). Each student, using an abstract or handout, independently should make up such questions, that can assess the knowledge of another student on a certain passed topic. The number of questions is determined by the teacher (from 5 to 10). In our experiment 5 questions were composed of. After the questions, all the notes and handouts are removed from the tables.

Task 3. Interrogation of "electrons" (perform all "atoms" separately and simultaneously). Each "atom" sets its pre-composed questions to the "electron" sitting side by side, closing the column of correct answers with a clean sheet of electrons. All oral answers of "electrons" on each question are written from the side of "atoms" in the 3-column of the table being, composed by the "atoms" themselves. On the back side of the sheet, the "atoms" should write down the name of the interrogated "electron".

Stage 2.

All electrons with their sheets move clockwise to the next nearby table – to another "atom".

Task 4. Control "atoms" (all "electrons" perform it separately and simultaneously). Now "electrons" are asking "atoms" their questions. "Electrons" also write in the 3-column all the answers of "atoms" to the questions. At the end of the survey, the name of the interrogated "atom" is noted, which is recorded on the back side of the sheet.

Stage 3.

The electron displacement is repeated, they move with their sheets clockwise to the next standing table to another "atom". On each table, "electrons" and "atoms" exchange their filled sheets with each other.

Task 5. Not defining the personality of the interviewed student (not looking at the back of the sheet), each student analyzes the answers to the questions reflected on the sheet, comparing them with the correct answers. There are a separate evaluation for each answer is made. As a result, the total average evaluation of knowledge for a particular student is determined.

Stage 4.

The teacher collects all the sheets. If this technique is carried out for the first time for students, the teacher can ask students the question: "Why is the technique called a semiconductor? This is important especially if the technique is conducted for the first time at English lessons. After discussing the question, the teacher announces to each student the marks identified on the sheets.

The method was called "Semiconductor", because the movement of students in the group is similar to the process occurring in semiconductors, which is studied in the school curriculum in physics lessons. As is known, the process occurring in semiconductors has the following picture: an electron located around the atom moving, occupies the free space of another electron around the next atom. These numerous electron motions are performed along the one-sided direction. During the "Semiconductor" technique, there are also movements of one group of students, which can be called a group of "electrons". The other group of students do not move, and they constitute a group of "atoms." In the classroom, the students create several small groups ("molecules"), created from one "electron" and "atom." The location of the "molecules" in the audience should be circular shape.

The choice of atom or electron is role can be offered to students by their will, because "... the most effective are seminars with features" such as "the separation of students into groups according to their will; work in the sequence -individual, pair (most often cross-poll); expert analysis; evaluation of the group by the teacher and the students themselves, etc. "[5]. But according to our method, the pairs of students do not remain unchanged until the end of the method. They are gradually changing in pairs.

The method requires the preparation of questions and answers that was recommended to use them at exact and natural sciences. You must also take into account the ability of students to have the objective assessment of knowledge of another student. If students are not ready for this, the methodology does not give the expected results. The teacher can study these important points (including the psychological atmosphere within the group) at the first year groups and in senior groups of students to apply the "Semiconductor" technique.

Experimental implementation of the method "Semiconductor" showed good results. On the part of students, it was noted that this method allows the most effective mastering the material, as students face to the main concepts of the topic in question several times in different forms: first reading the material, choosing the basic concepts for making up questions, writing the correct answers, they record the answers, oral answers of students, and, carry out comparison of answers.