Interactive forms of learning in an art museum as a means of developing students' visual thinking

The article is devoted to the theoretical substantiation of the role of interactive forms of learning in an art museum as a means of developing students' visual thinking. The relevance of the study is due to the need to overcome the limitations of traditional excursion methods that do not provide active cognitive-perceptual interaction with art. The purpose of the work is to identify the didactic potential of interactivity for activating the structural components of visual thinking. Based on the system analysis, the mechanisms of transforming the student's position from a passive recipient to an active co-researcher are revealed, the types of interactive forms are classified taking into account their focus on the development of visual-thinking competencies. The uniqueness of the museum environment as a catalyst for visual-cognitive development due to the authenticity of artifacts and the richness of the cultural context is emphasized. The results substantiate the need to move from the translation model to the practice of active visual cognition in museum pedagogy.