Development of students’ self-organization based on interactive learning technologies

The possibilities of interactive technologies in the development of students' self-organization skills and management of their cognitive activities are considered. The pedagogical categories “interactive training”, “professional self-organization”, “methodological knowledge”, and the self-development of the pedagogical system are clarified. It is shown that pedagogical processes are nonlinear, unstable synergetic systems in which self-organization inevitably arises. The specific properties of self-organization and self-development are revealed. It is noted that interactive educational technologies give the professional training of specialists a dynamic character, which requires mobile and operational self-organization in each specific educational situation. Adequate interactive technologies for the development of professional self-organization of students have been developed and experimentally substantiated. Among them are the technologies of structuring and connotation of knowledge, stimulating and supporting students 'initiatives and activities, supporting students' work with information, group interaction, as well as design technologies.