Modes of lectures in professional training and their methodological support

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Modes of lectures in professional training and their methodological support

Martsikhiv K.R., Lviv Polytechnic National University

Introduction

It is important to emphasize that lectures are considered to an integral part of the educational process, plays an important role in transferring knowledge and forming competencies among students. Conducting lectures is an effective means of communication between teachers and students, and also promotes active interaction and information exchange.

It is important to notify that lectures are not enough for teachers to share their knowledge and experience with students. They have the opportunity to convey fundamental concepts, theoretical approaches and current discoveries in their field. Lectures help students to get systematized and structured information about the subject being studied, to reveal the main ideas and principles that are necessary for further understanding of other materials.

In addition, conducting lectures contributes to the active involvement of students in the educational process. They can ask questions, express their opinions and share their own observations. This creates an opportunity for interaction between the teacher and the audience, contributes to the formation of critical thinking and analytical skills.

Lectures are also important for establishing connections between other topics and concepts being studied. They help students understand the relationship between other aspects of the subject, as well as learn the key principles that are needed for its functioning. This helps in a deeper understanding of the material and the ability of students to apply the acquired knowledge in practical situations.

Thus, conducting lectures is an integral part of the educational process, which contributes to the transfer of knowledge, active assimilation of students and understanding of key concepts of the subject. They create the basis for further learning and development of students, help them expand their horizons and develop critical thinking, which is the greatest competence in today's world.

Main material

Each institution of professional education, including higher education, organizes its activities within the framework of the regulatory field, which is formed by laws and regulations approved by the relevant educational authorities.

There are different classifications of organizational training forms which are based on various categories. For the example, the number of students, the place of conducting lessons, the duration of lessons, etc.

According to the category “the number of students” such types are distinguished: individual forms of studying; pair; group; collective; frontal. According to the place of conducting lessons such types are distinguished: classroom and extracurricular lessons. According to the duration of the lesson such types are differentiated: lesson, dual lessons, and voluntary activities.

In the modern university, the educational process involves the potential use of various organizational forms of training such as classroom learning, the fulfillment of individual tasks and various types of work, self-study, which takes a significant part of studying time, practical training and measures to control knowledge, skills and abilities of students.

Traditional organizational forms of training include a lecture, a laboratory lesson, a practical class, a seminar, an individual lesson, and a consultation.

According to the definition of N. Machynska and S. Stalmakh, "a lecture is the most economical way of delivering and acquiring learning information that is related with intellectual generation culture included in the framework of pedagogical modes of teaching. The teacher's ability to deliver the vast amount of educational material in logical and systematic form is one of lecture features" [1, p.12].

The scientist A. Aleksiuk notes a lecture is "a form of organization and a method teaching". There is a tendency to decrease its role in the professional field training of specialists, since the availability of a large number of various sources of information enables students to acquire knowledge independently, and therefore, the informational function of the teacher loses its relevance [2].

The lecture is a means of continuous management of students' cognitive activity and the form of presenting educational information. Its main purpose is to form an oriented basis for further students' learning of educational material. It is considered one of the main and leading ones forms of teaching in higher education and is the most comprehensive and operative presentation of scientific and professional information, designed to form and develop methodological, scientific and professional thinking of students and their general culture. It is necessary to note that the lecture indirectly affects the formation of students' attitudes to future professional activities, produces a synthetic method mastering the system of knowledge with philosophical and epistemological possibilities of gaining independent knowledge of professional phenomena. High level of lectures at a higher educational institution is a factor in the activation of the student's independent creative activity, the formation of his worldview positions and striving for high professionalism.

As V. Yagupov notes, the main features of the lecture are: systematicity, logical sequence, strict scientific structure validity, which facilitate its perception and understanding;duration (usually two study hours);recording of the plan and recommended literature; introduction and description of certain general and scientific aspects; disclosure and detailing of the educational problem; final conclusions of the teacher; answers to students' questions [3, p. 38-45].

The teacher creates the conditions for engaging students into active cognitive activity, using acting, suggestive, communicative, expressive abilities, fascinating scientific level of teaching, emotional expressiveness, rhetorical skill.The teacher who is unusually thoughtful, knowledgeable, competent, interesting for students does not just provide information, but encourages insight into the essence educational material due to enthusiasm, depth of knowledge in scientific field. The lecture is designed not only to impart knowledge, but also to promote comprehensiveness personality development. So, when conducting lectures, staging is widely used rhetorical questions: the teacher's question sounds, students focus on attention, and the teacher, after a short pause, himself gives the answer to the question. Control questions also come in handy: after considering questions of the lecture, the teacher asks several questions that require an unequivocal short answer that demands from students to listen carefully and understand the teacher.

The educational lecture in the system of higher education determines the direction, the main content and the nature of all types of classes, including independent work of students.

Lectures perform such main functions: methodological (elaborating a scientific approach to the educational discipline); educational (forming the individuality of a future specialist with the help of educating conscious activity and persuasion of acquired knowledge); informative (transmitting knowledge system from educational discipline and fostering the structure of the student's own knowledge system); developing (forming cognitive activity of the students); oriented (the direction of student into the information flow, received from different informative resources) [1].

At the beginning of 21^st century such type of lectures widely received popularity with the help of TED talks, Massive Open Online Courses (MOOC) which are offered on Coursera or EdX platforms). Socratic lecture (usually such lecture is offered after the task, related with literary source review. The lecturer forms a list of sequent, clearly structured questions, the answers to which require from students applying critical thinking and logical reasoning); semi-formal lecture (this is the most common type of lecture, somewhat similar to a formal lecture, but is characterized by the presence of questions with the help of which the lecturer make up a dialogue with the audience); lecture-discussion encourages greater student participation during the presentation of course material. During pauses, the lecturer organizes mini discussions in one of the following formats: 1) the lecturer gives questions to the audience, 2) the lecturer gives questions to a particular student; 3) an individual student gives questions to the lecturer);interactive lecture (lecturer organizes the presentation of course material in the form of short lectures, lasting about 20 minutes. After the mini-lecture, students carry out comprehensive tasks, followed by a discussion which may occur between lecturer and students or between and among students. After this, the lecturer again presents the material of the mini-lecture.

According to the type of presentation lectures are classified in such way:

expository-lecture (the lecturer begins the material presentation with the main assertion, idea, thesis then proceeds to justify it, typically putting the most important information or supporting examples first and proceeding in descending order of importance; storytelling lecture (the lecturer presents the content and basic concepts of the course material, telling the story, thereby

presenting the basic concept. The lecture is presented in a typical narrative form. The main goal is to present critical content in a way that students will remember it. Lecture-demonstration (the content of such lecture type involves the demonstration of a specific process or activity. Such lecture typically proceeds in with the demonstration presented in a sequence of events or facts that the lecturer highlights and explains to compile the lecture content); problem-solving lecture (such a lecture is aimed at solving a scientific problem. The lecturer outlines the scientific problem, the key known elements that remain to be discovered. During the lecture, together with the students, the lecturer typically works through the problem and demonstrates a solution or various possible solutions).

There are lectures during which medium can or can't be used: naked lecture (the lecturer does not use medium in the classroom, but can use them out of classroom academic hours to assist students in the process of self-preparation for classes); chalk and talk lecture (this kind of lecture can be called chalk and talk, as before lecturers used the blackboard and chalk while lecturing. Today, traditional boards are replacing the flip chart, whiteboards and markers, smart whiteboards etc. The main idea consists in the fact that while delivering a lecture, the lecturer simultaneously creates a short summary on a specific medium); multimedia lecture (the lecturer uses audiovisual and multimedia software packages during the lecture delivery (e.g. PowerPoint) to highlight key points); video lecture (this type of lecture implies a lecture recording on video, usually used during online training or blended learning [4, p. 120].Often in the educational process, the use of various types of lectures is combined, the choice of which is based on the subject of academic discipline, the content of the course material, characteristics of the audience, etc.

As V. Golovenkin emphasizes, in the problematic lecture with help elements of the problem, the achievement of three main goals is ensured: effective assimilation of theoretical knowledge, development of theoretical thinking, formation of cognitive interest in the content of the academic discipline and professional motivation of the future specialist [5].

A lecture with a problem presentation is economical in time: the student receives information that will cost much more when mastered independently time. The difficulty of such lectures is achieved by the teacher's ability to create problem situations that he must solve together with students. Problem presentation of the material is effective; it is based on deep and solid knowledge of students, culture of cognitive activity, interests and abilities taking into account educational and educational tasks.

It is worth noting that although in the USA there is a tendency to move from group forms (lectures and practical classes) to individual forms of education (consultations, trainings), the lecture remains the key form of any course. Due to the fact that the lecture corresponds to a lower level of cognitive activity, this form is subject to serious modernization and is practically not used in its pure form in educational institutions of the USA [6]. To date, the most popular types of lectures in the educational process of journalists are lecture-presentation and lecture-discussion. During the lecture-presentation, the teacher acquaints the audience with facts, theories, ideas, using various audiovisual means: projector, slides, and computer software. These tools are used to present new material, demonstrate the practical application of knowledge, skills and abilities, and encourage student journalists to discuss. The lecture-presentation can be interactive in nature, which involves the participation of the students themselves in the lecture, who comment on the information, express their opinions about the material they have heard and reviewed, and answer questions on the topic of the lecture. So, for example, at the Arthur L. Carter Journalism Institute at New York University, students have the opportunity to attend lectures on the following topics: "Journalism Ethics and First Amendment Law", "Investigating Journalism: Ethics and Practice, Journalism and Society - a course of lectures devoted to historical events that influenced the development of American journalism. After the lecture, students are required to write an essay to assess their understanding of important journalism concepts.

The lecture-discussion involves two-way communication between the participants of the learning process, where all journalist students are involved in active interaction with each other and with the teacher in the process of discussion on the topic being studied. During the lecture-discussion, the teacher manages the learning process, asks questions, analyzes students' answers and monitors the participation of all students in the discussion. Methods such as brainstorming, analysis, discussion and problem solving contribute to the development of students' group activity, leadership skills and abilities, the ability to defend one's own point of view, and participate in group work. Thus, corresponding to a higher level of cognitive activity, the lecture-discussion contributes to the formation of journalists' knowledge, skills and abilities to apply, analyze, synthesize and evaluate information [7].

At the Arthur Carter Institute, journalism students have the opportunity to attend the following lectures: Investigative Journalism: The Written Word, Investigative Journalism: Multimedia, Advanced Reporting, Specialized Journalism, etc. [8].

Such a teaching method as master classes by experts is often used in US universities where journalists are trained. Teachers often invite well-known journalists, volunteers, and ordinary citizens who highlight social and civic problems of society.

Working with experts allows journalist students to learn about any important public event or phenomenon "first-hand", ask their questions, express their opinion, which contributes to the formation of young journalist professionals' knowledge, skills and abilities to think critically, analyze events that take place in the public and state life of the country, defend their own ideas on important social issues and express their civic position.

Conclusions

lecture competence student

To sum up, it is necessary to emphasize that lectures are extremely important in the educational process. Lectures are the main tool of knowledge transfer, joint exchange of ideas and stimulation of students' active thinking. They provide an opportunity for professors and teachers to uncover key concepts, principles, and theories underlying the subject, as well as to share their own experiences and bring a new perspective to the material.

Lecturing helps students gain systematic information and understand complex topics through a consistent presentation of the material. Lectures stimulate the development of analytical and critical thinking; contribute to the enrichment of vocabulary and the formation of communication skills. They also develop the ability to listen and concentrate, which are important skills for successful studies and work in the future.

Lectures create an opportunity for direct interaction between the teacher and students. This allows students to ask questions, clarify unclear points and receive instant feedback. Teachers can also encourage active student participation, group discussions, and practice tasks that help deepen understanding and retention of material.

In addition, lectures can create an educational atmosphere that promotes students' motivation and learning activity. They provide an opportunity to communicate with their colleagues, exchange ideas and experiences, and also develop public speaking skills that can be useful in a future career.

In general, lectures contribute to the formation of competent specialists and preparation for future professional activities.

References

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2. Алексюк А. М. Загальні методи навчання. Педагогіка / А. М. Алексюк, В. В. Помогайба / Під ред. М. Д. Ярмаченка. - К.: Вища школа,1986.С. 160-190.

3. Ягупов В. В. Педагогіка: навч. посіб. / В. В. Ягупов. - К.: Либідь, 2002. 127c.

4. Major C. H., Harris, M. S. & Zakrajsek, T. Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. Routledge, 2015. 356p.

5. Головенкін В. П. Педагогіка вищої школи (Андрагогіка): підруч. К.: НТТУ «КПІ», 2009. С. 139-147.

6. Davis M. Why journalism is a profession. Journalism ethics: A philosophical approach, 2010, P. 91-102.

7. Parker С. W. Democracy. Diversity. Schooling. The Encyclopedia of Diversity in Education. URL: https://education.uw.edu/ sites/default/files/u284/Parker. Democracy%2B.pdf.

8. Carter A. L. Journalism Institute. URL: https://journalism.nyu.edu/ undergraduate/program-requirements/#journalism-major.

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