USE OF TECHNOLOGIES OF DEBATING ISSUES IN THE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

Interactive learning technologies hold leading positions among the main innovations in the field of education. However, as practice shows, elementary school teachers are familiar only with certain elements of interactive learning technologies, the use of which in the primary school educational process is marked by fragmentary, episodic. This actualizes the need to include the relevant content in the subject-­methodological training of the future primary school teachers. After all, the primary school teacher schools must not only have knowledge of interactive technologies training, but also be able to apply them in practice. The methodology of using technologies for processing controversial issues requires a special study.
The study of the technology of elaboration of discussion issues devoted to the work of such scientists as N. Moiseyuk, S. Palchevsky, S. Smirnov, I. Kotova, E. Shiyanov, O. Pometun, S. Demyanchuk, N. Mikhalchuk and others. However, the analysis of discussions and their elaboration requires comprehensive view of the topic.
The subject of this article is to study and analyze the use of technology with the purpose of training of future primary school teachers. The aim is to consider and develop methods of discussion questions in primary school lessons.
The stages of the organization of the discussion and the role of the teacher in it were highlighted. The main methods of processing discussion questions that are relevant to use during lessons in primary school are analyzed. It was found that the educational environment requires the training of a teacher who is able to move away from traditional forms and methods of working with students and at the same time to accept new pedagogical experience, new technologies, forms and methods of work in their professional activities. The organizational and pedagogical conditions aimed at providing training for future teachers in the field of application of interactive technologies, in particular, technologies for processing discussion issues were identified.
Further studies require the use of technology to correct discussion issues in primary school lessons, that stimulate cognitive activity and independence of students, encourage student initiative, develop creative activity, allowing to create comfortable communication conditions, involving all students in active interaction.