UDC 378.091:378.147.091.32-047.44(045)
DOI: https://doi.org/10.59694/ped_sciences.2024.06.047
COMPONENT-STRUCTURAL ANALYSIS OF THE LECTURE AS THE MAIN FORMS OF ORGANIZING THE EDUCATIONAL PROCESS IN THE HIGHER SCHOOL
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SHETELYA Nataliia Ihorivna
Doctor of Pedagogical Sciences, Professor of the Department of Arts,
Honored Worker of Culture of Ukraine, Rector of the Municipal
Establishment of Higher Education «Academy of Culture and Arts»
by the Transcarpathian Regional Council.
ORCID ID: https://orcid.org/0000-0001-8810-4805
APSHAY Fedir Vasyliovych
Candidate of Pedagogical Sciences, Associate Professor of
the Department of Arts, First Vice-Rector of the Communal
Institution of Higher Education «Academy of Culture and Arts»
by the Transcarpathian Regional Council.
ORCID ID: https://orcid.org/ 0009-0008-6618-4160
TELEP Oksana Anatoliivna
Candidate in Social Communications, Associate Professor
of the Department of Socio-Cultural Activities, Vice-Rector
for Scientiic and Pedagogical Work on the Organisation
of the Educational Process of the Municipal Establishment
of Higher Education «Academy of Culture and Arts» by
the Transcarpathian Regional Council.
ORCIDhttps://orcid.org/0000-0001-7924-9121
Abstract:
Among the various forms of organization of the educational process in a higher educational institution, an important place belongs to lectures. Its main didactic goal is the formation of an approximate basis for the further assimilation of educational material by students of higher education. It is closely related to all other forms of organization of the educational process, namely: seminar, practical, laboratory classes. Based on this, we identified the leading principles of the lecture and established its structural components.
It has been proven that the lecture, as a form of organizing an educational session, is used in higher educational institutions to study subjects included in the curriculum of a particular specialty. The structural organization of the lecture is built on the basis of the informative monologue method of presenting and explaining the material and organizing the cognitive activity of students of higher education.
The leading principles of the lecture are considered to be: principles of scientificity, accessibility, problematic, systematic, continuity, learning motivation, activity, professional orientation, combination of theory and practice, clarity.
The article attempts to substantiate the component-structural analysis of the lecture as the main form of organization of the educational process in higher education. It is proven that the typology of lectures is carried out by scientific level, general purpose, didactic tasks, by the method of teaching the material and by scientific level: academic, popular. According to this approach, depending on the tasks, the following types of lectures are distinguished in higher education: introductory, informative, problematic, integrated, visualization lectures, binary lectures, review and consultation lectures.
Keywords: lecture, introductory, informational, problematic, integrated, lecture-visualization, binary lecture, overview and lecture-consultation.
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