Author (s): Pedorych A. V.

Work place:

Pedorych A. V.

candidate of Pedagogical Sciences,

associate professor at the Department of Pedagogy

and Humanitarian Disciplines,

Academy of the State Penitentiary Service, Chernihiv, Ukraine

Language: Ukrainian

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2018. № 1 (1): 104–117


This article deals with an issue of activating cognitive activity of students during lecturing in higher education institutions. The historical development and the present place of lectures in educational activities of students and learners in higher education institutions are analyzed.

The questions of the traditional lecture updating through the principles of contextual education are revealed: the principle of problematicity; the principle of gaming activity; the principle of dialogue communication; the principle of collective activity and the principle of dual-progress.

Using in practice of different kinds of non-traditional lectures: a problematic lecture, a lecture-provocation (lecture with planned mistakes), a lecture-twice, a lecture-visualization, a lecture-press conference, a lecture-consultation, a lecture-dialogue are researched. The course of different types of above-mentioned lectures depending on the audience, who listened to lecture material, is analyzed.

The features of lecture material perceiving through the prism of using of updating principles are revealed. Course features of a problematic lecture, a lecture-provocation, a lecture-visualization by the young audience of the day-time form of education and by the adult students of correspondence form of training and postgraduate courses are revealed. Variants of counsels for lecturing in higher education institutions depending on audience are proposed.

The study has shown: the method of a lecturing lesson has to be transformed, but it is irrational to reduce the number of lecturing or to reject this type of training. The lecture is that variant of teaching and educational fervor, where individual role of a teacher and the great activity of students encourage to study a lot of educational material, to establish operational feedback, to intensify cooperation between teachers and students and to achieve high educational results.

Key words: lecture, contextual teaching principles, problematic lecture, lecture-provocation, lecture for two, lecture-visualization, lecture-press conference, lecture-consultation, lecture-dialogue.


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