 Keywords: pedagogics, training, a method, active methods, high school, medical formation, medical high school, formation, psychology, educational process, lectureFEATURES OF ACTIVE METHODS OF TRAINING AT THE SUPREME MEDICAL SCHOOLInitiatingTraining - process bilaterial and consequently his quality depends both on didactic perfection of work of teachers, and from the attitude of students to spent occupations, from a level of their cognitive activity. Only this combination of high scientific pithiness and methodical skill of the teacher to skilful stimulation of cognitive activity of students frames a reliable basis for deep and strong mastering by them by an investigated material. Specificity of high school trainingFor perfection and activization of educational process in the higher school the big value has knowledge and the account of those features of high school training which cause necessity of reorganization at students of stereotypes of study developed at school and arms their new skills of учебно-cognitive activity. It is natural, that first-year students, getting in new conditions where it is necessary to apply new methods of training, require the help and special attention. It is connected to augmentation of a load, and also with transition to new forms and methods of work. In many respects complexity in training at first-year students is connected to a habit " to operate on school ", i.e. to fix knowledge at a lesson under an immediate management of the teacher. For example, the majority of first-year students are not able to work with lectures. They, not knowing the basic психолого-pedagogical demands, study lecture (and that not always) directly ahead of practical or seminar occupation. Less than 20 % of students study lecture in day of its perusal and fix a material stated in it with the help of textbooks. A part of students study a material immediately to examinations. In that case the educational information is weakly acquired and only "surrenders" to the examiner, and after session, as a rule, is forgotten. Kinds of the doctrine and feature of traditional trainingThe doctrine develops of the determined actions dependent on what function carries out trained. It can be the following functions:
In the first case, the student survey, as object of making up influences of the teacher. Then in a basis of a cognition the present to it the ready information, ready knowledge and skills lays on the basis of different methods: the report, an explanation, display and the demand to determined actions of the student. The doctrine develops of imitation, literal or semantic perception and repetition, genesial procreation, training on samples and rules. In the second case, the student is surveyed, as the subject who is made up under influence of own interests and the purposes. It is a kind of a natural self-training when the doctrine develops of such actions as a choice of questions and commitments, information search, comprehension, the creative activity adequate to his requirements and interests. In the third case, the teacher organizes outage sources of behaviour so, that interests of the student are necessary, and already on the basis of these interests the student performs active selection and use of the necessary information. Here training acts as a management of directed cognitive activity of the student on the basis of pedagogical methods: statement of problems and commitments, discussion and discussion, joint programming. The doctrine develops of such actions of the student, as the decision of commitments and an evaluation of results, assays and mistakes, an experimentation, a choice of the information and application of knowledge. As methods of training understand consecutive alternating ways of interaction of the teacher and the pupil, directed on achievement of a definite purpose by means of study of a teaching material. "Method" - a way of achievement of the purpose, a way of purchase of knowledge. The form of training is the organized interaction of the teacher and pupils during reception of knowledge by the last and skills. Designate forms of training (individual, group, class - fixed, evening, internal, in absentia), and also such forms as a lesson, lecture, a seminar, excursion, practical occupation, consultation, offset, examination. The main thing that distinguishes a method from the form, it that the method maintains a way of purchase of knowledge and a degree of participation of the pupil. In methods of traditional training the cognition, as a rule, is reduced to process of transfer of ready knowledge by the pupil. Disadvantages of traditional training:
At traditional training break between those demands which are showed to the pupil and that knowledge which are required in real professional work is observed. the Role of active methods of training in perfection of educational processTo number of active methods of training, according to the standard classifying concern:
Application in educational process of these methods is called to provide the decision of such problems, as training of students to an independent excavation of own knowledge and application of their knowledge in concrete conditions, orientation of students to creative selection, the analysis and ordering of a studied material, effective preparation for the future professional work, etc. Active training is, in essence, training of activity. Now hardly it is possible to name good that educational institution where those forms and methods which can be named active anyhow would not be used. Routinely active methods are applied in a complex with traditional. Active methods of training cover all kinds of auditive occupations with students. In particular problem lecture concerns to number of the major kinds of active methods. Problem lecturePromotion concerns to prominent features of problem lecture during its reading disputable positions, various variants of the decision of this or that commitment, and also involving of students in active discussion of the put problems and accepting of joint decisions. The last is represented to the extremely important. The commitment of problem lecture - to distract students from mechanic making an abstract of a stated material and to involve them in active cognitive activity. Therefore it is expedient, that the lectures put during reading problem questions did not speak there and then teachers, and their decision was determined during discussion and to conclusions the student has come independently. It is expedient also that even in insufficiently precise decision of the student the teacher found a rational link, accented on a nem attention and, thus, encouraged the student to the further activity. Stock shortage of lecture time limits opportunities frequently to carry out such discussions. Therefore such form of lecture when during reading the teacher puts a problem is rather long-range and does brief input in its decision, and process of discussion of a problem with students is transferred to practical or seminar occupations. Such form allows the student to try during self-preparation to decide a problem situation as it is routine probably only at study of the special literature frequently rather far from his scientific interests by him. Success of achievement of the purpose of problem lecture is provided with joint efforts of the teacher and a student's audience. The primary goal of the lecturer will consist not so much in transfer of the information, how many in familiarizing students with objective contradictions. "Cooperating" with a problem, students "open" for themselves new knowledge, comprehend theoretical features of the trade. The cumulative effect of problem lecture is determined by its maintenance, a way of the organization of joint activity and those agents of dialogue which provide effective "translation" of a material. At lecture first of all dialogical inclusion of the teacher in dialogue with students which is performed at performance of the following conditions:
Features of active methods of training at the supreme medical schoolThe medical school is characterized not only more long training, but also the greater saturation of a teaching material from different areas of a science: physics, chemistry, philosophy and others, that undoubtedly demands more proved approach to all stages of educational process: practical occupation, lecture, offset, examination, medical practice, etc. Necessity of preparation of the thinking doctor creatively suitable to each patient, dictates necessity of wider use of active forms of training, than for high school or high school of other structure. Available features in the organization of work of medical high school allow to perform it at all grade levels. Already on younger courses on occupations of students learn to do independently conclusions, proceeding from the submitted data. This independent decision of commitments of the diagnostic plan on occupations in the general chemistry and biochemistry, a choice of right answers under tests for faculty of normal physiology, an establishment of differences in frame of various tissues at studying a histology, etc. The Active form of training is the spelling of abstracts on the set theme especially connected to processes of vital activity of an organism, representation on court of comrades of performances on this or that medical problem on practical occupation or session scientific student's a mug. Wider range of active forms of training on clinical faculties: It is a curatio of patients, watches on branch or hospital, together with the teacher, a spelling of case histories, participation in analysis of patients at lectures and practical occupations. Clinical faculties, as a rule, are in large medical organizations and consequently students have an opportunity to participate in bypasses of the professor, to observe and even to assist on operations, to help in inspection of patients, to analyze those or other diagnostic criteria, etc. Business games as the form of training are used on many faculties of medical high school. The important form of active training is annual practice of students in medical organizations of city and area. Here they, using the knowledge, look after patients, participate during diagnostics and treatment of patients, carry out those or other manipulations, seize new and improve known practical skills. The strict surveillance of a level of knowledge and skills of students which is realized in medical high school on each occupation, allows to bring up the creative attitude to business, frames a basis of the responsibility for quality of the work. the List of the literature
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