ANALYSIS OF THE RESULTS OF THE PASSAGE OF PEDAGOGICAL PRACTICE IN THE TECHNICAL UNIVERSITY

The purpose of the article is analysis and research of various forms, methods and methods of teaching. In modern pedagogy at the moment, three forms of interaction between the teacher and students have become widespread, namely: the passive method, active and interactive. Passive method of teaching is that the teacher takes a central role in the learning process, and students act as passive listeners, subject to the directives of the teacher. Active learning implies the organization of an educational and cognitive process, which is aimed at comprehensive activity with the use of various pedagogical tools. Under the interactive method of teaching, understand the form of learning, which stimulates the development of the student's personal qualities and understanding between the teacher and the student while solving interactive tasks and exercises through dialogue between them. During the pedagogical practice in theDneprovskyStateTechnicalUniversityin the group of ES-14-1 inthe discipline «Digital automata» an experiment was conducted using all three teaching methods. A methodologically substantiated and situationally motivated combinational method was developed and introduced into the practice of teaching students. The combination method combines a combination of passive, active and interactive methods, since the specificity of instruction requires a change in activity during classes. The results of the pedagogical experiment on the use of each method are presented. The results of the pedagogical experiment on the use of each method are presented. When holding a passive method, the students' memory level remains weak: during the independent work, out of 17 people, only 13 people correctly coped with the II level of complexity, while the active method of 17 solved correctly both the I and II levels of complexity of 15 people . By an interactive method, 16 people could correctly find the solution of I, II and partially III levels of complexity. Based on the results of a written survey, it can be argued that, using the combination method, the level of knowledge sustainability increases by 17.27%, while with the active method – by 11.47%. It is established that a modern specialist should be able not only to reproduce already existing knowledge, but also creative activity, to non-standard thinking, the ability to self-education and self-realization, and therefore it is suggested to use a combination method that (ensuring high quality of the trainees' professional competencies) and should be so in the conditions of the changed education paradigm. The conclusions formulated in the work are sufficiently substantiated and can be used in the practical activities of educational institutions.