PRACTICE-ORIENTED TECHNOLOGIES IN HIGHER EDUCATION AS A FACTOR OF ADAPTATION OF FIRST-YEAR STUDENTS (ON THE EXAMPLE OF TEACHING BIOORGANIC CHEMISTRY AT MEDICAL UNIVERSITY)

The article is devoted to a discussion of the problems that arise in the process of adapting freshmen to a medical university. The main difficulties of students starting their studies at the university are listed, namely, the unusual organization of the educational process, including lecture and practical classes, complex university textbooks, a large amount of information, lack of independent work skills. Particular emphasis is placed on the problem of socialization of a freshman at a university. Shown are ways to manage the process of professional and socio-psychological adaptation of freshmen. The prospects of using tutoring and supervision as methods of educational work to facilitate adaptation are noted, and the success of using practice-oriented education technologies in educational and methodical work with students is discussed, namely, the organization of subject Olympiads, scientific circles, and student work practices. On the example of laboratory and practical classes in bioorganic chemistry, the implementation of some practice-oriented teaching technologies is considered in details. The analysis of the role of interactive technologies (round table, brainstorming, business and role-playing games) in enhancing students' collective work using lecture material, in assimilating large amounts of information and in the effective use of university textbooks is carried out, and the importance of using the project method to develop independent work skills in freshmen. It is noted that the use of information and communication technologies helps the student to present the results of his research project in a more accessible and visual format. The need for lectures accompanied by computer presentations to facilitate the perception of chemical formulas and reactions is discussed. Separately, the importance of using the above practice-oriented technologies for the rapid socialization of freshmen in the student group and on the course is examined and the effectiveness of their use to facilitate the profes s ional and socio-psychological adaptation of students is justified.