The article analyzes the prospect of using collective teaching methods in higher education. The psychological component of the effectiveness of the collective teaching method is substantiated: conditions for the formation of positive self-esteem, improvement of the psychological climate of the study group; decrease in volitional tension during classes due to greater dynamism (complete absence of monotony due to a change in activities). creating a positive emotional background by meeting the social need for communication. The substantiation of the pedagogical effectiveness of the collective learning method is given by the fact that information is perceived immediately through the visual and auditory channel, systematized and refined, the period between the assimilation and use of information is minimal. In the course of clarifying the concept of collective learning, it is compared with group teaching methods. The choice of a collective teaching method is substantiated. A pedagogical experiment on the use of a collective teaching method is presented and its results are evaluated.
collective teaching methods, group teaching methods, social facilitation, social laziness, pedagogical experiment
1. Koryagina N. A., Krotova K. A. K probleme issledovaniya fenomena social'noy lenosti (na primere studentov NIU VShE g. Moskvy) // Vestnik Kostromskogo gosudarstvennogo universiteta. Seriya: Pedagogika. Psihologiya. Sociokinetika 2017. S. 64-70.
2. Mayers D. Social'naya psihologiya. SPb. Piter, 2012. - 800 s.
3. Mkrtchyan M.A. O fazah stanovleniya kollektivnogo sposoba obucheniya // Kollektivnyy sposob obucheniya. 2001. № 6. S. 3-12.
4. Pidkasistyy P.I. Pedagogika. M.: Pedagogicheskoe obschestvo Rossii, 1998. 640 s.
5. Pidkasistyy, P. I. Organizaciya uchebno-poznavatel'noy deyatel'nosti studentov Obrazovanie XXI veka. M.: Pedagogicheskoe obschestvo Rossii, 2005. - 144 s.
6. Ryazanov V.A. Teoriya nechetkogo mnozhestva i obrazovatel'naya praktika // Issledovaniya gumanitarnyh sistem. Vyp. 4. Aksiomaticheskaya teoriya obrazovaniya: perspektivy postroeniya / Nauchn. red. i sost. A.A. Ostapenko. M.: NII shkol'nyh tehnologiy, 2016. - 204 s.
7. Golubev E. B. Manipulyativnye priemy vedeniya pedagogicheskoy diskussii (na primere publikaciy o metode kollektivnogo vzaimoobucheniya A. G. Rivina) // Narodnoe obrazovanie 2021. № 1. S. 140-148.
8. Brame, C. J. (2013). Team-based learning. Vanderbilt University Center for Teaching. [Elektronnyy resurs]. URL: https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/ (Data obraschenie 03.09.2021).
9. Goo, Allison Brittney, «Team-based Learning and Social Loafing in Higher Education» (2011). University of Tennessee Honors Thesis Projects [Elektronnyy resurs]. URL: http://trace.tennessee.edu/utk_chanhonoproj/1423 (Data obraschenie 05.09.2021).
10. Mramba Nyindo, Jovin Kitau, Esther Lisasi, Gibson Kapanda, Johnston Matowo, Patrick Francis, and John Bartlett. Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module Med Teach. 2014 Apr; 36(4): 308-313 [Elektronnyy resurs]. URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4116798/ (Data obraschenie 03.09.2021).
