Technology of Mind Mapping as a Tool of Enhancing Effectiveness of Modern Lectures

Abstract

At the present stage, lecture is both organizational form of studying, "a specific way of lecturer and listeners' (students') interaction during which various content and different methods of teaching are used" and a teaching method as "monologue statement of study material in systematic and consecutive form, mainly concentrated on fundamental scientific problems" [1].At the same time, scholars are of different opinions concerning lecture as a form of classes. Yu. Krasnov is sure that mastering practical abilities with the help of lecture-seminar study technology is extremely unreal task for implementing at higher educational establishments and confirms his viewpoint with the following arguments: inertia of study "activity";  verbalism, too many words, talk, not obligatory speaking, little conceptual and in general, any thinking (operating with figurative and symbolic idealizations). Compulsion to memorize empty sign, word forms of knowledge-information and retell it at pass-fail test or examination. transmission and compulsion to mastering ready knowledge (scientific or quasi-scientific) without understanding its genesis; monologue characterstudent still has no questions, but answers are ready for him (her), he (she) has practically no time to understand answers, so he (she) has to reconcile and cram, learn lecturers' words not understanding their essence.; formation of specialist's personality by the example of manufacturing machinery; as a result of monologue and technocratic character of education student becomes the object of pedagogic activity, and studying turns into conveyer. Not having time to understand and being pressed with "score" form of knowledge evaluation at pass-fail tests and examinations, student has to (!) cram, memorize barely sensible, incomprehensible information;  methods, methodological fetishism, instructive technological essence and corresponding description of pedagogic work rule (what, when, and how to talk). It deprives pedagogic activity of sense and content, maximally reduces it to preliminary planned verbal texts-remarks (both on the part of the pedagogue and students) [2].