Abstract:

The article deals with the problem of methodology of teaching students of humanities using case –study method and pedagogical technologies that have been developed for its implementation in educational process. Modern education involves mastery of competencies, knowledge, abilities and skills in contextual educational process, which can be presented as a chain of pedagogical situations. The core of a learning situation is the educational and cognitive task, the content is the joint activity of a teacher and students to solve the problem using various teaching methods and teaching aids. The case-study method or the method of specific situations is a method of active problem-situational analysis based on training by solving specific problems - situations (solving cases). The objectives of the case-study method is through joint efforts of a group of students to analyze the situation - a case that occurs in a particular situation, and to develop a practical solution; the end of the process is the evaluation of the proposed algorithms and the selection of the best solution in the context of the problem posed. During the analysis of situations, students learn to act in a “team”, conduct analysis and make decisions. The method is designed to study disciplines where there is no single answer to the question posed. The task of teaching is orientation in the problem field of truth. The student is equal with others and with the teacher in the process of discussing the situation. Case - study is used in the study of all sections of the course, in the middle of the topic study. The process of developing pedagogical technologies for case-studies, called pedagogical design, includes a number of stages: diagnosing the level of students' training, determining goals and objectives, choosing the content of educational material, choosing methods and techniques for stimulating the activities of students, having feedback, analyzing and monitoring the results, recommendations for in-depth self study of the problem. The purpose of practical training is to expand, detail knowledge. Practical exercises develop thinking and speech; act as a means of feedback. The methodology of practical training can be different; it depends on the personality of the teacher. However, it is important that a common didactic goal is achieved by various methods. The paper describes and analyzes various cases and situations used in the learning process for undergraduate students in the humanitarian, managerial and legal areas of training at the universities in the city of Saratov.

Keywords:

Case-study, educational method, problem-situational training.