Abstract:

The article aims to introduce the scientific knowledge and practically implemented contents of the concrete didactic methods in the context of the types of problem situations as interactive forms of education. The study have a practical application and can be used in education of Long-life Learning Programs. The use of mentioned above methods creates possibility for stimulation of the communicative process between the participants in the education. It is enlarged the impact to all who take part in the educational process because there are not passive observers. The formulation of the messages needs mobilization of the conscious, activation of the memory, empathy and personal engagement with the resolving of the problem. It is relevant to mark that the term „interaction” is a scientific term which means – type of collaboration or „cooperation and common influence among people in the process of their communication”. The term „interaction” is possible to be considered as creation of two words- „inter” (together, between) and „activity” (action, initiatives) and it concerns the collaboration between educator and students from the one side and from the other side-as interaction among the students. The use of interactive forms, methods and ways of education helps to overcome the barriers in communication, stimulates the thinking, generating and exchange of ideas. Every participant in the educational process gives his own contribution in the development of the educational environment. The interaction helps for clarification of the different points of view, for tolerance in the group. It supposes ability to listen, accept, and discuss the opinion of the others which can be different from the personal position.

The author does not aim to introduce comprehensively all types of interactive methods in the existing practice in the educational process which stimulates the active participation and independent thinking of the students. The study, in particular, underlines the significance of the didactic games methods, their place in shaping the professional qualities of the library management specialist, their content manifestation and their species diversity is an important component of the overall curriculum designed to develop knowledge, skills and practical attitude of the profession. The attention paid to the essence and actual application of different types of specific didactic methods as a tool for solving practical problems is dictated by the need to work on building a quick, competent and effective response in the future work of the specialists. There are examples of the training of students in the specialty "Library Management" at the University of Library Studies and Information Technologies, Sofia, Bulgaria. In the article are presented results of realized research of attitudes of teachers and students to interactive methods of education.

Keywords:

Education, interactive methods, long-life learning.