EUROMEDICA  Hanover 23-24  Mai 2011	Advanced methods of diagnosis, treatment and prophylactics
	European Academy of Natural Sciences, Hanover European Scientific Society, Hanover

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Technology of teaching (conceptuality, systemicity, manageability, efficiency) is interpreted by us as a complex integrated system comprising multitude of operations and actions, which provide the definition of purposes of the study, thematic informational-disciplinal and organizational aspects aimed at acquiring knowledge, professional competences and skills and forming personal qualities of the students stipulated by the purposes of the study. The modern stage of the study is characterized by integration into the study a process of „active” methods of teaching. Module teaching is an organization of the process of study so that the curriculum is divided into modules (completed and independent units, parts of the information). Module teaching enjoys a certain priority since the contents of the study is distributed according to its topics; the process of the study lies in the system of a subject-subject relationship; encourages the students on independent activities and adequate estimation of the results of the study; enables to build up the study thus raising its efficiency as well as the interaction between teachers and students. If regard lectures as an inseparable part of the curriculum, this means that problem containing lectures enhance the combination of theory and practice. And if a lecture (informative one) – then an activity attributed to monologic output of the material by a teacher and a performative activity of the auditorium, a problem containing lecture on the opposite «suggests not only transmission of the information to the students but also introduces them to objective contradictions of the evolution of scientific knowledge and offers modes to solve them. By integration of conventional and unconventional methods of teaching the focus obviously is made on psychology of the student, which determines the choice of the methods of teaching. In our model we base on mutually correlated levels of scientific analyses of the studying process for adults and the adult himself as a subject of study. These are a personal level, an activity-role level, a processual level. At a personal level we perceive a student as an active participant of the studying process with his own life experience and outlook. An activity-role level accounting for the student’s life experience and outlook determines an educational activity (its structure, goals, organization forms, contents, results etc.), due to which the further transformation occurs. On the processual level the research of such psychic processes is carried out, that are responsible for perception, reflection, processing, memorizing and answering the studied information. Methods of teaching that we selected, match each other and penetrate into each other since they facilitate of reaching the same goal – solving a problem or finding a solution to a problem; correspond to tasks of the study; most accurately enfold the contents of the study; develop cognitive abilities of the students. Finally we obtained a desired pedagogical effect – activation of the students and their understanding of the educational activity as a necessary step in order to be in line with modern professional educational standards.