METHODOLOGICAL POTENTIAL OF INTERACTIVE TEACHING METHODS IN THE SCHOOL LAW COURSE

Abstract

The article is devoted to a comprehensive analysis of the methodological potential of interactive teaching methods in the school law course. The author considers interactive technologies as an important tool for increasing the effectiveness of legal education, which ensures the transition from reproductive assimilation of knowledge to its creative and practical application. The purpose of the article is to determine the methodological potential of interactive teaching methods in the school law course and outline the pedagogical conditions that ensure their effective application in the formation of school student legal competence. It is emphasized that interactive methods form key legal competences of school student: the ability to work with regulatory legal acts, resolve legal situations, argue a position, and conduct a critical analysis of social phenomena. The article describes in detail the possibilities of such methods as “debate”, “brainstorming”, “role-playing games”, “trial simulation”, “case analysis”, project activities, discussions, and work in small groups. It was found that their use improves the quality of mastering topics related to human rights, the system of state power, types of legal responsibility and legal aspects of everyday life. It was emphasized that active interaction of students allows developing communication skills, responsibility for a common result and the ability to work in a team. Special attention is paid to the pedagogical conditions for the effective implementation of interactive methods: careful planning of classes, selection of educational content, creation of an atmosphere of cooperation, organization of reflection and summing up. It was found that the use of interactive technologies in the process of teaching law increases school student motivation, makes the educational process dynamic and modern and contributes to the formation of legal awareness of schoolchildren.