INTERACTIVE METHODS AS A MEANS OF ENHANCING STUDENTS’ COGNITIVE ACTIVITY IN STUDYING SYNTAX

Abstract

This study aims to determine the impact of interactive teaching methods on the activation of students’ cognitive activity in learning Russian syntax. The main idea of the research is that the systematic use of interactive technologies – such as online quizzes, mini-projects, discussions, interactive whiteboard activities, and problem-based tasks – facilitates the transition of students from reproductive learning to conscious, productive, and creative application of knowledge. The study focuses on developing students’ analytical-synthetic and critical thinking skills, as well as forming professional competencies of future teachers of the Russian language. The scientific significance lies in the theoretical justification of the effectiveness of interactive methods as a means of activating cognitive activity in studying syntax. The practical significance consists in the development of a system of interactive tasks that can be used in teaching linguistic disciplines at pedagogical universities, as well as in designing electronic educational resources and professional development courses. The methodological framework is based on the theory of activity, the sociocultural theory of learning, the theory of step-by-step formation of mental actions, the concept of problem-based learning, the research approach, and the constructivist concept of learning. The study was conducted as a formative pedagogical experiment among second-year students majoring in “Training of Teachers of Russian Language and Literature” at the Central Asian Innovative University (Shymkent). The results demonstrated a steady increase in students’ cognitive activity at all levels: reproductive (by 23.5%), productive (by 16.5%), and creative (by 20.7%). A statistically significant positive correlation between the indicators of the initial and final stages confirmed the effectiveness of interactive methods. The use of various forms of interactive learning ensured gradual development of cognitive activity, formation of analytical and critical thinking, and increased interest in syntax. This research contributes to the improvement of modern methods of teaching Russian, offering a tested model of cognitive activation based on interactive technologies. The obtained results can serve as a methodological guide for educators developing innovative teaching approaches in a digital educational environment.