NON-STANDARD LESSONS AS A MEANS OF ACTIVATING STUDENTA’ COGNITIVE ACTIVITY IN MODERN SCHOOL

Abstract

The article examines the theoretical and methodological foundations of organizing non-traditional lessons in modern schools within the framework of the competence-based approach. The concept of a “non-traditional lesson” and its role in developing students’ cognitive activity, communication skills, and creative abilities are thoroughly defined. The study analyzes various approaches to the classification and stages of conducting non-traditional lessons, particularly summarizing the views of P. Horokhivskyi, I. Kucherenko, V. Shuliar, O. Piekhota, and other researchers who propose their own models of organizing educational activities. It is emphasized that non-traditional lessons are an effective tool for overcoming the routine and stereotypical nature of the traditional class-lesson system, as they foster stable cognitive motivation and an intrinsic need for learning. The use of interactive technologies and creative teaching methods is proven to develop critical thinking, communication skills, and the ability to work independently and in groups. Special attention is given to the stages of conducting non-traditional lessons, which include motivational-orientational, operational-activity, control, and reflexive stages. It is stressed that careful planning of each stage allows the teacher to ensure maximum student engagement, taking into account their individual characteristics and level of preparedness. Various types of non-traditional lessons are analyzed, such as integrated lessons, role-playing and business games, theatrical performances, brain rings, quizzes, press conferences, debates, and discussions. These types not only increase students’ interest in learning but also help them acquire teamwork skills, justify their own opinions, and evaluate the results of their activities. The article also highlights the role of the teacher as an organizer and facilitator of the educational process, capable of creating a creative atmosphere and conditions for active interaction among participants. The importance of interactive communication and partnership between teachers and students is emphasized. The author argues that systematic use of nontraditional lessons contributes not only to the acquisition of educational material but also to the development of students’ personal qualities – confidence, responsibility, tolerance, and communication culture.