The experience of using active teaching methods in the process of teaching the discipline "Personal Effectiveness Management"

Vikulova Evgeniya Yur'evna PhD in Economics Associate Professor; Department of World Economy, Entrepreneurship and Humanities; Chita Institute of Baikal State University 56 Anokhina str., Chita, Zabaikalsky Krai, 672012, Russia kruger650@yandex.ru

The modern education system puts forward new requirements for the training of specialists, which are expressed in the close relationship between professional training and comprehensive personal development. The essence of personality lies in a person's ability to act freely, independently and responsibly, effectively adapting to any life situation. Strategic national priorities in the implementation of the state program of the Russian Federation "Development of Education" include national conservation and human potential development, strengthening traditional Russian spiritual and moral values, culture and historical memory, sustainable development of the Russian economy on a new technological basis, and the development of a secure information space. The basic direction of the education system until 2030 is to increase the accessibility, efficiency and quality of education in accordance with the realities of the present and the challenges of the future ^[13]. In this regard, new disciplines are beginning to appear in higher education institutions, such as personal performance management, citizenship, teamwork and leadership. The teaching of these disciplines is aimed at the development of personality as the main characteristic of an individual, his flexible adaptability to new conditions and challenges of modern times, which contributes to the development of society as a whole. The exchange of experience, technologies, methods and techniques of teaching these disciplines is an important element of improving the quality of education, and therefore the conducted research is relevant and significant. The purpose of the study is to study the cognitive activity of students under the influence of the application of modern methods of active learning (using the example of teaching the discipline "Personal effectiveness Management").

The discipline "Personal Effectiveness Management" refers to the socio-economic profile, considering psychology, pedagogy and economics in close conjunction, aimed at the effectiveness of the whole self-management. As part of studying this discipline, the student must master the skills and abilities to manage all types of resources available to each person, and most importantly, to unleash their inner potential and reduce the degree of depressive-anxiety disorders through acquired knowledge about techniques to combat anxiety and stress. When studying this discipline, the teacher must captivate the student and guide him along the path of self-knowledge, be his guide and mentor in order to consciously live this life. Therefore, the success of educational activities depends on how much the teacher arouses interest in this discipline through the methods and technologies used in the learning process. The interest in this discipline lies in the student's desire to apply the acquired knowledge in his daily life, increasing his effectiveness through intellectual, professional and spiritual growth.

It is impossible to generate interest in the discipline under study without applying psychological knowledge about human nature and without using innovative approaches to presenting the material in a playful and self-reflective form. From the point of view of presenting the material, the predominant element of cognitive activity is interest. Interest from the standpoint of psychology is a form of manifestation of cognitive need, expressed by the selective attitude of a person to an object due to its vital importance and emotional attractiveness. By contributing to orientation, familiarization with something new, and a more complete and in-depth reflection of reality, interests ensure that the individual is focused on realizing the goals of the activity ^[6].

The teaching of the discipline "Personal Effectiveness Management" was carried out on the following topics:

1) time management from the point of view of its rational use as a result of its accounting, prioritization of the to-do list and identification of time sinks, development of measures to combat them in order to release it for more interesting and life-fulfilling moments.;

2) managing the resource of working capacity and activity, studying the relationship of hormone production with circadian biorhythms and an active lifestyle, which contributes to the introduction of a process of self-discipline to improve well-being during the day, better productivity, and therefore a higher degree of satisfaction with one's own life.

3) managing the solvency resource with an understanding of the need to keep records of one's own finances, as well as with the formation of an understanding of the essence of active and passive income. The ability to look for sources of additional income, as well as apply resource conservation to reduce existing costs.

4) management of the resource of education to realize the need for self-development through all levels of education, as well as opportunities for self-education.

5) the development of emotional intelligence for successful interaction in society.

6) developing stress tolerance through understanding the mechanism of stress effects on the human central nervous system, the actions of the sympathetic and parasympathetic nervous systems, studying techniques to combat anxiety and stress, relaxation techniques.

7) understanding the basics of psychology, the "anatomy of the human psyche" of its conscious and unconscious parts, the ability to work independently through awareness with your unconscious part through self-help and understanding those moments when you need to resort to the help of psychologists and psychotherapists.

8) development of team interaction, public speaking techniques.

In the course of teaching the discipline, active teaching methods were used. The scientific works of Zh. are devoted to the development and development of active teaching methods. Piaget, Vygotsky L.S., Verbitsky A.A., Levi M.M., Kudryavtseva T.V.. Matyushkina A.M., Lerner I.Ya., Makhmutova M.I., Davydova V.V., Smolkina A.M. and others. The first prerequisites for active learning methods can be found in the writings of John Dewey, who proposed the concept of "learning by doing" at the beginning of the 20th century. He emphasized the importance of practical experience and independent research in the educational process. His ideas formed the basis of progressive education, which became the starting point for the development of active methods. In the 1950s and 1970s, active teaching methods were developed in the works of researchers such as Jean Piaget and L.S. Vygotsky. Piaget emphasized the role of cognitive development and interaction with the environment, and Vygotsky introduced the concept of "zones of proximal development", emphasizing the importance of cooperation and social interaction in learning. These ideas became the theoretical basis for the development of methods involving the active participation of students. In the 1980s and 1990s, active teaching methods began to be actively introduced into educational practice. They have been actively studied and implemented in Russia since the end of the 20th century. Among the key researchers, one can single out A.A. Verbitsky, who developed the theory of contextual learning. In the 21st century, active learning methods have become an integral part of educational programs due to the development of digital technologies and the globalization of education.

According to modern researcher A.M. Smolkin, active teaching methods are ways to activate students' educational and cognitive activities, which encourage them to engage in active thinking and practical activities in the process of mastering the material, when not only the teacher is active, but students are also active ^{[7, p.30]}. There are a large number of classifications of active learning methods. Each researcher complemented and developed them. This is how A.M. Smolkin distinguished imitation and non-imitation methods of active learning. Simulation methods of active learning, in turn, are divided into game methods and non-game methods. Game methods include business games, simulations of professional activity processes; non–game methods include solving situational problems, analyzing specific situations, etc. The author referred to all the ways of activating cognitive activity used in lecture classes as non-limiting.

Active teaching methods motivate students to independently, proactively and creatively master educational materials in the process of cognitive activity. The work on teaching the discipline was carried out using the following methods and techniques [1-5, 7, 8, 11]:

- business games using board game complexes;

- psychological testing for student self-reflection;

- imitation of situations (basket method);

- personal example method;

- coaching technologies (brainstorming, open-ended questions, Benjamin Franklin's pyramid of goal setting, visualization methods, "balance wheel", "supportive environment", etc.)

- social and psychological trainings.

Thus, in the process of teaching experience, the following technological map of the discipline was formed, based on its didactic goals (see Table 1).

Table 1

Technological map of the academic discipline "Personal effectiveness Management"

Through feedback, the teacher evaluates the effectiveness of the use of educational technologies and makes adjustments to the technological map of the learning process. In order to assess the student's response to the use of various teaching methods and techniques, a questionnaire was conducted. The purpose of the study was to improve the quality of teaching the discipline "Personal Effectiveness Management" and to evaluate the results of its study in terms of introducing the knowledge gained by students into their daily activities. 80% of the total mass of first- and second-year students who have already completed their studies in this discipline in the first semester were interviewed. The survey was conducted at will and 66 respondents took part in it. During the survey, a number of questions were asked and the following results were obtained ^[12].

The first question of the questionnaire was as follows: "In your opinion, is the discipline of Personal Effectiveness Management important and interesting to study at a university?" More than 83% of students answered this question positively, considering this discipline to be significant (see Fig.1).

Fig.1. The degree of importance of studying the discipline for students

The second question of the questionnaire formed an understanding of which topics in the study of this discipline are informative and interesting for students. The topics of "Time resource management", followed by "Personal finance management", slightly less "Stress tolerance" and "Emotional Intelligence" received the greatest interest and response. The topics of least interest were "Managing the resource of education" and "Managing the resource of activity and efficiency". This is primarily due to the age-related lack of understanding of the importance of these elements of the system. Young people are always characterized by a high potential for activity and efficiency, so this topic has not found relevance among students, but the knowledge gained may be useful in the distant future. The topic "education resource management" provides an understanding of the continuous learning process through the continuous improvement of acquired knowledge in order to form new skills and abilities to adapt to changing labor market conditions under the influence of scientific and technological progress (see Fig.2).

Fig.2. The degree of students' interest in individual sections of the discipline "Personal Effectiveness Management"

To the question: "Which teaching methods aroused the greatest interest and response?" the students arranged the following sequence: business games, personal example method, psychological testing, trainings and simulations of processes and situations, coaching (see Fig.3). It is advisable to use these methods of active learning to increase students' interest in using the acquired knowledge in their daily activities.

Fig.3. Active teaching methods that aroused the greatest interest among students

An important question from the point of view of the effectiveness of teaching a discipline is: "Have you been able to improve any aspect of your life by studying this discipline?" More than 66% of the students replied that the acquired knowledge contributed to the improvement of certain areas of their lives, which is directly related to improving personal effectiveness and is the main goal of studying this discipline. 29% of the students did not try to apply the acquired knowledge in their daily lives, and only a small part of the students showed no interest in improving their personal effectiveness (see Fig.4).

4. The degree to which students apply the acquired knowledge in their daily lives.

At the same time, more than 75% of respondents answered positively to the test control question: "Will you apply the acquired knowledge within the framework of studying the discipline in your daily activities", 18% found it difficult to answer, and only 6% answered "no" (see Fig.5).

Fig.5. The practical focus of the study of the discipline "Personal effectiveness Management"

Improving personal effectiveness is a continuous process of personal development that is beyond the scope of studying this discipline. The main goal is to give an impetus, the beginning of awareness of the importance of unlocking one's inner potential to increase satisfaction with the quality of one's life, in closing the highest need of A. Maslow's pyramid, the need for "self-expression". Therefore, the last question of the questionnaire was as follows: "Would it be meaningful for you to have the opportunity to attend personal growth trainings at the university?", to which 58.5% of students expressed interest in providing such an opportunity and would attend such trainings, 27% found it difficult to answer, and only 13% replied that they were not interested (see fig. 6).

6. The degree to which students understand the continuity of the personal effectiveness development process.

At the end of the questionnaire, students were given the opportunity to express their wishes in the framework of studying this discipline, which the students reluctantly took advantage of.

As a result of the research, the sections of the discipline that are most interesting to students have been identified, which currently find a greater response. The reasons for the decreased interest in certain sections of the discipline are explained, and the teacher's attention is drawn to the need for a new form of information presentation on these topics in order to change the student's attitude to this information and increase his cognitive activity. The effectiveness of using active teaching methods in teaching the discipline "Personal Effectiveness Management" was also assessed, which will contribute to improving the effectiveness and quality of the educational process, taking into account the specifics of its study. All conclusions drawn from the results of the study should be the basis for making changes to the technological map of the learning process in a particular discipline.

The conducted research also demonstrated the relevance and importance of teaching this discipline for young people, a new generation of society, since the development of the state depends on the personal contribution of everyone, and the socio-economic development of society depends on increasing the personal effectiveness of each individual.