USE OF INTERACTIVE LEARNING TECHNOLOGIES IN THE COURSE «DESIGN AND TECHNOLOGY» IN PRIMARY SCHOOL

The article covers the features of using interactive learning technologies in the «Design and Technology» course in elementary school and substantiates the expediency of their application. The purpose of the article is to identify features of using interactive technologies in the educational process of primary school and disclosure of the specifics of their application in the course «Design and Technology». Methodology. The methodological basis of the study are: general philosophical provisions on the determining role of labor in the development of society and the individual, leading theories, ideas, principles of didactics and methods of technological training; conceptual ideas of professional pedagogical training of a specialist; provisions of psychology and pedagogy on the humanistic direction of education; ideas of competence-oriented approach to the analysis of pedagogical phenomena and processes. The scientific novelty is that knowledge about the features and prospects of using interactive learning methods in the course «Design and Technology» acquired further development according to the current educational trends. Conclusion. The course «Design and Technology» has great potential for the use of interactive technologies, because it uses various types of cognitive and subject-transforming activities based on the life experience of students. When using them in work with junior high school students, it is necessary to adhere to the general didactic principles of accessibility, consistency, activity and independence, developmental and educational nature of education. The implementation of interactive technologies in the educational process of primary school should be preceded by a variety of preparatory work with students, which should be based on the existing level of their knowledge and skills. The effectiveness of using the innovative teaching methods largely depends on the psychological readiness of the teacher for such work, which involves, first of all, the change of existing stereotypes and forming new pedagogical thinking, focusing on the main components of the concept of the New Ukrainian School, including new content of education based on the formation of competencies needed for successful implementation in society