V.D. Povzun, professor, Dr.Hab.
A.A. Povzun, associate professor, Ph.D.
V.V. Apokin, associate professor, Ph.D.
Surgut State University Khanty-Mansi Autonomous Region Yugra, Surgut
N.N. Sidorova, associate professor, Ph.D.
Gymnasium "Salakhov's Laboratory", Surgut

Key words: student's individual learning path, university education, interactive learning.

Introduction. In the context of modernization of Russian education system there is a necessity to focus on worldwide priorities, driven by two social and economic factors: the avalanche of information in all areas of knowledge and, what modern civilized society is in need of, flexible, adaptive systems of education, which provide quick professional re-training, advanced training and self-development at any stage of human life. In all industrialized countries, the development of educational technologies during the reforming of educational systems is aimed at teaching the students the methods of searching and processing of information, the skill to single out the problem and find a rational solution, the ability to critically analyze received knowledge and apply them to address new challenges. The assimilation and generalization of ready knowledge becomes not an end goal, but one of the aids of human intellectual development. Today, we cannot build training process only on the basis of assimilation of ready knowledge; the purpose of education system in modern societies is the intellectual and moral development of a person. Modern societies need those people who are able to think critically, to see problems and solve them creatively [1].

In order to form the professionalism as an integral personal quality, ensuring the competitiveness of graduates in the labor market, it is necessary to implement the interactive ways of organization of the learning process in universities. The interactive organization of the educational process is preferred compared to the directive one, as it is more efficient in terms of optimal combination of objectives and results of educational activities. The directive model is focused on the result which is seen as the completion of transfer of certain amount of knowledge, involving teacher's unidirectional impact on the students and rational organization of the content of training process. This model assumes that the "students' ability of mechanical reproduction of information is sufficient ". The interactive model "focuses on understanding of information and on the interaction of all the participants, it provides for their activity and constant feedback and is aimed at creative processing of incoming information" [6].  The technology developed in the 90s by the scientists of the pedagogical school of St. Petersburg (O.V. Akulova, T.B. Alekseeva, L.N. Berezhnova, R.U. Bogdanova, I.Yu. Gutnik, O.E. Lebedev, A. P. Tryapitsyna, I.A. Khomenko), focuses on the development of student's individual learning path, that is a purposeful process of creation of an educational program in which the student acts as a subject of selection, design and implementation of his own learning path with a teacher’s assistance [2].

The development of student's individual learning path provides for the joint activities of a student and a teacher, because the path involves the prediction of expected results: what the young man who has successfully mastered the educational program should know and be ready for.

The purpose of the study was to organize the educational process of student-athletes effectively according to an individual learning path within the university course of physiology.

Results and discussion. Given that the individual learning path is a multidimensional concept, there exist several areas of its implementation: informative (realized through variative curricula and educational programs), activity-related (realized via innovative educational technologies, externship, advanced information technologies), procedural (defines the organizational aspect, types of communication).

We used the following priority principles as the basis of the educational process within the course of physiology: the principle of academic freedom (the freedom to choose the area and the level of complexity of studied subject) and the principle of success. Each student chooses different levels of complexity of studied subject. And the cornerstone is the freedom of choice of the level of mastering of the subject with taking into account the experience, abilities and interests. We have identified the following levels of complexity of learning: creative, productive and reproductive.

 While most of the students of Surgut State University who study physiology at the Faculty of Physical Culture constantly combine training with the participation in competitions and the educational process, the traditional forms of organization of training sessions are ineffective [3]. In the development of student's individual learning path for the whole duration of physiology course we considered not only the requirements of the program, but also the real abilities of the students under the conditions of time shortage and their aspirations [4].

The students who attend the course of physiology can be divided into two groups: the first group includes the athletes who spend most of their time in competitions, training camps and trips and have the right to free attendance; the second group includes those students whose attendance is mandatory. Since the first group cannot attend the laboratory classes, they receive the special individual assignment for all the sections of the course with the tasks of different level of complexity which are the alternative of laboratory practice. The level of accomplishment of the assignment is evaluated according to point system. Other students are obligated to attend the laboratory practice, but in the case of illness or temporary departure, they can also take individual assignments.

Students can gain points needed for the admission to the examination in the course of testing and by solving the case studies, which represent problematic situations that require decision making on the basis of creative and analytical approach. The case studies are usually the challenges that students face in everyday life, during the training process or when learning some scientific facts or research data during lectures, while working with sources of information and various materials on their own.

In addition, during the consultation day, students have the opportunity to pass the examination classical way, through the conversations with a teacher. Each of the activities can give certain number of points. After scoring the required number of points the student may pass without taking the exam. The points can be gained by choosing any suitable for a particular student learning activity and there is no need to perform all kinds of tasks, but the student cannot get the required amount by choosing only one kind. The mandatory form of educational activity is a written work at the end of a semester. Therefore, the student chooses a suitable for him combination of learning activities, based on the level of his educational aspirations and the amount of available time, focusing on his own success and the desired level of mastering of physiology [5].

Conclusion. Thanks to using the technology of the student's individual learning path, the process of studying the course of fundamentals of physiology was optimized and the idea of interactive learning was put into practice. During classes students can join informal discussions; the curriculum contains more practical classes, lab practicals and less lectures; free attendance shows the specificity of studying on the Faculty of Physical Culture; student's initiative, in particular participation in scientific conferences, is encouraged; practical training sessions are arranged on the basis of solving group tasks that require team effort; continuous monitoring is carried out throughout the semester; students do a lot of written work. All this indicates that interactive learning is not so much a theoretical model as the reality of the educational practice.

References

1.  Apokin, V.V. Gumanitarnaya sreda VUZa kak uslovie tsennostnogo samoopredeleniya studentov (University humanitarian environment as condition of value self-determination of students) / V.V. Apokin, A.A. Povzun, V.D. Povzun // Teoriya i praktika fizicheskoy kultury. – 2014. – № 4. – P. 92.
2. Labunskaya, N.A. Individua’lny obrazovatel’ny marshrut studenta: podkhody k raskrytiyu (Individual learning path of student: approaches to disclosure) / N.A. Labunskaya // Izvestiya Rossiyskogo gos. ped. un-ta im. A.I. Gerzena. – St. Petersburg, 2002. – № 2(3), – P. 79–90.
3. Povzun, V.D. Rol’ uchyota bioritmov v povyshenii akademicheskoy uspevaemosti studentov universiteta (The role of consideration of biorhythms to improve academic performance of university students) / V.D. Povzun, A.A. Povzun, V.V. Apokin, A.V. Sal'kov // Teoriya i praktika fizicheskoy kultury. – 2013. – № 4. – P.  86–88.
4. Povzun, V.D. Organizatsiya reytingovoy sistemy kontrolya znaniy studentov sportivnykh fakul’tetov s uchyotom ikh individual’nykh ritmov (Organization of the academic performance rating system for students of sports faculties in view of their individual rhythms) / V.D. Povzun, A.A. Povzun, V.V. Apokin, O.V. Bulgakova // Teoriya i praktika fizicheskoy kultury. – 2013. – № 10. – P.  89–93.
5. Povzun, V.D. Vozmozhnosti obrazovatel’noy sredy universiteta v razvitii tvorcheskogo potentsiala studentov sportivnogo fakul’teta (The possibility of educational environment of University in development of creative potential of students of sports faculty) / V.D. Povzun, A.A. Povzun, V.V. Apokin // Teoriya i praktika fizicheskoy kultury. – 2013 – № 1 – P. 94–95.
6. Sal'kov, A.V. Ispol’zovanie situatsii dostizheniya v praktike obuchayushchikhsya po napravleniyu «Fizicheskaya kul’tura» (Using the achievement situation in practice of students specializing in "Physical Culture") / A.V. Sal'kov, V.D. Povzun, A.A. Povzun, V.V. Apokin // Teoriya i praktika fizicheskoy kultury. – 2014. – № 2. – P. 90–93.

Corresponding author: apokin_vv@mail.ru