ABOUT THE METHODS OF THE TEACHING AT THE HUMAN’S ANATOMY DEPARTMENT OF THE ORSMA IN THE LIGHT OF THE NEW EDUCATIONAL STANDARDS
The problems of methodology of the teaching of the morphological sciences, like a human’s anatomy, is interested for methodists a long time. On the Human’s anatomy department of the OrSMA was conduct experimental work in the first year student groups, that have an aim to justify a scientific approach to the complex innovative techniques. Our work results: work was performed in the form of an experiment with students, which was interested in this work. Six first year groups have to take part in this work. To the «purity» of the experiment and obtain reliable results were allocated to two subgroups of students. In each subgroups were three groups. The experiment lasted 5 months over 3 and 4 training modules. The results were summed up by the end of each month on the basis of 4 classes. During the experiment was established that since the start of the study subgroup noted the increasing interest to the modules, that they were study. However, after 4–6 classes we have impression that students preparing for classes only for good results tests work. We have attempted to include in the training all experimental team elements of situational tasks, encouraging students to do specific conclusions. Analysis showed that in the experimental subgroup did the job 76,4 %, and in control – 54,2 % of students. Based on the foregoing, we should note this conclusions: 1) Training of students in the experimental subgroup was higher (2–3) level, in contrast to the control (1–2); 2) the use of 100 % of «input» control justified only in the initial learning stages, when there is an accumulation of basic knowledge of human’s anatomy; 3) Testing method described above has had a positive effect on the students, who was interested in anatomy. It’s showed in the best results performance and survivability of knowledge in experimental subgroups; 4) should be used in teaching anatomy situational way by the statement of the situational tasks, which can be performed just with deep comprehensive knowledge.