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This paper is based on the analysis of the wide use of active and interactive teaching methods in Russian higher education practice (580 situations). The contents of various types of problems related to the choice of these methods as well as the differentiation of knowledge and skills, that are not enough for the successful application of each group of methods, are described. The paper represents interpretation of the results obtained in studying of the use of active and interactive methods for solving educational, professionally oriented and communicative developmental tasks by lecturers. The relationship of didactic tools selection and its dependence on specialization of teaching (Humanities and Sciences), scientific pedagogical experience, age and commitment to professional development is revealed

Didactic Tools’ of Selection in the Use of Active and Interactive Training Methods