The article is dedicated to the issue of the forms of organizing teaching activity in higher
education. Various classifications of university courses and seminars are extensively analyzed, and the
requirements for their effectiveness are formulated. The emphasis is also on non-traditional forms of
learning organization. At the same time, the functions of the forms of organizing the didactic process are
specified, the authors emphasizing the function of ensuring the curricular and procedural continuity of
higher education cycles
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