Department of Education and Science of the Bryansk Region
GBOU SPO "Novozybkovsky Professional Pedagogical College"
COURSE WORK
Formation of communicative competence in primary school
Semenchenko Tatyana Viktorovna
Specialty 050709
Teaching in primary classescourse, 41 groups
Scientific adviser:
Shapovalova Tatyana Aleksandrovna
Novozybkov, 2013
Introduction
Conclusion
Applications
Introduction
The relevance of the work is determined by the fact that modern system school education is focused on a humanistic approach to the child as a developing individual who needs understanding and respect for her interests and rights. The idea of creating optimal conditions for the development of the personality of a primary school student and the formation of his activity are brought to the fore. A junior schoolchild should feel like an active figure, constantly discovering something new and thus joining the culture that has been formed during the historical development of society. Educational work with children is aimed at creating conditions that open up the child’s opportunity for independent action to master the world around him.
As a main condition personal development and raising children, in his works L.S. Vygotsky put forward communication.
For full cognitive and social development, a child needs contacts with peers.
IN scientific literature presents a wide range of areas of research on the problem of interaction and communication of children with each other. One of them is the study of a child’s communication with peers within the framework of the concept of communicative activity developed by M.I. Lisina. According to this concept, in the holistic practice of the child there is a close connection between communication and all other types of activities and with his general life activity. The peculiarity of this approach lies in the emphasis on the substantive qualitative features of children’s communication with peers at different age stages of development. Communication is considered as a complex activity that has its own structural components (needs, motives, goals, tasks, etc.).
communicative competence primary school
The regulatory documents of primary schools indicate that a necessary condition for the formation of a socially active personality is the formation of key competencies of junior schoolchildren.
Based on the ideas of L.S. Vygotsky that the main condition for the development and upbringing of children is communication, in our work we note that the key to successful activities, a resource for the effectiveness and well-being of a child’s future life, is communicative competence. Communicative competence, as one of the most important characteristics of an individual, is manifested in the individual’s ability to communicate verbally and listen.
It is the primary school age that is extremely favorable for mastering communication skills due to special sensitivity to linguistic phenomena, interest in understanding speech experience, and communication. Consequently, the development of a student’s communicative competence is an urgent task in the educational process of primary school. As mandatory skills that ensure an individual’s communication skills, the federal state educational standard sets the task of developing in an elementary school graduate the ability to listen and hear an interlocutor, and justify his position.
Thus, the topic of our course work is relevant today and deserves a lot of attention.
The object of the study is the learning process in primary school in the context of the implementation of a competency-based approach.
The subject of the study is the peculiarities of the formation of communicative competence in primary schoolchildren.
The purpose of the study is to describe the features of the formation and development of communicative competence in children of primary school age.
In accordance with the purpose of the study, the following tasks were identified:
- To reveal, based on an analysis of scientific sources, the current state of the learning process and the features of its organization from the standpoint of a competency-based approach.
- To provide a scientific basis for the concept of “communicative competence”, to determine its main content and structural components,
- Describe individual work experience of primary school teachers in the formation and development of communicative competence.
1. Features of the organization of the learning process from the perspective of a competency-based approach
The materials on the modernization of education proclaim a new approach to the learning process in a modern school - a competency-based approach - as one of the important conceptual provisions for updating the content of education.
The competency-based approach is a set of general principles for determining learning goals, selecting educational content, organizing the educational process and assessing educational results.
The competency-based approach in the learning process can be called an approach that corresponds the following features:
- the meaning of the learning process is to develop in students the ability to independently solve problems in various areas and types of activities based on the use of social experience, an element of which is the students’ own experience;
- the meaning of organizing the learning process is to create conditions for students to develop the experience of independently solving cognitive, communicative, organizational, moral and other problems that make up the content of education;
- assessment of educational results is based on an analysis of the levels of training and education achieved by students at a certain stage of training.
In this regard, the system of teaching methods is changing, or rather, the system of teaching methods is being defined differently. The selection and design of teaching methods is based on the structure of relevant competencies and the functions they perform in education. A comprehensive school is not able to develop a level of student competence sufficient to effectively solve problems in all areas of activity and in all specific situations, especially in a rapidly changing society in which new areas of activity and new situations appear. Therefore, the goal of a modern school is the formation of competencies, which are based on the formation of a certain set of competencies.
All researchers of the problem of organizing a competency-based approach in the learning process especially emphasize that the competency-based approach reflects a type of educational content that is not reduced to a knowledge-oriented component, but presupposes a holistic experience in solving life problems, fulfilling key ones (i.e., relating to many social spheres) functions, social roles, competencies. As B.D. points out. Elkonin, “we abandoned not knowledge as a cultural subject, but a certain form of knowledge (knowledge “just in case,” i.e. information).
Following this, the competency-based approach puts in the first place not the student’s awareness, but the ability to solve problems that arise in the following situations:
- in knowledge and explanation of reality;
- when mastering equipment and technology;
- in relationships between people, in ethical standards, in assessing one’s own actions;
- in practical life when fulfilling the social roles of a citizen, family member, buyer, client, viewer, citizen, voter;
- in legal norms and administrative structures, in consumer and aesthetic assessments;
- when choosing a profession and assessing one’s readiness to study at a vocational educational institution, when it is necessary to navigate the labor market;
if necessary, resolve your own problems: life self-determination, choice of style and lifestyle, ways to resolve conflicts.
Within the competency-based approach, two basic concepts are distinguished: “competence” and “competence”. In psychological and pedagogical theory and practice, there are different approaches to understanding the terms “competence” and “competence”.
The dictionary of interpretation of foreign words reveals the concept of “competent” as having competence - the range of powers of an institution, person or range of affairs, issues subject to someone’s jurisdiction: Competent (French) - competent, competent. competens (lat.) - appropriate, capable. competere - demand, comply, be suitable. competence (English) - ability (competence).
University of Edinburgh professor Dr. John Raven defines competence as the specific ability required to effectively perform a specific action in a specific subject area and includes highly specialized knowledge, specific subject skills, ways of thinking, and an understanding of responsibility for one's actions.
In other studies, along with the concept of “competence,” the concept of “competence” is also used, which also has a variable description in various sources. Some identify it with the concept of “competence”, others identify it as an independent structure.
Authors of the explanatory dictionary, edited by D.N. Ushakov. for the first time they tried to prove the differences between the concepts of competence and competency: “Competence is awareness, authority; competence is a range of issues, phenomena in which a given person has authority, knowledge, experience, range of authority.”
Khutorskoy A.V. distinguishes the “synonymously used” concepts of “competence” and “competence”: competence is a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes and necessary to act qualitatively productively in relation to him. Competence is an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field.
Competence is the possession or possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an already established personality quality (set of qualities) of a student and minimal experience in a given field.
He also identifies educational competence as a separate structure, defining it as a set of interrelated semantic orientations, knowledge, abilities, skills and experience of the student, necessary to carry out personally and socially significant productive activities in relation to objects of reality. He emphasizes that a distinction must be made between mere “competence” and “educational competence.”
Competencies for a student are an image of his future, a guideline for mastery. But during the period of study, he develops certain components of these “adult” competencies, and in order not only to prepare for the future, but also to live in the present, he masters these competencies from an educational point of view. Educational competencies do not apply to all types of activities in which a person, for example, an adult specialist, participates, but only to those that are included in general educational areas and academic subjects. Such competencies reflect the subject-activity component of general education and are designed to ensure the comprehensive achievement of its goals. The following example can be given. A student at school masters the competence of a citizen, but fully uses its components after graduation, therefore, during his studies, this competence appears as an educational one.
The student’s competence presupposes the manifestation of a whole range of personal qualities in relation to the competence. The concept of competence includes not only cognitive and operational-technological components, but also motivational, ethical, social and behavioral ones. That is, competence is always colored by the qualities of a particular student. There can be a whole range of these qualities - from semantic ones and those related to goal setting (why this competence is needed) to reflective-evaluative ones (how successfully this competence is applied in life).
Competence is not limited to knowledge or skills alone. Competence is the scope of the relationship that exists between knowledge and action in practice. Analysis of various lists of competencies shows their creative (creative) orientation. The actual creative competencies include the following: “to be able to benefit from experience”, “to be able to solve problems”, “to reveal the relationship between past and present events”, “to be able to find new solutions”. At the same time, indications of these skills are not yet enough to holistically represent the entire complex of knowledge, skills, methods of activity and experience of the student in relation to his creative competencies.
Competencies perform certain functions, which are identified based on an analysis of their role and place in training:
ü reflect social demand for young citizens prepared to participate in everyday life;
ü to be a condition for the realization of the student’s personal meanings in learning, a means of overcoming his alienation from education;
ü define real objects of the surrounding reality for the targeted integrated application of knowledge, skills and methods of activity;
ü to set the experience of the student’s subject activity, necessary for the formation of his ability and practical preparedness in relation to real objects of reality;
ü be part of the content of various academic subjects and educational areas as meta-subject elements of educational content;
ü combine theoretical knowledge with its practical use to solve specific problems;
ü represent integral characteristics of the quality of student training and serve as a means of organizing complex personally and socially significant educational control.
It is clear that some competencies are more general or relevant than others. The problem of the typology of competencies and their hierarchy arises. In accordance with the division of educational content into general meta-subject (for all subjects), inter-subject (for a cycle of subjects or educational areas) and subject (for each academic subject), three levels are built:
) key competencies - relate to the general (meta-subject) content of education;
) general subject competencies - relate to a certain range of academic subjects and educational areas;
) subject competencies - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.
We focus on the concept of “key competencies”. Key competencies can be called those that, firstly, every member of society should have and which, secondly, could be applied in a wide variety of situations. Core competencies are therefore universal and applicable in different situations. The list of key competencies, which is given below, is based on the main goals of general education, the structural representation of social experience and personal experience, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in modern society. Taking into account these positions, the following groups of key competencies have been identified:
value-semantic competencies. These are competencies associated with the student’s value guidelines, his ability to see and understand the world around him, navigate it, be aware of his role and purpose, be able to choose goals and meaning for his actions and actions, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.
general cultural competencies. Knowledge and experience in the field of national and universal human culture; spiritual and moral foundations of human life and humanity, individual nations; cultural foundations of family, social, community phenomena and traditions; the role of science and religion in human life; competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student’s experience of mastering a picture of the world that expands to a cultural and universal understanding of the world.
educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastery of techniques for educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.
information competencies. Skills in relation to information in academic subjects and educational areas, as well as in the surrounding world. Possession of modern media (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technologies (audio - video recording, e-mail, media, Internet). Search, analysis and selection of necessary information, its transformation, storage and transmission.
social and labor competencies. Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and responsibilities in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations.
Personal self-improvement competencies are aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters ways of acting in his own interests and capabilities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, taking care of one’s own health, sexual literacy, internal ecological culture, ways of safe living.
communication competencies.
To master these competencies in the educational process, the necessary and sufficient number of real communication objects and ways of working with them are fixed for a student at each level of education within each subject studied or educational field.
The list of key competencies is presented in the general view and needs to be detailed, both by age levels of education, and by academic subjects and educational areas. The development of educational standards, programs and textbooks in individual subjects should take into account the complexity of the educational content presented in them from the point of view of contribution to the formation of key competencies. In each educational subject (educational field), it is necessary to determine the necessary and sufficient number of interconnected real objects being studied, the knowledge, abilities, skills and methods of activity that form the content of certain competencies.
Among the key competencies considered, communicative competence is of greatest interest. In our opinion, it is one of the most significant, since communication is a determining factor in the development of the personality of a primary school student and determines his sociocultural life.
2. Communicative competence: essence, content, components
The existence of humanity is unthinkable without communicative activity. Regardless of gender, age, education, social status, territorial and national origin and many other data characterizing a human personality, we constantly request, transmit and store information, i.e. We are actively engaged in communication activities. This is explained by the fact that during communication a person acquires universal human experience, values, knowledge and methods of activity. Thus, a person is formed as a personality and a subject of activity. In this sense, communication becomes the most important factor in personal development.
Any communication is, first of all, communication, those. exchange of information that is significant for the participants in communication.
The very concept of “communication” (from the Latin communication - message, connection, path of communication, and this word, in turn, comes from communico - making common, connecting, communicating) denotes the semantic aspect of social interaction.
French scientist A.N. Perret-Clemont characterizes communication as a general understanding of the connections of individual actions in relation to the collective product and the subsequent implementation of these connections in the structure of a new joint action, ensuring the mediation of subject-object relations due to the emerging subject-subject relations. Communication includes the following stages:
) planning;
) establishing contact;
) information exchange;
) reflection.
Researchers I.N. Gorelov, V.R. Zhitnikov, L.A. Shkatov define communication as an act of communication (or communicative act). According to teachers, communication includes the following components:
) communicants (communicating, usually at least two people);
) an action that implies communication (speaking, gesturing, facial expressions, etc.);
) communication channel (speech, hearing, visual, visual-verbal);
) motives of communicants (goals, intentions, motivations).
Scientists consider communicative acts themselves according to their types and distinguish the following varieties:
) by the form of contact (direct, indirect);
) by type of connection (bidirectional, unidirectional);
) according to the degree of mutual correspondence of communicants (high, satisfactory, insignificant, unsatisfactory, negative);
) by results (from negative to positive).
Researchers M.Ya. Demyanenko, K.A. Lazarenko identifies five main components in speech communication:
) communication situation;
) sender of speech;
) recipient of speech;
) conditions for the occurrence of speech action;
) speech message.
Speech communication includes the sender of speech, the recipient of speech, their speech activity and the message as a product of speech.
The communication channel here corresponds to the conditions for the flow of speech action, the transmitter and receiver correspond to the properties of the speech mechanisms of the communicants. In verbal communication, the communication situation is taken into account.
In the educational process, the situation is set by the teacher. The subject of speech activity is thoughts that are expressed in connection with certain motives within a certain topic. The motivation to speak can be both internal (coming from the needs of the person himself) and external (coming from another person). The situation itself may contain contradictions that will be resolved in the process of communicative interaction. This situation is called problematic. The dynamism of the situation depends on the activity of the communicants, their interest in communication, common interests, their attitude towards each other, towards the situation.
A person’s ability to communicate is generally defined in psychological and pedagogical research as communicativeness.
Communicativeness is the motivation of any student’s action, performing it out of internal motivation, and not external stimulation.
Communicativeness is the connection between communication and all other types of student activities - social, sports, artistic, etc.
Communicativeness is constant novelty and heuristic, when arbitrary memorization and reproduction of what has been memorized are excluded, when not a single phrase should be repeated in the same form even twice.
In order to be communicative, a person must master certain communication skills.
Based on the concept of communication built by G.M. Andreeva, there is a complex of communication skills, the mastery of which contributes to the development and formation of a personality capable of productive communication.
Distinguishes the following types of skills:
) interpersonal communication;
) interpersonal interaction;
) interpersonal perception.
The first type of skills includes the use of verbal and non-verbal means of communication, the transfer of rational and emotional information, etc. The second type of skills is the ability to establish feedback, to interpret meaning in connection with environmental changes. The third type is characterized by the ability to perceive the position of the interlocutor, to hear him, as well as improvisational skill, which includes the ability to preliminary preparation engage in communication and organize it. Possession of these skills in combination ensures communicative communication.
According to E.M. Alifanova, “competence is a set of familiar knowledge, abilities, skills, and competence is the quality of mastery of them, this is the way in which competence is manifested in activity.” Competencies can be key, i.e. supporting sets of knowledge, abilities, skills, qualities. The modern core of key competencies is the personal component.
Communicative competence includes the following structural elements:
· knowledge of ways to interact with others;
· ability and skills to use language tools in oral speech in accordance with the terms of communication;
· practical mastery of dialogic and monologue speech;
· mastering the culture of oral and written speech;
· knowledge of the norms of speech etiquette in situations of educational and everyday communication;
· possession of skills to work in a group, team;
· ability to carry out educational cooperation;
· mastery of various social roles;
· the ability to critically, but not categorically, evaluate the thoughts and actions of other people, etc.
However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities; assumes knowledge of languages, ways of interacting with surrounding and distant events and people; develops skills to work in a group, team, and mastery of various social roles. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.
Thus, possession of the listed skills, the ability to establish contact with other people and maintain it, was defined as communicative competence by a number of researchers - Yu.M. Zhukov, L.A. Petrovsky, P.V. Rastyannikov and others.
A.B. Dobrovich considers communicative competence as a constant readiness for contact. This is explained by scientists from the standpoint of consciousness and thinking. A person thinks and this means that he lives in dialogue mode, while a person is obliged to constantly take into account the changing situation in accordance with his intuitive expectations, as well as with the expectations of his partner.
V.A. Kan-Kalik, N.D. Nikandrov defined communicative competence as an integral part of human existence, which is present in all types of human activity. They emphasize that the problem is that not all people imagine how certain communicative acts can be realized. It follows from this that in order to perform these communicative acts, it is necessary to have certain skills and abilities. Accordingly, in the learning process, the target setting for the formation of an individual’s communicative competence must be determined in advance, and therefore methods and means of formation must be determined.
Modeling helps to most clearly and fully understand the process of developing communicative competence in younger schoolchildren.
The basis for developing a model for the formation of communicative competence of junior schoolchildren is the features of primary general education: content educational order, including the federal state educational standard and the structure of communicative competence.
The model includes the presence of an educational order, a goal and interconnected blocks (see Fig. 1).
The model is represented by four interconnected components (blocks): target, content, organizational, and effective.
Based on the social order and the requirements of the state educational standard, the main tasks of developing communicative competence are:
· formation of a culture of oral and written speech;
· mastering types of speech activity;
· mastery of various social roles;
· developing skills to work in a group (team);
Target block QCGoal: to develop communicative competence in younger schoolchildren. Objectives: developing a culture of oral and written speech, mastering types of speech activity, various social roles, developing skills to work in a group (team)
Organizational block QCTeaching methods: organization and implementation of educational and cognitive activities; stimulation and motivation; control and self-control. Forms of organization of training: frontal, group, individual, collective; Teaching aids: visual, technical; Teaching technologies: group, information, problem-based, communication;
Effective CC blockResult: effective development of communicative competence. Levels (low, medium and high); criteria (emotional responsiveness; possession of specific skills, the ability to resolve conflict situations; development of group work skills; ability to present oneself); indicators Rice. 1. Structural-functional model of the formation of communicative competence of junior schoolchildren
Taking into account the purpose of communicative activity of junior schoolchildren, a content component is determined, which includes:
) emotional (includes emotional responsiveness, empathy, sensitivity to others, the ability to empathize and compassion, attention to the actions of partners);
) cognitive (related to the knowledge of another person, includes the ability to anticipate the behavior of another person, effectively solve various problems that arise between people);
) behavioral (reflects the child’s ability to cooperate, joint activities, initiative, adequacy in communication, organizational skills, etc.).
The next block of communicative competence - organizational - contains: teaching methods, organizational forms, means of forming and developing communicative competence, teaching technologies.
Let's take a closer look at each of them.
Methods that promote the formation of communicative competence can be divided into three groups:
Methods of organizing and implementing educational and cognitive activities;
by source of transmission and perception of educational information;
verbal (story, conversation, lecture, discussions, conferences)
visual (illustrations, demonstrations)
practical (laboratory experiments, exercises)
according to the logic of transmission and perception of educational information;
inductive
deductive
reproductive
according to the degree of independent thinking of students;
problematic
problem-search
heuristic
by the nature of management academic work;
independent work
work under the guidance of a teacher
Methods of stimulation and motivation of educational and cognitive activity;
stimulating interest in learning;
educational games
educational discussions
creating an entertaining situation
creating a situation of success
promoting duty and responsibility;
beliefs
presentation of demands
encouragement and reprimand
Methods of control and self-control in learning;
oral control and self-control;
written control and self-control;
laboratory-practical control and self-control;
Forms of organization of educational and cognitive activities:
frontal (the teacher works with all students at once at the same pace with common tasks);
group (students work in groups created on various basis);
individual (interaction between a teacher and one student);
collective.
Means of formation and development of communicative competence:
technical means;
video materials;
textbooks;
reference books;
popular science literature;
lecture notes;
exercises;
Educational technologies that contribute to the formation and development of communicative competence:
group;
informational;
problematic;
communication
In the effective component, we identified three levels of development of students’ educational and cognitive competence: high, medium and low. The level is the main criterion for assessing the effectiveness of the process of activating the educational and cognitive competence of students in the process of general education training.
Taking into account the direction of the process of activating educational and cognitive competence, we have identified the following criteria for assessing the communicative competence of primary school students:
· Emotional responsiveness, empathy, tolerance.
· Possession of specific skills, behavioral reactions, and the ability to resolve conflict situations.
· Developed skills of working in a group, performing various social roles in a team.
· Ability to introduce yourself.
Thus, after conducting a theoretical analysis of the concepts of communication and communicativeness, we can draw the following conclusions: communicative competence is not only the ability to understand others and generate one’s own statements, but also the possession of complex communication skills and abilities, knowledge of cultural norms and restrictions in communication, knowledge of customs , traditions, etiquette in the field of communication, observance of decency, good manners, orientation in communication means. Communicative competence is a generalizing communicative property of a person, which includes communication abilities, knowledge, skills, sensory and social experience in the field of business communication.
In this regard, the communicative approach requires new methods, forms and means of teaching, and a special organization of educational material in lessons in primary school.
3. From the experience of primary school teachers in the formation and development of communicative competence
Teachers primary classes To involve each student in an active cognitive process, various methods and techniques for developing communicative competence are used.
In the previous paragraphs of our work, we examined the concepts of competence and communication, stages and features of the formation of communicative competence in elementary school. In this paragraph, we will describe the experience of teachers in various schools in various subjects who use in their practice various methods and forms of developing this competence.
Communicative competence does not appear out of nowhere, it is formed. The basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are the experience of folk culture; knowledge of the languages spoken folk culture; experience of interpersonal communication; experience of perceiving art. And these acquisitions are carried out in lessons already in elementary school.
The experience of primary school teacher Inna Mikhailovna Sharkaeva is interesting. In her article “Techniques for developing communicative competence of junior schoolchildren,” she names the main task of the teacher: raising a well-rounded, educated and communicatively competent personality.
Sharkaeva believes that specially organized exercises and situations in literary reading lessons play a special role in the formation of communicative competence, since the best source of replenishing the vocabulary of schoolchildren, undoubtedly, is literature, classic designs, the speech of intelligent people, teachers first of all. It is equally important to cleanse schoolchildren’s speech from profanity, dialectisms, and jargon.
The situations created in literary reading lessons are aimed at ensuring that the child experiences through himself the actions committed by the literary hero, learns to believe, be friends, love, and analyze various life situations. This approach ensures the development of the student’s speech, teaches him to enter into dialogic debates about the reincarnation of literary heroes, and provides an excellent opportunity to develop monologue speech.
To create an emotionally-favorable communicative situation in the lesson, you must use:
gaming techniques, for example, in S. Aksakov’s fairy tale “The Scarlet Flower”, it is possible to carry out literary - educational game"Beauty and the Beast", where children are given the opportunity to show their knowledge of this fairy tale and receive gifts (see Appendix 1);
tasks aimed at developing literary abilities and creative imagination:
". First-person story" (tell on behalf of the youngest daughter about how she felt sorry for her father, and she, not afraid of the monster, went to his palace; narration on behalf of the subject: for example, on behalf of “The Scarlet Flower”);
. “Compliment” (to pay a compliment to a fairy-tale literary character (the youngest daughter of a merchant or a monster - despite his terrible appearance, he turned out to be very noble and generous, thanks to which he was able to break the spell of an evil witch and become a wonderful prince);
. “A fairy tale in a given key” (introduce a new object into the title of a fairy tale, for example “The Scarlet Flower and the Evil Sorcerer” and compose a new fairy tale);
. “Changing the fairy tale ending” (come up with a different ending to the fairy tale or story).
It is important for the teacher to teach the child to correctly express his thoughts, as well as to teach him to respect his friends and be able to listen to them. It is also possible to organize work in pairs and groups (to discuss the actions of the heroes, for example, why the father picked a scarlet flower; why the older daughters did not agree to help their father in trouble, etc.), which helps organize communication, because Each child has the opportunity to talk with an interested interlocutor.
Thus, one of the main conditions for organizing dialogue is the creation of an atmosphere of trust and goodwill, freedom and mutual understanding, co-creation of equals and different. Children's participation in games and exercises ensures the emergence of partnerships between children, and group support creates a feeling of security, and even the most timid and anxious children overcome fear.
As a result, we can conclude: the main forms of educational communication formed during the study of fairy tales, including fairy tales by S.T. Aksakov's "The Scarlet Flower" - monological and dialogic forms.
Semyonova Irina Ivanovna, teacher foreign language, believes that if we want to teach a child to communicate in a foreign language, then we need to organize training so that in its main features it is similar to the communication process. This is communicativeness, which is the main direction of modern teaching of foreign languages. The implementation of this direction allows the formation of communicative competence among elementary school students.
In the history of teaching foreign languages, two main paths have actually been tested:
a) learning language based on rules using abbreviated communication;
b) mastering linguistic phenomena mainly on the basis of communication.
The second way of learning a language (through communication) turned out to be more effective, although such learning also contained many disadvantages. Underestimation of awareness of the mechanisms of language, formulated in the form of rules, reduced the quality of proficiency in foreign language speech and increased the time required to learn a foreign language.
The process of communicative foreign language education (lesson) is built as a model of real communication, but is organized so that the student has the opportunity to learn and develop himself, master a foreign language culture, and not be subject to training.
But since the abilities and capabilities of schoolchildren and learning conditions are different, not everyone manages to achieve advanced communicative competence in all types of speech activity. This is most difficult to achieve in relation to oral speech (listening, speaking) and writing, because the volume of productive vocabulary and the volume of productive speech practice in the existing learning conditions is insufficient. At a minimum, the student must achieve basic communicative competence in speaking, listening, writing and reading, namely:
Speaking: establish and maintain contact in a conversation, report and request information, express your opinion and encourage the interlocutor to respond;
Listening: the ability to understand the literary and colloquial speech of a native speaker, the ability to understand the main content of an audio text in conditions of indirect perception of a message;
Letter: fill out a simple form, write a greeting card to a foreign peer for the holidays;
Thus, the ultimate goal of education - the formation of communicative competence - is dictated by the strategic role of language that it plays in the life of every person and society, being the most important means of communication, education and knowledge of the world around us. The main focus in teaching students is no longer just a sum of knowledge, but the possession of this knowledge in life situations, which meets the needs of a modern person.
Alena Klimentyevna Drozdova, in her work on developing communicative competence in music lessons among junior schoolchildren, set two tasks for herself:
Improving speech development in children through the use of music therapy and art therapy methods;
The use of modern pedagogical technologies (personally-oriented, gaming, ICT, health-saving), contributing to the formation and development of communicative competence.
To solve the first problem, in her lessons she uses various components of music therapy, such as: vocal exercises, games, singing and breathing exercises according to A. Strelnikova’s system, tongue twisters, musical and motor exercises. For example, when getting acquainted with musical and noise sounds, I conduct games in lessons such as: “Funny song”, “What is making noise, who is sounding?”, “Making noise, singing, playing”. In these games, she uses cards depicting various objects that can make any sounds. Schoolchildren name the item or object depicted on the card and voice it in their own voice, while determining what sound it sounds, musical or noise. When the objects are identified, players with cards in their hands can sing a funny song in accordance with one or another image in a “chain” (see Appendix 2).
To develop singing breathing, necessary when performing songs, she uses breathing exercises by A. Strelnikova in her lessons: “Palms”, “Epaulettes”, “Pump” (see Appendix 2). They are perceived in the lesson as a game and contribute to the rapid release of muscle and psychological stress in children, and most importantly, they strengthen the vocal cords, normalize the breathing process, which, of course, has a positive effect on the quality of song performance and the formation of the correct singing position.
To develop the articulatory apparatus in children, she uses various exercises in her lessons, for example:
Description of the exercise. You need to pronounce all these vowel sounds as if you are in a forest at night or an enchanted place and hear them there. It is very important to do everything emotionally.
Exercise "Angry Cat"
Description of the exercise. Use facial expressions and gestures to show the behavior of an “evil” cat, voicing its behavior with appropriate sounds. Each sound must be pronounced at least 4 times. It is good to combine sounds with finger movements. You can clench and unclench your fingers to imitate “cat’s claws.”
Tongue twisters play a huge role in the speech development of younger schoolchildren. Pronouncing these funny, humorous sentences develops not only a sense of humor, but also articulation. She works with tongue twisters in the following way. At first she pronounces the text slowly herself. Then, he breaks it into several parts (for learning) and pronounces it with groups of schoolchildren (in rows). Then pronounce it with the whole class, gradually accelerating the tempo using a hand gesture (see Appendix 2).
Dance and movement therapy plays a major role in the process of developing communication skills. It develops a sense of rhythm, coordination, creativity, imagination, and promotes unity among students within the class. Drozdova A.K. In her practice, she uses in music lessons the performance of songs with movements in the nature of music, conducts short musical physical education minutes in lessons, and together with her students comes up with small musical-rhythmic numbers for songs with bright, figurative content.
Galiakbirova Rezeda Rafikovna offers a variety of forms and methods for creating conditions in the formation of communicative competence in primary school students.
.Using physical exercises in lessons. Elements of health-saving technologies, which are aimed at strengthening the health of students and helping children remain active and cheerful throughout the lesson, can also contribute to the development of children’s speech. For example, a set of physical exercises recommended by SAN-PiN, if carried out, be sure to pronounce the text corresponding to them (see Appendix 3).
2.Work in groups and mini-groups. When working in groups and mini-groups, class students are divided into groups while completing assignments on understanding the world, literature, self-knowledge, and labor training. All students take turns becoming the “speaker” of the group. The results of each group's work are shown on the board. Children learn:
· defend your opinion
· introduce group work,
·discuss
· listen carefully to each other
· ability to ask questions
· listen to the other.
3.Gaming technologies. Gaming technologies make it possible to activate children, maintain their interest, and develop their speech. For example, playing with a ball very well develops children’s attention and speed of mental reaction. It allows you not only to enliven the class during the lesson, but also to consolidate the acquired knowledge. When studying the topic “Determining the gender of an adjective” in grade 3, the teacher throws the ball to students in random order, while naming the noun (singular or plural), the child must throw the ball back, naming the formed adjective, determining the number and gender ( if possible). This game allows you to work on the formation of communicative competence, developing students' speech, replenishing their vocabulary, forcing them to treat each other correctly and attentively.
4.Application of elements of level differentiation technology
The use of elements of V. Firsov’s level differentiation technology in literature lessons allows us to create comfortable conditions for children with different levels abilities. So, for example, in a speech development lesson on the topic “Creating verbal portrait"The whole class is divided into 3 groups, differentiated by the levels of children's abilities: "Excursionists" (children receiving the easiest task of a visually descriptive nature), "Art critics" (children receiving a task of an average level of complexity with elements of analysis of works of art), "Masters words" (children with an advanced creative task).
.Usage elements of personality-oriented developmental training. In the lessons of Russian literacy and literature, self-knowledge, the use of role-playing reading, dramatization of works, role-playing dialogues, solving problem situations, role-playing these situations is of great interest. Students come up with continuation of the dialogues. So, for example, when studying the topic of self-knowledge in grade 3, “Culture of Communication,” students solved the situation in which the hero finds himself and compiled a memo of the rules of communication.
6.Project activities. Starting from grade 1, many students study under the guidance of a teacher project activities. The varied topics of the projects help expand students' horizons and develop oral and written speech. Students speak at school conferences presenting a defense of their work.
.Using proverbs and sayings in lessons
.Creative approach to teaching (see Appendix 3).
Thus, summarizing the experience of primary school teachers, we see a desire to introduce techniques and methods for developing communicative competence into the educational process of a modern school, since the formed communicative competence guarantees an increase in high-quality academic performance, increasing the strength of knowledge, and increasing the overall effectiveness of the educational process.
Conclusion
Competence and literacy in communication today are one of the factors of success in any area of life. The lack of basic communication skills leads to many conflicts not only in the family, but also in the team during joint activities. To be successful, you need to be more communicatively active, socially competent, more adapted to social reality, able to effectively interact and manage communication processes.
In everyday life, students spend most of their time in small groups: at school, at home, with family, with friends. The problem of communication, the ability to carry out joint activities, make independent and joint decisions, and compromise arises, that is, joint activities occupy a significant part of the life of primary schoolchildren. In today's world, the most important skill is the ability to communicate. Negotiating, building relationships with partners, mastering socially accepted norms of behavior, understanding others, being tolerant of another point of view - this is what younger schoolchildren need to be taught to develop communicative competence.
In our work, an attempt was made to determine the peculiarities of the formation of communicative competence in primary schoolchildren. Analyzing the works of researchers of this problem, such as Khutorskoy A.V.,Zhidkova N.I., Fedoseeva P.N., in our work we describe the features of organizing the learning process from the perspective of a competency-based approach. Noting that communicative competence presupposes the formation of a holistic experience in solving life problems, the performance of key functions and social roles.
Revealing the essence of the competence-based approach, we highlight two basic concepts: competence and competency. In characterizing these concepts, we adhere to the idea of A.V. Khutorskoy, who distinguishes between “synonymously used” concepts. Competence is an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field. Competence is the student’s possession of the appropriate competence, including his personal attitude towards it and the subject of activity.
In our work, we focus on the concept of “key competencies”: value-semantic, general cultural, educational and cognitive, information, social and labor competencies, personal self-improvement competencies, communicative competencies. Among the listed competencies, communicative competence is of greatest interest. It is one of the most significant, since communication is a determining factor in the development of the personality of younger schoolchildren and determines their sociocultural life.
Studying the psychological, pedagogical and methodological literature on the problem of developing communicative competence in primary schoolchildren, we give the concept of “communication”, stages, components. In our work, we define a person’s ability to communicate by the concept of communicativeness; We describe the essence of the concept of “communicative competence”, reveal its components and structure, which includes knowledge of ways to interact with others, the ability and skills to use language means in oral speech, practical mastery of dialogic and monologue speech, mastery of the culture of oral and written speech, mastery of norms speech etiquette in situations of educational and everyday communication, possession of skills to work in a group and team, the ability to carry out educational cooperation, the ability to critically, but not categorically evaluate the thoughts and actions of other people, etc. Also in our work we propose the development of a structural-functional model of the formation communicative competence, which is represented by four interconnected components (blocks): target, content, organizational and effective blocks.
Summarizing the experience of individual primary school teachers, it should be noted that in the formation of communicative competence it is necessary to organize training so that in its main features it is similar to the communication process. This requires thinking through specially organized exercises, situations in lessons, various methods and techniques of work, which can contribute to the effectiveness of the educational process in primary school.
Thus, we are once again convinced of the relevance of the topic of our course work. The main goal, in our opinion, has been achieved: the features of the formation and development of communicative competence in children of primary school age have been identified.
Our research does not pretend to be a complete and comprehensive consideration of such a complex and multifaceted problem. Outside the scope of this work there are some insufficiently studied areas that can be explored in the future.
List of used literature
1. Akishina T.E. Grammar of feelings: A guide to the development of Russian speech. M.: Education, 2010.
Alifanova E.M. Formation of communicative competence of children of preschool and primary school age through theatrical games: Dis. Ph.D. ped. Sci. Volgograd, 2001.
Andreeva G.M. Social Psychology. Sociology in Russia / edited by V.A. Yadova. M.: 1996.
Belkin A.S. Competence. Professionalism. Mastery. Chelyabinsk: Yuzh. - Ural. book publishing house, 2004.
Vokhmina L.L., Osipova I.A. Russian class: textbook. M.: Education, 2008.
Vygotsky L.S. Collection op. In 6 volumes. T.1,2,3. M.: Education, 1982.
Galiakbirova R.R. Formation of communicative competence of junior schoolchildren. URL: #"justify">. Dragunova G.V. Teenager. M.: Knowledge, 1976.
Drozdova A.K. Formation of communicative competencies in music lessons in primary school. URL: #"justify">. Zhidkova N.I. Development of professional competence of a teacher on the basis of mastering innovative components of the activity of designing the educational process // Methodist. 2003. No. 5. P.18 - 20.
Diagnostics and development of competence in communication / author. - comp.: Yu.M. Zhukov, L.A. Petrovskaya, P.V. Rastyannikov. M.: Moscow State University Publishing House, 1991.
Kan-Kalik V.A., Nikandrov N.D. To the teacher about pedagogical communication URL: #"justify">. Lebedev O.E. Competency-based approach in education // School technology. 2004. No. 5. P.3 - 12.
Lisina M.I. Communication of children with adults and peers: general and different. Research on problems of developmental and educational psychology. M., 1980. URL: #"justify">. Novotvortseva N.V. Children's speech development. M.: Prosveshcheni
Raven J. Pedagogical testing: problems, misconceptions, prospects. M.: Education, 1999.131 p.
Semenova I.I. Formation of students' communicative competence in foreign language lessons. URL: #"justify">. Ushakov D.N. Explanatory dictionary of the Russian language // State. foreign publishing house and national words 1935-1940. URL: #"justify">. Modern dictionary of foreign words. Interpretation, usage, word formation, etymology / edited by P.N. Fedoseeva. M.: Phoenix, 2009.960 p.
Khutorskoy A.V. Key competencies as a component of a student-centered education paradigm. M.: Academy, 2002.157 p.
. Khutorskoy A.V.Technology of designing key and subject competencies // Eidos. 2005. URL: #"justify">. Sharkaeva I.M. Techniques for developing communicative competence of junior schoolchildren URL: #"center"> Applications
Annex 1
Let's give an example of a literary and educational game based on S. Aksakov's fairy tale "The Scarlet Flower" for students in grades 1-4.
"The beauty and the Beast"
Design: a playing field divided into three sectors, in the center of which there is a scarlet flower, attributes: a mirror, a crown, a ring.
The history of the fairy tale. Aksakov Sergei Timofeevich (1791 - 1859) remained in the history of literature both as a writer and as a public figure. He is also known for his friendship with N.V. Gogol, his patronage.
Aksakov developed the genre of autobiographical stories about childhood, which has become traditional in Russian prose. In 1858, his book “The Childhood Years of Bagrov - Grandson” appeared. This story about the formation of a child's soul is his second work from an extensive plan dedicated to the history of a noble family. The idea was embodied in a trilogy, which also included “Family Chronicle” and “Memoirs”. And this great work arose as a result of communication with Gogol. Aksakov told him a lot about his family, about his childhood on the family estate, about relatives and acquaintances. And under the influence of Gogol, who urged him to write down these “memories of a former life,” he began to write the trilogy.
The topic of developing a child’s character has always worried Aksakov. In his papers there is a note to an unknown addressee: “I have a cherished thought that has been occupying me day and night for a long time. I want to write a book for children, the likes of which have not happened in literature for a long time.”
The work he took on turned out to be truly difficult: the 50s and 60s of the 19th century were a period of special attention to pedagogical problems. It was difficult to avoid a moralizing tone in this atmosphere, but Aksakov completely succeeded.
The main character of the trilogy, Seryozha Bagrov, is a receptive, sensitive boy, capable of strong feelings and deep experiences. He thinks a lot about the behavior of others and his own attitude towards them, but most of all he is occupied with nature.
Aksakov’s childhood memories also include the tale he heard from the housekeeper Pelageya about the scarlet flower. The time when he worked on “The Scarlet Flower” was a period of general fascination with folklore in literature. Aksakov’s words that he is “restoring” Pelageya’s fairy tale from the wreckage testify not only to his careful attitude to folklore material, but also to the creative contribution of the writer himself. "The Scarlet Flower" has all the hallmarks of a folk fairy tale. The miracles performed in it are beyond the power of an ordinary person. The “rich merchant, eminent man” cannot get out of the magical forest on his own - he is rescued by an invisible “monster”.
In this fairy tale, like in any other, there is a victory of good over evil. The beautiful language of the tale made it a masterpiece and determined its place in the classics of children's literature.
Host: Dear guys! Today we will plunge into the wonderful, Magic world fairy tales. We find ourselves in this world when we open a book with fairy tales. The good thing about a fairy tale is that good and justice always win in it. That’s why I always want to return to the fairy tale again and again.
One of these unforgettable fairy tales is “The Scarlet Flower”. This is a pure, beautiful, kind fairy tale with a happy ending. It was written by the wonderful Russian writer Sergei Aksakov back in the century before last, but to this day it is very popular among children and even adults. Let's walk through the pages of this fairy tale, imagine ourselves as its heroes (both positive and negative) and find out who will be lucky enough to pick the treasured scarlet flower that brings happiness.
We need three players to play. We will make the selection as follows: cards are distributed to everyone present; those who receive cards with the image of a scarlet flower become our players.
Conditions of the game: each participant must answer 12 questions or tasks; whoever comes to the end first receives a scarlet flower as a reward.
So, in a certain kingdom, in a certain state, there lived a merchant, an eminent man.
He had a lot of all kinds of wealth, expensive overseas goods, pearls, precious stones, gold and silver treasury; and he had three daughters, all three beautiful, and he loved his daughters more than all his wealth. One day he is going on his trade affairs overseas, to distant lands, to the distant kingdom, to the thirtieth state, and he says to his dear daughters: “My dear daughters, my pretty daughters, I am going on my merchant business, and little I don’t know how much time I’ve been traveling, and I order you to live without me honestly and peacefully, and if you live honestly and peacefully, then I will bring you such gifts as you yourself want, and I give you three days to think, and then you will tell me what kind of gifts you want."
block of questions
) What did the eldest daughter order for her father as a gift? (Crown)
) What did the middle daughter wish to receive as a gift? (Mirror)
) What gift did the youngest, most beloved daughter dream of? (The Scarlet Flower)
block of questions
) What was special about the crown that the father brought to his eldest daughter?
(This golden crown is made of semi-precious stones, from which there is light, like from a full month and like from a red sun, and light from it on a dark night, as in broad daylight).
) What property did the mirror that the father of the middle daughter brought have? (This mirror, made of oriental crystal, had such a property that all the beauty of heaven was visible in it, and looking into it, the girl only adds to her beauty)
) What was special about the flower that the father of his youngest daughter got? (The scarlet flower was such that there was no more beautiful flower in the world)
block of questions
) How did the youngest daughter find out about the existence of the scarlet flower? (She saw him in a dream and was amazed by his beauty)
) Who was the father of the three sisters from the fairy tale “The Scarlet Flower” by occupation? (Merchant, trading person)
) What did your father usually use to buy gifts and goods? (With money, which opens all doors)
block of questions
) What type of transport did the merchant father use for his trading business? (Merchant ships, because he traded with countries that could only be reached by water)
) What purely Russian goods did he trade? (Siberian furs, Ural gems and stones, pearls and much more)
) To which countries did the merchant father sail for trade? (To distant overseas countries)
block of questions
) What was your name eldest daughter merchant? (Praskoveya)
) What was the name of the middle daughter? (Martha)
) What was the name of the father from the fairy tale “The Scarlet Flower”? (Stepan)
) What was the name of the merchant's youngest daughter? (Nastenka)
block of questions
) Give the full name of the owner of the scarlet flower. (Beast of the forest, miracle of the sea)
) Describe the appearance of the monster that the merchant met, then
and his daughter. (The forest beast was terrible, a miracle of the sea: crooked arms, animal claws on the hands, horse legs, great camel humps in front and behind, all shaggy from top to bottom, boar tusks protruded from the mouth, a hooked nose like a golden eagle, and the eyes were owl ).
) What positive qualities did the monster have that could attract people to it? ( Kind heart, hospitality, affectionate and intelligent speech)
block of questions
) Which of the merchant's daughters voluntarily agreed to go to the monster? (Youngest daughter Nastenka)
) How did the merchant anger the monster when he was visiting him? (He arbitrarily picked the owner’s favorite flower)
) Where did the scarlet flower grow? (In the garden, on a green hill)
block of questions
) Which outfit did Nastenka choose from those that the miracle beast offered her? (Your own sundress)
) What animals and birds met Nastenka in the garden of the forest monster? (Deer, baby goat, peacocks, birds of paradise)
) What birds brought Nastenka to the palace to the monster? (Snow-white swans)
block of questions
) What was Nastenka doing in the palace of the forest miracle, the sea beast?
(I embroidered, walked in the garden, rode a boat on the pond, sang songs)
) What magical device showed Nastenka the wonders of the earth and the depths of the sea? (A saucer with a liquid apple rolling on it)
) What surprised Nastenka in the sea kingdom she saw? (Sea Horses)
block of questions
) When did the forest miracle tell Nastenka to return to his palace?
(In the evening dawn)
) What kind of meanness did the sisters commit against Nastenka so that she could not return to the palace on time? (They set all the clocks in the house back one hour, and closed the shutters so that no one would notice)
) What did Nastenka bring as a gift to her sisters when she came to visit her parents’ house? (Chests with rich outfits)
block of questions
) What happened in the monster’s palace when Nastenka did not return by the appointed time? (Everything died there, froze, became silent, the heavenly light went out)
) Where did Nastenka find her dear friend, her beloved mister? (On a hillock, in a garden hugging a scarlet flower)
) Why do you think the forest beast, the miracle of the sea, died? (Out of longing, out of love for Nastenka, because I thought that she would never return)
block of questions
) What was the secret of the miracle of the forest, the beast of the sea? (He was bewitched by an evil sorceress until his girlfriend fell in love with him)
) What kind of girl was Nastenka who ended up in this magical palace? (The twelfth, and the previous ones could not appreciate his positive qualities and left the palace)
) Tell me who the forest beast, the miracle of the sea, really was. (Korolevich)
So we have come to the final destination of our journey, and now we will see who has progressed and how far towards the treasured scarlet flower.
(summarizing, voicing results)
And the last test that our winner will have to pass in order to take the coveted flower is to answer two questions.
Questions for the winner:
) What can you use to get into the magic palace? (Magic ring)
) Show me how to use this ring?
So we have completed our journey, and as they say in the fairy tale: “This is the end of the fairy tale, and whoever listened, well done.”
Winner's reward ceremony.
Appendix 2
Breathing exercises by A. Strelnikova
Examples of questions and answers: A bell is ringing, a bee is buzzing, a wave is making noise, a pipe is playing. Examples of cards:
A similar game “Make noise, sing, play” can be performed in various variations. In small groups, taking turns, with the whole class, with a teacher or child driver. In the game "What's the noise, who's making the noise?" I use a children's ball. Children stand in a circle, facing each other. In the center is the driver with the ball in his hands. He throws a ball to each player and names any object. The player catches the ball and names the sounds inherent in this object.
For example: a hammer - knocks, glass - rings, the sea - makes noise, a violin - sounds, thunder - rattles, etc.
The teacher or one of the students acts as the facilitator. This game has one more option. First, the driver names the action of the sounding object, and the player must name the object itself. For example: a mouse rustles, a door creaks, a piano sounds, etc.
Breathing exercises A. Strelnikova. Basic Rules.
· Just think about breathing in through your nose. This means that you only need to train inhalation. It should be noisy, sharp and short (reminiscent of clapping your hands).
· Exhalation should occur after each inhalation independently and preferably through the mouth. Remember - there should be no noisy exhalation! Inhale extremely actively and only through the nose, exit passively - through the mouth.
· Inhale simultaneously with the movements. There is no inhalation without movement, and no movement without inhalation.
· All inhalations and exhalations must be done in the rhythm of the marching step.
· Counting in “Strelnikov gymnastics” is done only by “8”. Count “to yourself” mentally, not out loud.
· The exercises can be performed sitting, standing and even lying down.
Basic exercises.
Exercise 1. "Palms"
Stand straight, bend your elbows (elbows down) and show your palms to the viewer (psychic pose). We begin to take noisy breaths through our noses, and at the same time clench our palms into fists. Take 4 rhythmic, noisy breaths in a row with movements. Then lower your hands and take a break for 3-4 seconds (pause). Take 4 noisy breaths again and pause again.
Exercise 2. "Epaulettes"
Stand straight, clench your hands into fists and press them to your stomach at waist level. At the moment of inhalation, sharply push your fists down towards the floor, as if doing a push-up from it (while your shoulders should be tense, your arms should be straight, reaching towards the floor). After this, the hands return to the i. n. at waist level. Shoulders relaxed - exhale.
Exercise 3. "Pump"
Stand straight, legs slightly narrower than shoulder width, arms along your body. Make a slight bow, i.e. stretch your hands to the floor without touching it, and at the same time take a short, noisy breath through your nose - in the second half with a bow. Next, rise slightly (without straightening up) and bow again and take a noisy, short breath from the floor." After this, you need to imagine that you are starting to inflate a bicycle tire with a pump, that is, make such movements rhythmically, without straining or bending too much. Your back should be not straight, but rounded, head down .
Examples of tongue twisters:
Prokhor and Pakhom were riding on horseback.
Skinny cheeks on a skinny pike.
Friendship is friendship - service is service.
Fedot, but not the same one.
Grandfather Yevsey grazes geese.
The diver was carrying water from the water supply.
Scales on a pike, bristles on a pig.
The courier overtakes the courier into the quarry.
Appendix 3
Fizminutka:
Animal exercise.
Once - squat,
Two - jump.
This is a rabbit exercise.
How can the little foxes wake up?
(Rub your eyes with your fists)
They like to stretch for a long time
(stretch)
Be sure to yawn
(yawn, covering your mouth with your palm)
Well, wag your tail
(movement of hips to the sides)
And the wolf cubs arch their backs
(bend your back forward)
And jump lightly
(light jump up)
Well, the bear is clubfooted
(arms bent at the elbows, palms connected below the waist)
Paws spread wide
(feet shoulder width apart)
Either one or both together
(stepping one foot on the other)
Marks time for a long time
(swinging the body to the sides)
And for whom charging is not enough -
Starts all over again!
(spread your arms to the sides at waist level, palms up)
Creative approach to teaching:
In 1st grade, acquaintance with a new geometric figure took place first in the lesson according to the plan:
.Problem situation - figure riddle
2.Comparison appearance figures with its name.
.Comparison of the figure with previously studied ones
.Finding objects in the surrounding world that are similar or contain a given figure
.Drawing of a figure (in the air, in a notebook)
Then I began to notice the children trying to come up with rhyming lines for the shapes. So why not use children's creativity to reinforce the material? Moreover, the process of inventing riddles and poems first requires great observation, imagination, analytical work, knowledge of the properties of a figure, differences from others, and connection with environmental objects.
Here are just some examples of children's creativity:
Straight, but not a road.
There are ends. but not scissors. (Line segment)
Has a beginning, but not a fairy tale.
Straight, but not a ruler.
Infinite, like space. (Ray)
Looks like a beak, but not a bird.
Looks like a roof, but not a house.
Two rays emerged from the point,
Formed (angle).
In a notebook in a box
The path runs like a ribbon.
But he does not run smoothly, jumping.
This is a (broken) line.
What kind of lines are these?
There are straight lines and there are curves.
But there is one that is broken.
Called (broken line)
IN TO
Kokpekty district
S. Shariptogay
Formation of communicative competence
students
Shariptogai Osh
Russian language teacher and
literature
Iskakova Zh.T.
year 2014
Topic: Formation of communicative competence students in Russian language and literature lessons.
One of the key competencies is communicative competence, which ensures successful socialization, adaptation and self-realization in modern conditions life. Communicative competence means the readiness to set and achieve the goals of oral and written communication: to obtain the necessary information, to present and defend one’s point of view in a civilized manner in dialogue and in public speaking based on recognition of the diversity of positions and respect for values (religious, ethnic, professional, personal, etc.) .p.) other people.
GOAL: formation and development of students’ communicative competence.
Students’ mastery of general educational skills and abilities, methods of cognitive activity that ensure successful learning of any subject.
Fostering an emotional and valuable attitude towards language, awakening interest in words, the desire to learn to speak and write correctly in their native language.
Formation of skills to work in collaboration, skills to work in a group, mastery of various social roles in a team, the ability to use different ways of interacting with surrounding people and events, and obtain the necessary information.
Development of communicative competence of students in class and extracurricular activities.
“Tell me and I will forget. Teach me and I will remember. Involve me and I will learn."
Benjamin Franklin
The problem of the formation and development of communicative competence is especially relevant in primary school, since it meets age-related developmental goals in adolescence and youth and is a condition for the successful personal development of schoolchildren.
Communicative competence includes knowledge of the necessary languages, ways of interacting with surrounding people and events, skills of working in a group, and mastery of various social roles in a team.
The peculiarity of “human” communication is when information is not only transmitted, but also “formed, clarified, developed.” We are talking about the interaction of two individuals, each of whom is an active subject. Schematically, communication can be depicted as an intersubjective process (S–S), or a “subject-subject relationship.” The transmission of any information is possible only through signs, or rather, sign systems.
Effective communication is characterized by:
1) Achieving mutual understanding between partners;
2) Better Understanding situation and subject of communication.
The process of achieving greater certainty in understanding the situation, facilitating problem resolution, ensuring the achievement of goals with optimal use of resources is usually called communicative competence.
Communicative competence is equal to communicative ability + communicative knowledge + communicative skill, adequate to communicative tasks and sufficient to solve them.
Most detailed description communicative competence belongs to L. Bachman. It uses the term "communicative language skills" and includes the following key competencies:
Linguistic/linguistic/ (utterances in a native/foreign language are possible only on the basis of acquired knowledge, understanding of language as a system);
discursive (connectedness, logic, organization);
pragmatic (the ability to convey communicative content in accordance with the social context);
Conversational (based on linguistic and pragmatic competencies, be able to speak coherently, without tension, at a natural pace, without long pauses to search for linguistic forms);
Socio-linguistic (ability to choose language forms, “know when to speak, when not to, with whom; when, where and in what manner”)
Strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);
Speech-thinking (readiness to create communicative content as a result of speech-thinking activity: interaction of the problem, knowledge and research).
So, the successful application of a competency-based approach to teaching means that students know the language, demonstrate communication skills and are able to successfully act outside of school, i.e. in the real world.
Since the components of any competence are: possession of knowledge, the content of competence, the manifestation of competence in various situations, attitude towards the content of competence and the object of its application, communicative competence can be considered from the perspective of three components: subject-informational, activity-communicative, personal-oriented, where all components make up an integral system of students’ personal properties. Therefore, communicative competence should be considered as the student’s readiness to independently solve problems based on knowledge, skills, and personality traits.
The current state of teaching the Russian language and literature shows that the skills and abilities of oral and written speech are not sufficiently developed at school. Theoretical information about the Russian language and literature is not fully used for the formation of practical speech activity. This means that the problem of the relationship between knowledge of the language and practical language proficiency has not yet been resolved.
The formation of communicative competence in the process of teaching the Russian language and literature is one of the ways to solve this problem.
The formation of communicative competence is based on an activity-based approach, since it ensures the independent creative activity of each student. The approach is based on the position of P. Ya. Galperin that in the independent creative activity of each student it is necessary to move from external practical material actions to internal, theoretical, ideal actions. That is, learning involves at the first stage joint educational and cognitive activities under the guidance of a teacher, and then independent ones. We are talking about the “zone of proximal development,” which must be taken into account when developing communicative competence.
This approach is not opposed to the traditional one, but is not identical to it, since it fixes and establishes the subordination of knowledge and skills, placing emphasis on the practical side of the issue, expanding the content with personal components.
In order for the formation of communicative competence to be effective and more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the educational capabilities of students of a given age.
When determining the educational capabilities of students, two parameters are taken into account: learning ability and educational performance. One of the criteria for determining the level of training is grades in magazines. The level of development of intellectual skills is determined in the process of cognitive activity through observation. After determining the levels of formation of these qualities, the general level of learning ability of each student is established. The level of educational performance is determined by monitoring the physical performance of students and the formation of a positive attitude towards learning. After determining the levels of formation of these qualities, the educational capabilities of each person are established.
The main principle of the formation of communicative competence is the personal targeting of education. Therefore, the topic “Speech Development” is implemented primarily in the ability to introduce students to the content of this topic in various ways, depending on the personal, psychological and physiological characteristics of the students.
The ways to realize the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem. A research approach to the themes of literary works helps to consider the life of a literary hero as an educational study. And a discussion based on the results of essays provides an opportunity to express your point of view, listen to others, and argue.
Scientists They believe that at 10–11 years of age, a child’s interest in the world around him peaks. And if the child’s interest is not satisfied, it will fade away.
Formation of communicative competence is a long and quite complex process. The main role is given to Russian language lessons. A particular difficulty in teaching the Russian language is the correlation of the subject course and the student’s real speech experience, the process of acquiring knowledge about the language and the process of mastering the language.
What is the role of the subject “Russian language” in school? What can a teacher of Russian language and literature do to ensure the communicative competence of students? First of all, create optimal conditions for the advancement of each student in the educational space. For this, it is necessary to know the educational capabilities of schoolchildren of each age .
Thus, having taken students in the 5th grade, subject teachers, together with the school administration, conduct a diagnosis of the students’ educational activities, which takes into account academic performance and the level of development of intellectual skills. Having determined the educational performance of everyone, the directions of work with the class are determined in a certain sequence: drawing up algorithms, a system of exercises that develop speech mechanisms, etc.
In speech development lessons, special attention is paid to communicative competencies based on working with text.
It is impossible to work on “speech development in general”; it is important in each class to focus on what children should know and be able to do in certain types of oral and written speech. So, in the 5th grade: this is the text, the topic of the text, the idea.
In grade 6: styles, types of style and features, features of direct and indirect speech, etc.
However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities.
The ways to realize the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem.
In this regard, the use of innovative pedagogical technologies plays a big role. Research method, brainstorming discussions, “critical thinking” technology, interactive, group forms and methods, collective way of teaching. These technologies develop creative activity, form mental activity, teach students to defend their point of view, and help achieve a deep understanding of the material.
Working in pairs and in rotating groups allows you to solve educational problems: the desire and ability to cooperate in groups with classmates. The main thing in the work is that schoolchildren speak freely, argue, defend their point of view, look for ways to solve problems, and do not wait for ready-made answers.
Methods for developing communicative competence
The effectiveness of developing communicative competence in the learning process largely depends on correctly selected teaching methods, i.e. on the way the teacher influences the student to achieve the set learning goals.
Teaching methods that are advisable to use for the development of communicative competence in the educational process include traditional methods, active learning methods, trainings, and distance learning methods.
Traditional teaching methods are useful in conveying information about the psychology of people, the methods and techniques used in communication.
Traditional methods include lectures, seminars, watching educational films, independent work with educational texts, and written assignments. These methods make it possible to reduce training costs, make it possible to demonstrate a sample of monologue and dialogic speech, and allow the development of oral and written speech and the linguistic culture of listeners . However, for the development of communicative competencies, traditional methods are the least effective.
Great opportunities for developing communicative competence lie in active learning methods. These methods include seminars, discussions, disputes, round tables, business and role-playing games. These methods make it possible to simulate real communicative situations, find a solution to a specific communicative problem and feel the consequences of the decisions made. Active learning methods are very effective because they allow students to practice interpersonal communication skills in typical situations, receive feedback, adjust their behavior and find alternative ways to solve communication problems.
The universally implemented distance learning or, as it is often called, e-learning is different high degree structure of the material being studied and step-by-step assessment of its assimilation. Distance learning is especially important for students with disabilities homeschooled.
Depending on the means of transmitting information during distance learning, we can distinguish:
Training via the Internet (web courses) in asynchronous mode without the direct participation of the teacher;
Training through a virtual classroom via the Internet (web conferencing), when the teacher and students are simultaneously on the same site on the Internet (synchronous mode).
Each of the considered teaching methods has its own characteristics that must be taken into account when applying them. For the development of students' communicative competence, the most acceptable and rational is an integrated approach. It is a combination of teaching methods.
Each method has its own scope and limitations. If you wisely select and combine teaching methods, you can develop communication skills more effectively. Traditional methods and distance learning will help students acquire the necessary knowledge and skills in the field of communication.
Active methods and trainings will allow you to master situational communication skills and work on personal qualities related to communicative competence.
Methods for developing communicative competence (using the example of a Russian language lesson)
The level of communicative culture of schoolchildren is increased by the use of such lesson organization methods as:
Solving communicative and situational problems that make it possible to bring learning closer to the natural conditions of communication and increase the level of culture of verbal communication, make it possible to comply with the norms of the Russian literary language, ethical norms and rules of speech behavior;
Participation in dialogue, discussions, disputes, performances as a speaker, opponent, speaking when discussing a question, asking a question or answering it;
Carrying out creative work based on personal, reading, life, fantasy and musical impressions;
Using a variety of exercises to interpret and create texts (drawing letters, announcements, posters, editing text, various types of restructuring texts, creating texts based on key words);
Creation of linguistic newspapers, projects and multimedia presentations.
I widely use active forms of learning to develop an individual’s communicative competence:
Group work, work in pairs;
Seminars;
Role-playing and business games (“Proofreader”, “Point of View”, “Spinner”, “Compact Survey”);
Language games (“Shifters”, “Burim”).
Varieties of reflection that help students speak out have become established in pedagogical practice:
“Sayings are a mirror of mood”,
"Telegram",
"Let's joke around"
"Point of view",
"Unfinished Proposal"
Test technologies of R. Amthauer and L. Michelson.
Methods focused on oral communication
All types of retelling
All forms of educational dialogue
Reports and messages
Role-playing and business games
Instructional research and teaching projects requiring surveys
Discussion, discussion, debate
Acting as presenters at events
Methods focused on written communication
Essays and presentations
Preparation of notes and articles in the media
Telecommunication texts, messages
Participation in essay competitions
Criteria for assessing expected results
Results. 2-3 stage
Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to substantiate judgments in detail, give definitions, and provide evidence (including by contradiction). Explanation of the studied provisions using independently selected specific examples.
Adequate perception of oral speech and the ability to convey the content of a listened text in a compressed or expanded form in accordance with the purpose of the educational task.
Selecting the type of reading in accordance with the intended purpose (introductory, viewing, searching, etc.). Fluent work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills and creating your own text.
Conscious fluent reading of texts of various styles and genres, conducting information and semantic analysis of the text;
Mastery of monologue and dialogic speech;
Mastery of the main types of public speaking (statement, monologue, discussion, polemic), adherence to ethical standards and rules of dialogue (dispute).
The ability to engage in verbal communication, participate in dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion);
creating written statements that adequately convey listened and read information with a given degree of condensation (briefly, selectively, completely);
drawing up a plan, theses, notes;
giving examples, selecting arguments, formulating conclusions;
reflection in oral or written form of the results of their activities.
The ability to paraphrase a thought (explain in “other words”);
selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, sphere and situation of communication
Using various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.
Diagnostic tools
methods: sociological and pedagogical measurements (observation, conversations, questionnaires, interviews, testing, studying the results of students’ activities and documentation); modeling of communicative situations; statistical processing methods and pedagogical interpretation of research results.
List of used literature
1. Bodalev A.A. Personality and communication. - M., 1995.
2. Bodaleva A.A. Psychological communication. - M.: Institute of Practical Psychology; Voronezh: Modek, 1996. - 256 p.
3. Russian Sociological Encyclopedia / Ed. G.V. Osipova. - M., 1998.
4. Zotova I.N. Communicative competence as an aspect of socialization of a student’s personality in the conditions of informatization of society // Current social and psychological problems of personality development in the educational space of the 21st century.” - Kislovodsk, 2006.
5. Reid M. How to develop successful communication skills. Practical guide. - M.: Eksmo, 2003. - 352 p.
6. Emelyanov Yu. N. Active social and psychological training. - L.: Ed. Leningrad State University, 1985. - 166 p.
7. Ezova S.A. Communicative competence // Scientific and technical libraries. 2008. No. 4
8. Rudensky E.V. Social psychology: Course of lectures. - M.: INFA-M; Novosibirsk: IGAEiU, 1997. - 224 p.
9. Zhukov Yu.M. Communication training. - M., Gardariki, 2004.
10. Ivanov D.A., Ivanova L.F., Zagvozdkin V.K., Kasprzhak A.G. and others. Competence-based approach as a new quality of education. - M., 2001.
11. Davydov V.V. On the prospects of activity theory. // Bulletin of Moscow State University. 1993. No. 2.
12. Davydov V.V. Developmental learning theory. - M., 1994.
13. Shatova E.G. Russian language lesson in a modern school. - M., 2007
Internet resources
http ://www. ostriv. in. ua/index. php? option= com_ menufolder& Itemid=201& ft=0
http ://www. gramma. ru
http://lik-bez. com/board
http ://nsportal. ru/ shkola/ russkii- yazyk- i- literatura
INTRODUCTION
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF FORMATION OF COMMUNICATIVE COMPETENCE IN ADOLESCENTS
1 Basic approaches to defining the concept of “communicative competence”
2 Educational dialogue as a means of developing the communicative competence of adolescents
CHAPTER 2. FORMATION OF COMMUNICATIVE COMPETENCE IN ADOLESCENTS USING LEARNING DIALOGUE IN THE PROCESS OF TEACHING BIOLOGY
1 Analysis of the practice of developing communicative competence of adolescents in the system of primary vocational education
2 Educational dialogue as a way of developing the communicative competence of adolescents in the process of teaching biology
CONCLUSION
LIST OF REFERENCES USED
APPLICATIONS
INTRODUCTION
In the modern educational space, socio-psychological problems concerning the communication process, especially its communicative side, are of particular importance (B.G. Ananyev, A.A. Bodalev, I.A. Zimnyaya, A.B. Mudrik, V.N. Myasishchev). The most important qualitative characteristic that allows a developing personality to realize their needs for social acceptance, recognition, respect and determines the success of the socialization process is communicative competence. A feature of communicative competence is its ability to form successful individual activities in the changing conditions of the social environment. Therefore, its study is one of the main directions in modern education, since society requires a high level of communicative culture in humans.
At the stage of basic general education, the importance of developing an individual’s communicative competence is also determined by the transition of students to a new age period - adolescence, in which complex processes of development of self-awareness and the formation of a value system are carried out, defining a new type of relationship with society. However, a number of psychological and pedagogical studies note the fact that in the educational process of a basic secondary school there is no system of methods and forms of work that would ensure that students achieve communicative competence (D.I. Arkharova, N.Sh. Gallyamova, T.A. Dolinina, T. A. Ladyzhenskaya, A. Yu. Maslova, O. S. Salamatova).
To achieve the goals of developing communicative competence in adolescents, educational dialogue becomes an indispensable resource, understood both as a way of working on the content of a lesson and as a form of organizing learning (M.V. Clarin, V.N. Kurbanov, L.B. Tumanova). The formation of communicative competence is carried out within the framework of dialogue between the teacher and students. Organizing dialogue in the educational process, in particular in history lessons, is a very urgent task for modern schools, since new technologies and approaches focus teachers and students on the ability to conduct dialogue, develop verbal communication, and communicate. All of the above indicates the relevance of the topic for this work, “Dialogue as a way to develop students’ communicative competence.”
The purpose of the study is to theoretically analyze and experimentally explore the methodology of using dialogue as a way of developing students’ communicative competence.
Research objectives:
Describe the concept of “communicative competence”;
analyze educational dialogue as a means of developing the communicative competence of adolescents;
To study the formation of communicative competence of adolescents using educational dialogue in the process of teaching biology.
Object of study: development of students' communicative competence.
Subject of research: educational dialogue as a means of developing the communicative competence of adolescents.
Research methods: theoretical level: analysis, synthesis, deduction, induction, comparison, systematization, generalization; empirical level: observation, analysis of performance results, survey.
As a hypothesis, it has been suggested that the formation of students’ communicative culture proceeds effectively when using educational dialogue in the classroom.
Experimental base of the study: 40 students of grades 7-A and 7-B, age 12-13 years.
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF FORMATION OF COMMUNICATIVE COMPETENCIES IN ADOLESCENTS
1.1 Basic approaches to defining the concept of “communicative competence”
The concept of modernization of the education system defines new social requirements for the formation of personal life attitudes. There is a reorientation of the assessment of educational results to the concepts of “competence” and “competence” of students. The concept of “competence” is considered as an independently realized ability based on the student’s acquired knowledge, his intellectual and life experience, values and inclinations, which he developed as a result of cognitive activity and educational practice. Competence presupposes a whole range of personal qualities of a person, including not only cognitive and operational-technological components, but also motivational, ethical, social, and behavioral. Competence is a set of knowledge, skills, and abilities formed in the process of learning or other cognitive activity.
The concept of “communicative competence” was first used by A.A. Bodalev and was interpreted as the ability to establish and maintain effective contacts with other people in the presence of internal resources (knowledge and skills). V.N. Kunitsina defines communicative competence as “the success of communication.” According to the definition of V.I. Zhukov communicative competence is psychological characteristics a person as a personality, which manifests itself in his communication with people or the ability to establish and maintain the necessary contacts with people. The composition of communicative competence so understood includes a set of knowledge, abilities and skills that ensure the successful course of communicative processes in a person.
So, communicative competence is an integral personal quality, providing situational adaptability and freedom of use of verbal and non-verbal means of communication, the ability to adequately reflect the mental states and personal makeup of another person, correctly assess his actions, and predict on their basis the characteristics of the behavior of the perceived person. A person’s communicative competence is predominantly formed on the basis of the experience of communication between people and is formed directly in the conditions of interaction. The development of communicative competence in ontogenesis occurs as the nature and direction of mental and general activity develops. The nature of an individual’s communicative activity depends on his communicative competence, the communicative values he recognizes, and the specifics of his motivation and communication needs.
A comprehensive study of communicative competence is found in the works of A.I. Petrushin. In his opinion, communicative competence is a complex education consisting of three components: emotional-motivational, cognitive and behavioral components. The emotional and motivational component is formed by the need for positive contacts, motives for developing competence, semantic attitudes of “being a successful” partner of interaction, as well as communication values and goals. The cognitive component includes knowledge from the field of relationships between people and special psychological knowledge acquired in the learning process, as well as meanings, the image of the other as an interaction partner, social-perceptual abilities, personal characteristics that form the communicative potential of the individual. At the behavioral level it is individual system optimal models of interpersonal interaction, as well as subjective control of communicative behavior.
As a result of analyzing the works of various authors studying communicative competence, A.I. Petrushin concludes that the structure includes quite diverse elements. However, among this diversity the following components clearly stand out:
communication knowledge;
communication skills;
communication skills.
Communicative knowledge is knowledge about what communication is, what its types, phases, patterns of development are. This is knowledge about what communication methods and techniques exist, what effect they have, what their capabilities and limitations are. It is also knowledge of what methods are effective for different people and different situations. This area also includes knowledge about the degree of development of certain communication skills and which methods are effective in one’s own execution and which are not effective.
Communication skills: the ability to organize the text of a message in an adequate form, speech skills, the ability to harmonize external and internal manifestations, the ability to receive feedback, the ability to overcome communication barriers, etc. A group of interactive skills is distinguished: the ability to build communication on a humane, democratic basis, to initiate a favorable emotional -psychological atmosphere, the ability of self-control and self-regulation, the ability to organize cooperation, the ability to be guided by the principles and rules of professional ethics and etiquette, the ability to actively listen, - and a group of social-perceptual skills: the ability to adequately perceive and evaluate a partner’s behavior in communication, recognize him by non-verbal signals states, desires and motives of behavior, to create an adequate image of another as a person, the ability to make a favorable impression. Communication abilities as individual psychological properties of a person that meet the requirements of communicative activity and ensure its rapid and successful implementation.
Exploring the concept of communicative competence, G.M. Andreeva identifies three components in it:
Accuracy (correctness) of perception of other people;
Development of non-verbal means of communication;
Proficiency in oral and written communication.
V.N. Korchagin characterizes the qualitative originality of the concept of communicative competence; he believes that communicative competence is a combination of the following qualities:
a person’s ability to take on and perform various social roles;
ability to adapt in social groups and situations,
ability to be fluent in verbal and non-verbal means of communication;
the ability to organize and manage “interpersonal space” in the process of proactive and active communication with people;
awareness of one’s value orientations and needs;
techniques for working with people;
perceptual capabilities.
According to L.S. Razina, communicative competence consists of the following abilities:
Give a socio-psychological forecast of the communicative situation in which you will communicate.
Socially and psychologically program the communication process, based on the uniqueness of the communicative situation.
Carry out socio-psychological management of communication processes in a communicative situation.
The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes, by which the author understands a unique program of individual behavior in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes towards various events, attitude towards the form of communication, inclusion of partners in the system of communicative interaction.
V.V. Gorshkova understands communicative competence as the totality of a person’s communicative abilities, which are manifested in his communication with people and allow him to achieve his goals:
The ability to accurately perceive a communication situation and assess the likelihood of achieving goals in it.
The ability to correctly understand and evaluate people.
The ability to choose means and techniques of communication in such a way that they correspond to the situation, partners and assigned tasks.
Ability to adapt to individual characteristics partners, choosing adequate means of communication with them at both verbal and non-verbal levels.
The ability to influence the mental state of people.
The ability to change people's communicative behavior.
Ability to maintain and maintain good relationships with people.
The ability to leave people with a favorable impression of yourself.
According to O.V. Kryuchkova, highly developed communicative competence can only be discussed if a person has these abilities and demonstrates them in communicating with people.
E.E. Sysoeva considers the concept of communicative competence from the point of view of professional formation. She characterizes the communicative competence of a specialist as a certain level of development of personal and professional experience of interaction with others, which is required by an individual in order to function successfully in a professional environment and society within the framework of his abilities and social status.
According to L.V. Konovalov, communicative competence in the educational process has a certain impact on the holistic development of the individual. Therefore, we can highlight the following tasks that it performs during various educational situations. Communicative competence: has a direct impact on the child’s educational success; forms the basis for successful vocational training in higher education institutions; helps the child adapt to school, thereby ensuring emotional well-being in the educational community.
Thus, communicative competence is an integral, relatively stable, holistic psychological formation, manifested in individual psychological, personal characteristics in the behavior and communication of a particular individual. Despite the differences in understanding the components of communicative competence, all authors agree that essentially communicative competence is the ability to establish and maintain the necessary contacts with other people. One of the means of developing communicative competence is educational dialogue.
1.2 Educational dialogue as a means of developing the communicative competence of adolescents
The sensitive period for the formation of communicative competence, according to most researchers (B.G. Ananyev, L.S. Vygotsky, K.M. Gurevich, G.S. Nikiforov, E.F. Rybalko), is adolescence, when communication between adolescents turns into special kind activities that ensure the assimilation of life goals and values, moral ideals, norms and forms of behavior, increases their level of communicative competence. The development of communicative competence of adolescents in the educational process occurs through educational dialogue. Dialogue (from Greek conversation, conversation) is a form of speech consisting of a regular exchange of utterances, replicas, the linguistic composition of which is mutually influenced by the direct perception of the speech activity of the speakers. Educational dialogue arose in the 4th century BC. V classical Greece and implies a special form of personally oriented development of linguistic reality, specially organized educational and cognitive activity in which knowledge is acquired, skills and abilities are formed, and a communicative culture develops. Its main purpose in teaching and upbringing is to stimulate cognitive interest, involve the class in active discussion of controversial issues, form moral choices and the ability to evaluate others. The educational dialogue is characterized by the following features:
the presence of a single problem of interest to all participants in the dialogue;
possibility of free presentation of material;
availability of feedback;
the presence of dialogue relationships between teacher and class, teacher and student, student and student.
IN schooling Different types of educational dialogue are possible: teacher-class, student-class, student-student, teacher-student. The structure of the educational dialogue teacher-class can be: message of the topic; setting a learning task; joint search for a solution to a learning problem; listening to different points of view of interlocutors; adjustment; obtaining a joint final decision; generalization. Student-class (interstructural dialogue) - one student and a class are faced with a problem, a unified solution to which takes into account the opinions of their like-minded people. The purpose of such a dialogue is to find a compromise and determine the possibilities for agreement between the parties. For this type of dialogue, it is especially important to be able to understand your opponent, understand his interests, and see the problem through his eyes. This type of dialogue is implemented in such forms as discussion and group dialogue. Student-student (intrastructural dialogue) is a form of interpersonal communication that allows, through mutual efforts, to find solutions that satisfy both parties, uniting participants for further joint activities. Characteristic features of such a dialogue: the presence of ideas among the participants, the completeness of the information used, its reliability, clear reasoning of judgments. Used in the following forms of dialogue: work in pairs, group and collective dialogues, discussion.
There are several ways to organize educational dialogue: conversation, argument, dispute, discussion, but they are not equivalent. Most often, conversations are used in lessons when the topic develops in a linear direction from the known to the new. Conversation can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating, summing up the lesson, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, i.e. students have information and knowledge about the material being studied. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers.
Educational discussion, among other methods, is gradually becoming part of school practice. The point of this method is to exchange views on a specific issue. Through discussion, students acquire new knowledge, strengthen their own opinions, and learn to defend them. The main function of educational discussion is to stimulate cognitive interest; auxiliary functions are teaching, development, education and control and correction.
Frontal (class-wide) discussion, according to M.B. Uspensky, looks like this: 1) Students put forward versions; 2) Fixing these versions on the board. 3) Discussion of the put forward and recorded versions (the highest point in the development of the dialogue situation); 4) reaching a climax in the discussion, allowing one to arrive at the correct answer; 5) summing up. A frontal discussion may be preceded by the formulation and discussion of hypotheses in groups. Children unite in groups (preferably small: 4-5 people), listen to each other, argue, come to some unanimous opinion. Then each group expresses its own opinion or joins the opinions of others. Subsequently, the teacher organizes a discussion of the versions put forward by the groups.
Another way to increase teenagers' involvement in joint activities is to organize a written discussion. For example, after the teacher asks an open-ended question, each child writes their own version. Then they listen to those who wish to do so. After each remark, the teacher connects those children who think differently or formulated the same thought differently. During the oral discussion, each child has the right to make additions, clarifications, and amendments to the wording of his version. At the end of the discussion, time is given for each child to write down their final version. In one way or another, discussion is included in the educational process, it allows the teacher to develop such communicative and speech skills of adolescents as listening, providing feedback, and changing their communicative behavior.
The teacher must take care of developing students’ ability to clearly and accurately express their thoughts, clearly and unambiguously formulate their questions, and provide specific evidence. In this case, the educational discussion takes on the character of a cognitive (scientific) dispute, which always causes increased interest in the problem and a desire to understand it more deeply. With their help, it is not only easy to diagnose character traits, temperament, memory, and thinking, but also corrects shortcomings in the behavior and communication of schoolchildren (hot temper, lack of restraint, disrespect for the interlocutor). It is also necessary to teach children to communicate without being afraid to express their opinions.
There are a number of conditions without which dialogue cannot be effective.
compliance with the rules of dialogue by all its participants;
giving everyone the opportunity to speak out;
pedagogical dialogue requires an interested attitude towards all students, a respectful attitude towards the child’s “I”;
In order for the educational dialogue to take place, it is necessary to first prepare its participants. Firstly, emotional and psychological adjustment is required. Secondly, it is necessary to discuss organizational issues (the rules of the dialogic lesson, the time and order of speeches). Thirdly, it is important to conduct subject (content) training so that students have academic knowledge and have material for discussion;
constructive dialogue is based on compliance with a number of psychological principles.
Educational dialogue always arises on the basis of an educational speech situation; it solves certain educational problems. During educational dialogue, information is always exchanged and interpersonal relationships are regulated. The educational dialogue should always be based on the subject of discussion, which can be considered from different points of view. Educational dialogue is a complex whole, a dialogical unity, the continuum of which is realized in a logical sequence of interdependence of all parts of the lesson, starting with comprehension of the topic of dialogue proposed by the teacher. This comprehension has its own stages: explication (identification) of the narrow and broad content of the topic, highlighting the aspect of discussion of the subject in the dialogue; the subject of discussion in the dialogue is closely related to its composition, which depends on the type of focus of the dialogue. In addition, the organization of educational dialogue involves setting the solution to certain goals and objectives, which in turn determine the specifics of the dialogue.
In order for an educational task set by a teacher to result in an educational dialogue, it must act as his point of view, a mature personal position that stimulates children to be creative. To ensure understanding of the material being presented, the teacher must reveal not only the meaning of an element of educational content, but also its meaning in context with other elements of social experience. Teaching, therefore, is a type of communication; the teacher and student act as communicants in the dialogical relationship “teacher - student.” The professional task of the teacher is to help the child see in the general problem that unique twist that comes into contact with the student’s personal problems and thoughts. It should not interfere with the redefinition process educational problems, should not prevent students from posing new problems in the lesson.
Thus, educational dialogue is understood not only as a special form of learning, in which educational tasks are posed in the form of unsolved problems, but also as a form of learning and a type of relationship in the process of joint cognitive activity. Correct organization of educational dialogue by a teacher will allow teenagers to increase their cognitive interest, involve the class in an active discussion of controversial issues, form responsible moral choices and teach them to evaluate and respect others, i.e. improves the communicative competence of students.
CHAPTER 2. FORMATION OF COMMUNICATIVE COMPETENCE IN ADOLESCENTS WITH THE HELP OF EDUCATIONAL DIALOGUE IN THE PROCESS OF TEACHING THE SUBJECT
2.1 Analysis of the practice of developing communicative competence of adolescents in the system of primary vocational education
communicative competence dialogue teenager
Theoretical analysis of the problem of developing adolescents' communicative competence confirmed the need to conduct an experimental study of the effectiveness of its development using educational dialogue.
The experimental base of the study was 40 students of grades 7-A and 7-B, aged 12-13 years. Grade 7 was chosen as a control class, and Grade 7-B as an experimental class. In each class, 20 students took part in the experiment.
The purpose of the experimental study is to develop and implement in the teaching process a methodology for using dialogue as a form of communication and obtaining new knowledge.
Research objectives:
development of adolescents’ individual needs for communicative activities;
development of positive interaction in communicative activities;
active position in educational dialogue.
The experimental research program consisted of three stages: ascertaining, formative and control. At the ascertaining stage, preparatory work was carried out: selection of theoretical and methodological material, familiarization of teachers with the objectives and materials of the experiment, selection of criteria, indicators and levels of research criteria, determination of the state of development of adolescents’ communicative competence.
The criterion chosen for the study was communicative competence, the indicators of which are: cognitive component (includes mastery of communication norms, the ability to anticipate the behavior of another person and adequately assess the communication situation, effectively solve various communication tasks); emotional (includes emotional responsiveness, attention to the actions of partners); behavioral (reflects the teenager’s ability to cooperate, work together, initiative, organizational skills, etc., characterized by developed communication skills).
When monitoring the effectiveness of developing adolescents’ communicative competence, we identified the following levels of development of communicative competence: high, medium and low.
High-level indicators are: the formation of stable motives for communication with teachers and peers, attention to the actions of partners, frequency of contacts, initiative, activity and purposefulness of interaction, expressed in the forms of emotional-personal, situational-business and extra-situational communication, diversity and consistency of speech construction in dialogue and monologue, mastery of communication norms, creative approach.
Average level indicators: situational manifestations of personal, business and cognitive motives of communication, mastery of certain communication norms, situational attention to the actions of partners, instability of the incentive for personal initiative when entering into speech interaction, uniformity of constructions and forms of speech utterances, lack of formation of elements of a creative approach.
Low-level indicators include: unformed motives for communicating with adults and peers, lack of communication standards, lack of attention to the actions of partners, difficulties in making contact, communicative speech actions without analyzing the communication situation, low speech characteristics, uniformity in the construction of phrases, lack of a creative approach.
To determine the level of communicative competence, we used the observation method, as well as an analysis of the construction of adolescents’ communication when working in pairs in the situations we developed.
Read the text, retell it to another student and ask questions.
Read each text independently and ask each other questions about it.
Now imagine that I am a famous biologist, ask me questions that interest you.
Now I will tell you the name of the story. You must take turns, one after another, to continue it.
There are a lot of mysteries and secrets in the world. Now I will name a problem that still causes controversy among scientists. What do you think about it, give your reasons to each other, argue them.
Also, to analyze the existing methodology for developing students’ communicative competence, teachers were asked the following questions:
Do you set the goal of developing the communicative competence of students in the classroom?
What methods and forms of work do you use to develop communicative competence? How often? Do you think they are effective?
At the ascertaining stage of the study, we determined the level of communicative competence of schoolchildren, which is reflected in Table. 2.1.
Table 2.1.
Analysis of the development of communicative competence of junior schoolchildren at the ascertaining stage of the study
LevelsControl groupExperimental groupNumber of children%Number of children%Low525420Medium10501155High525525
According to table. 2.1., 25% of children from the control group are characterized by a high level of communicative competence, 50% - an average level, 25% - a low level. 20% of children from the experimental group have a high level of communicative competence, 55% have an average level, and 25% have a low level. The data obtained indicate that the communication skills of adolescents are insufficiently developed. Children have not sufficiently developed the ability to analyze the content of a work, monologue and dialogue, highlight its characteristics, describe them and differentiate them from each other. Students do not feel satisfied with the emotional experience of speech; they often cannot express their thoughts. Most children are characterized by disturbances in various components of communicative development, in particular, the following shortcomings have been identified: numerous repetitions, return to what was said previously; stereotypedness, that is, the use of memorized formulations; a significant number of unreasonable pauses in speech; the only cases of active verbal communication; the use of demonstrative and “forceful” actions; inability to evaluate the statements of other children; replacing contact with others with repeated repetition of an “addressless” message; difficulties in using non-verbal means of communication.
The insufficient level of development of communicative competence of adolescents is a consequence of the lack of attention on the part of teachers to this problem. As evidenced by the teachers' responses, they consider the communicative development of students to be an urgent problem, but work in the classroom is aimed only at assimilation and reproduction of educational material. To develop communication skills, they sometimes use the conversation method. That is, little attention is paid to both the communicative development of schoolchildren and the use of educational dialogue as a means of developing communicative competence.
At the formative stage of the study, we developed and carried out a methodology for developing the communicative competence of adolescents. In the experimental class, lessons were conducted based on educational dialogue to develop interpersonal interaction among younger schoolchildren. In the control class, lessons were carried out without us making any changes.
At the control stage, we again determined the levels of students’ communicative competence using previously developed tasks and drew conclusions about the effectiveness of the proposed methodology.
2.2 Educational dialogue as a way to develop the communicative competence of adolescents in the process of teaching biology
To develop interpersonal interaction among adolescents through educational dialogue, pedagogical conditions for organizing educational dialogue in biology lessons were identified and developed:
Creating a psychologically favorable climate in the classroom during the educational process;
Consistent and systematic use of dialogic methods in the classroom
To implement the first condition, methods and techniques of constructive communication were selected, which were offered to the teacher of the experimental class as materials developed by us (memos, assignments, recommendations, knowledge box). The “I Statement” memo shows options for expressing feelings about the same event. An "I" statement includes a description of the speaker's feelings, an indication of the specific behavior that caused those feelings, and information about what the speaker believes can be done in this situation. The “Active Listening Techniques” handout introduces methods of active listening using paraphrasing and summarizing techniques. This includes constant clarification of the information that the interlocutor wants to convey by asking clarifying questions. The handout “Coping with Communication Barriers” provides tips on how to deal with communication barriers and rules for effective communication.
In order to develop external dialogue among students in biology lessons, we used a form of work such as horizontal work in pairs with elements of student-student dialogue. The teacher introduced the students to the rules of working in pairs and gave them a task in pairs when checking their homework. Here is an example of a lesson fragment. "Guys, you were asked homework, make up questions for your comrades on the topic covered. Who compiled it? Now you will work in pairs, asking each question in turn. One student asks a question, the other answers, then you change and so on until you run out of questions, then you give each other grades.” During the lessons, work in groups was also used and a type of dialogue was introduced, such as student-class. At the beginning of the lesson, the teacher and students discussed the rules for working in groups. After that, dividing into 6 groups of 4 people, the students interacted in frontal and written discussions, in group dialogue. “Now you will divide into groups of 4 people as you sit. Assignment: each group has leaves on their tables with the names of types of ecosystems, each of you offers your own version of why this type is important for nature and humans. Someone alone writes down everyone’s thoughts and reads them out at the end of time.” Or another example: “Open your textbook. Look at the drawing “Clams” and describe it. Listen to messages from comrades from each group about their characteristics. You and I will not only listen carefully, but also ask questions, like journalists, regarding this speech, turning to what is being reported. Children confer in pairs and express their opinions.”
IN pedagogical experiment We conducted algebra lessons and discussions, during which the teacher created a problem situation to solve a problem. Students from the entire class took part in the discussion. The student, who doubted the original definition, entered into a discussion with the teacher and students; all participants in the discussion had different opinions. Students gave arguments to prove their point of view. Using a drawing, the teacher and the class conducted an experiment to resolve the issue.
Thus, in the experimental class, at various stages of the lesson, the pedagogical conditions we defined for organizing educational dialogue for the development of interpersonal interaction of younger schoolchildren were implemented, namely: types of dialogue Student-Student, Student-Collective, Teacher-class, Student-Teacher; methods of working in pairs, conversation, argument, group dialogue, discussion, self-understanding in communication, involving the class in active discussion.
At the control stage of the study, after conducting the lessons we developed, we again determined the level of communicative competence of adolescents (Table 2.2.).
Table 2.2.
Analysis of the development of communicative competence of junior schoolchildren at the control stage of the study
LevelsControl groupExperimental groupNumber of children%Number of children%Low630210Medium10501050High420840
As follows from Table 2.2., after classes in the experimental group, the communicative competence of children increased. If in the control group 30% have a low level of communicative competence, 50% - an average and 20% - a low level, then in the experimental group communicative competence was formed at a low level in 10% of children, in 50% - at an average level, in 40% - at a high level. Children began to express emotions, speak with intonation, conduct dialogue, and express thoughts correctly. Students provided a broader assessment of the works, showed an emotional response in monologue and dialogue, and provided an expanded verbal description. They described, aware of their feelings and experiences from what they perceived, and tried to express their thoughts and experiences. Communicative activities help make the class an interactive group, where students feel confident in expressing their views and thoughts, and also encourage their comrades to cooperate, learn to make evaluative judgments about the work done, the results of their work. Thus, the use of our proposed methodology for using educational dialogue allows us to effectively influence the formation of communicative competence of adolescents. The implementation of the methodology we developed made it possible to identify the following conditions for the successful influence of educational dialogue on the formation of students’ communicative culture: social and pedagogical; organizational and activity; personal and communicative.
The social and pedagogical conditions for the successful use of educational dialogues include: compliance with laws, principles and rules of dialogue; the relationship in the dialogue of educational and cognitive activities for the assimilation of subject knowledge and communicative activities; the teacher’s ability to demonstrate examples in mastering communicative culture.
We have established the following as organizational and activity conditions for the successful influence of educational dialogue on the formation of students’ communicative culture: determining the content and goals of each specific educational dialogue; establishing subject-subject relationships in educational dialogue; inclusion of students in various types of educational dialogues; systematic exercises in communication techniques, in conducting dialogues in diverse and increasingly complex situations; constant monitoring of the progress of the formation of a communicative culture of students and making changes to this process in order to optimize it.
Among the personal and communicative conditions for the successful influence of educational dialogues on the formation of students’ communicative culture, as a result of the experimental work, the following stood out: the formation of students’ need to master a communicative culture; formation of a personal concept of communicative activity and communicative orientation as a personal characteristic; setting students for creative self-realization in educational dialogue.
The analysis of the role and significance of the conditions we have identified that influence the development of students’ communicative culture in educational dialogue has shown the importance of each of them.
CONCLUSION
Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction. In the structure of communicative competence, two interrelated components can be distinguished: social - perceptual, reflecting the internal side of psychological communication and the corresponding components of communication; communicative, which manifests itself in the external side of psychological communication and corresponds to the communication-address component, which combines all the features of the external behavior of the subjects and objects of communication.
3. As a result of the ascertaining experiment, the state of the communicative competence of adolescents was analyzed, and the need for its further formation was noted. Our research gives grounds to assert that the use of the proposed methodology for using various types of educational dialogue helps to increase the level of communicative competence of adolescents and influences the improvement of the learning process.
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APPLICATIONS
Appendix A
Summary of biology lesson “5 Animals Type Ciliates”
Lesson objectives:
Didactic goal: to create conditions for students to understand and comprehend a block of new educational information on the topic “Diversity of protozoa. Type of ciliates”, mastering the methods of obtaining and processing it.
Educational:
introduce students to the characteristic features and representatives of different classes and genera of the Ciliate Type at a basic level in accordance with the educational standard; familiarize with the structural features and vital functions of unicellular organisms, or protozoa, as integral single-celled organisms leading an independent lifestyle; expand your understanding of the diversity of unicellular organisms, become familiar with the main types (sarcoflagellates, sporozoans, ciliates); have an idea of the habitat, the features of adaptability of the main representatives of each type to life in it; reveal the role of single-celled organisms in natural communities and human life.
Developmental: continue to develop the skills to conduct observations, work with a microscope, compare single-celled organisms with each other, justify belonging to a particular type or class; continue to develop information competence in students - the ability to find information in different sources and present it in different ways; create conditions for the development of the intellectual (memory and thinking) and emotional spheres of students.
Educational: to promote in schoolchildren a positive attitude towards wildlife and a desire to protect it: to continue to develop interest in the subject, to carry out aesthetic and environmental education of students while familiarizing them with the variety of forms of ciliates and their colors.
Lesson type: combined.
Type of lesson: lesson of mutual learning with elements of research.
Forms of organization of educational and cognitive activities: individual, pair, frontal, group.
Methods used in the lesson: partly - search, reproductive.
Equipment: microscopes, microslides, slides, pipettes.
During the classes.
Teacher's opening speech.
Hello guys! Today we have a slightly unusual lesson. Do you like excursions? Today we will visit a research institute where they study protozoa (protozoa in Latin). Remember what the science that studies protozoa is called? That's right, protozoology. You will independently study the type of Subkingdom unicellular. Imagine that you are a protozoologist. The laboratories are equipped with a microscope. I hope you know the safety precautions for working in a laboratory? For those who don't remember, the poster is hanging on the wall. Before you start working as research institute employees. Need to check what you know about protozoa?
New terms.
Lesson motivation. First task. Guess a riddle! Riddles about protozoa. Well done! Task No. 2. Give a classification of protozoa.
What type have we not studied?
Think about the title of the lesson topic. Write down the topic of the lesson in your notebooks. Create your own lesson goal. Thank you! See what you have to learn. Write down the terms in your notebooks.
Survey “Teacher - student”.
Formation of new concepts:
The life of protozoa is often hidden from our eyes. And there is still a lot of unknown and unknown in it. Let's study an interesting and more organized type of ciliates. I, as a senior researcher at the laboratory, will introduce you to the work plan. There are instructions on the slide in front of you, read them and start working.
Laboratory work. (Pair work). Slide number 5. Preparation of work in notebooks. Evaluate the work.
Are you convinced that the world of protozoa is interesting?
Break at the research institute. Physical education minute We are tired, get up, do an exercise for the eyes.
The next task is difficult and responsible. Group work. For work we use a textbook, an anthology on zoology, do not forget to look at the Red Book of the Republic of Tatarstan. Determine in the group who will perform
Independent work of students in a group with didactic material “Behind the Pages of the Textbook.” We make a plan for the outline. Making notes. Brief student reports. When performing, they use the “Type of Ciliates” diagram.
Group No. 1. Ciliates - slipper
Group No. 2. Trumpeter ciliate.
Group No. 3. Stilonychia.
Group No. 4. Didinium is a predator.
Group No. 5. Ciliates are a sucker.
Determine in the group who will speak. Well done, you completed the task. Let's check how the mutual training went. One student makes a diagram on a given topic on the board. The rest are in the notebook.
Well done! We complete the plan and receive rewards in the form of grades.
The teacher summarizes the students' performances.
Consolidation. Name the organelles of the ciliate slipper.
Draw a conclusion about the role of 5 representatives of the Ciliate Type in nature (biocenosis).
Assessment of student knowledge
Reflection. Your attitude towards the lesson. We show emoticons. Did you enjoy working at the research institute?
Homework. Do you think they assign homework at the research institute?
We write down the task.
Draw up food chains including ciliates (individual work).
Those who wish to prepare a report on sucking ciliates.
The task is to draw a protozoan cell. (Applies only to those who have mastered the technique of drawing in the Paint program on a computer). Thank you for the lesson!
Formation of communicative competence
One of the key competencies is communicative competence, which ensures successful socialization, adaptation and self-realization in modern living conditions. Communicative competence means the readiness to set and achieve the goals of oral and written communication: to obtain the necessary information, to present and defend one’s point of view in a civilized manner in dialogue and in public speaking based on recognition of the diversity of positions and respect for values (religious, ethnic, professional, personal, etc.) .p.) other people.
GOAL: formation and development of students’ communicative competence.
TASKS:
Students’ mastery of general educational skills and abilities, methods of cognitive activity that ensure successful learning of any subject.
Fostering an emotional and valuable attitude towards language, awakening interest in words, the desire to learn to speak and write correctly in their native language.
Formation of skills to work in collaboration, skills to work in a group, mastery of various social roles in a team, the ability to use different ways of interacting with surrounding people and events, and obtain the necessary information.
Development of communicative competence of students in class and extracurricular activities.
“Tell me and I will forget. Teach me and I will remember. Involve me and I will learn." Benjamin Franklin
The problem of the formation and development of communicative competence is especially relevant in primary school, since it meets age-related developmental goals in adolescence and youth and is a condition for the successful personal development of schoolchildren.
Communicative competence includes knowledge of the necessary languages, ways of interacting with surrounding people and events, skills of working in a group, and mastery of various social roles in a team.
The peculiarity of “human” communication is when information is not only transmitted, but also “formed, clarified, developed.” We are talking about the interaction of two individuals, each of whom is an active subject. Schematically, communication can be depicted as an intersubjective process (S–S), or a “subject-subject relationship.” The transmission of any information is possible only through signs, or rather, sign systems.
Effective communication is characterized by:
1) Achieving mutual understanding between partners;
2) Better understanding of the situation and subject of communication.
The process of achieving greater certainty in understanding the situation, facilitating problem resolution, ensuring the achievement of goals with optimal use of resources is usually called communicative competence.
Communicative competence is equal to communicative ability + communicative knowledge + communicative skill, adequate to communicative tasks and sufficient to solve them.
The most detailed description of communicative competence belongs to L. Bachman. It uses the term "communicative language skills" and includes the following key competencies:
linguistic /linguistic/ (utterances in a native/foreign language are possible only on the basis of acquired knowledge, understanding of language as a system);
discursive (connectedness, logic, organization);
pragmatic (the ability to convey communicative content in accordance with the social context);
conversational (based on linguistic and pragmatic competencies, be able to speak coherently, without tension, at a natural pace, without long pauses to search for linguistic forms);
socio-linguistic (ability to choose linguistic forms, “know when to speak, when not to, with whom; when, where and in what manner”)
strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);
speech-thinking (readiness to create communicative content as a result of speech-thinking activity: interaction of problem, knowledge and research).
So, the successful application of a competency-based approach to teaching means that students know the language, demonstrate communication skills and are able to successfully act outside of school, i.e. in the real world.
Since the components of any competence are: possession of knowledge, the content of competence, the manifestation of competence in various situations, attitude towards the content of competence and the object of its application, communicative competence can be considered from the perspective of three components: subject-informational, activity-communicative, personal-oriented, where all components make up an integral system of students’ personal properties. Therefore, communicative competence should be considered as the student’s readiness to independently solve problems based on knowledge, skills, and personality traits.
The current state of teaching the Russian language and literature shows that the skills and abilities of oral and written speech are not sufficiently developed at school. Theoretical information about the Russian language and literature is not fully used for the formation of practical speech activity. This means that the problem of the relationship between knowledge of the language and practical language proficiency has not yet been resolved.
The formation of communicative competence in the process of teaching the Russian language and literature is one of the ways to solve this problem.
The formation of communicative competence is based on an activity-based approach, since it ensures the independent creative activity of each student. The approach is based on the position of P. Ya. Galperin that in the independent creative activity of each student it is necessary to move from external practical material actions to internal, theoretical, ideal actions. That is, learning involves at the first stage joint educational and cognitive activities under the guidance of a teacher, and then independent ones. We are talking about the “zone of proximal development,” which must be taken into account when developing communicative competence.
This approach is not opposed to the traditional one, but is not identical to it, since it fixes and establishes the subordination of knowledge and skills, placing emphasis on the practical side of the issue, expanding the content with personal components.
In order for the formation of communicative competence to be effective, more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the educational opportunities students of this age.
When determining the educational capabilities of students, two parameters are taken into account: learning ability and academic performance. One of the criteria for determining the level of training is grades in magazines. The level of development of intellectual skills is determined in the process of cognitive activity through observation. After determining the levels of formation of these qualities, the general level of learning ability of each student is established. The level of educational performance is determined by monitoring the physical performance of students and the formation of a positive attitude towards learning. After determining the levels of formation of these qualities, the educational capabilities of each person are established.
The main principle of the formation of communicative competence is the personal targeting of education. Therefore, the topic “Speech Development” is implemented primarily in the ability to introduce students to the content of this topic in various ways, depending on the personal, psychological and physiological characteristics of the students.
Ways of implementation The communicative competence of students is that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem. A research approach to the themes of literary works helps to consider the life of a literary hero as an educational study. And a discussion based on the results of essays provides an opportunity to express your point of view, listen to others, and argue.
Scientists believe that at the age of 10–11 years, a child’s interest in the world around him peaks. And if the child’s interest is not satisfied, it will fade away.
Formation of communicative competence is a long and quite complex process. The main role is given to Russian language lessons. A particular difficulty in teaching the Russian language is the correlation of the subject course and the student’s real speech experience, the process of acquiring knowledge about the language and the process of mastering the language.
What is the role of the subject “Russian language” in school? What can a teacher of Russian language and literature do to ensure the communicative competence of students? First of all, create optimal conditions for the advancement of each student in the educational space. For this, it is necessary to know the educational capabilities of schoolchildren of each age .
Thus, having taken students in the 5th grade, subject teachers, together with the school administration, conduct a diagnosis of the students’ educational activities, which takes into account academic performance and the level of development of intellectual skills. Having determined the educational performance of everyone, the directions of work with the class are determined in a certain sequence: drawing up algorithms, a system of exercises that develop speech mechanisms, etc.
In speech development lessons, special attention is paid to communicative competencies based on working with text.
It is impossible to work on “speech development in general”; it is important in each class to focus on what children should know and be able to do in certain types of oral and written speech. So, in the 5th grade: this is the text, the topic of the text, the idea. In the 6th grade: styles, types style and features, features of direct and indirect speech, etc.
However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities.
The ways to realize the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem.
In this regard, the use of innovative pedagogical technologies plays a big role. Research method, brainstorming discussions, “critical thinking” technology, interactive, group forms and methods, collective way of teaching. These technologies develop creative activity, form mental activity, teach students to defend their point of view, and help achieve a deep understanding of the material.
Working in pairs and in rotating groups allows you to solve educational problems: the desire and ability to cooperate in groups with classmates. The main thing in the work is that schoolchildren speak freely, argue, defend their point of view, look for ways to solve problems, and do not wait for ready-made answers.
Methods focused on oral communication
All types of retelling
All forms of educational dialogue
Reports and messages
Role-playing and business games
Instructional research and teaching projects requiring surveys
Discussion, discussion, debate
Acting as presenters at events
Methods focused on written communication
Essays and presentations
Preparation of notes and articles in the media
Telecommunication texts, messages
Participation in essay competitions
Criteria for assessing expected results
Results. 2-3 stage
Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to substantiate judgments in detail, give definitions, and provide evidence (including by contradiction). Explanation of the studied provisions using independently selected specific examples.
Adequate perception of oral speech and the ability to convey the content of a listened text in a compressed or expanded form in accordance with the purpose of the educational task.
Selecting the type of reading in accordance with the intended purpose (introductory, viewing, searching, etc.). Fluent work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills and creating your own text.
Conscious fluent reading of texts of various styles and genres, conducting information and semantic analysis of the text;
Mastery of monologue and dialogic speech;
Mastery of the main types of public speaking (statement, monologue, discussion, polemic), adherence to ethical standards and rules of dialogue (dispute).
The ability to engage in verbal communication, participate in dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion);
creating written statements that adequately convey listened and read information with a given degree of condensation (briefly, selectively, completely);
drawing up a plan, theses, notes;
giving examples, selecting arguments, formulating conclusions;
reflection in oral or written form of the results of their activities.
The ability to paraphrase a thought (explain in “other words”);
selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, sphere and situation of communication
Using various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.
Diagnostic tools
methods: sociological and pedagogical measurements (observation, conversations, questionnaires, interviews, testing, studying the results of students’ activities and documentation); modeling of communicative situations; statistical processing methods and pedagogical interpretation of research results.
RESULTS OF THE USE
The most important criterion is external assessment. When completing Part C assignments on the Unified State Exam, the graduate applies those types of competencies
which are in demand not only in the Russian language exam, but will also be necessary in later life. Creating your own written statement based on a read text is a test of linguistic and communicative competence, that is, a test of practical knowledge of the Russian language in its dictionary and grammatical structure, this is compliance with language norms and mastery of different types of speech activity, this is the ability to perceive someone else’s speech and create your own statements.
Unified State Exam 2009 results. Quite a weak class. The results of Part C exceeded the “corridor of expected solvability” in ten out of twelve criteria (except for K7 and K8, spelling and punctuation literacy).
"corridor of expected resolution"
Development of communicative competence (communication training)
Training program
Explanatory note.
The main goal of the program is to increase the level of communicative competence in adolescents.
Development of the ability to establish and maintain psychological contact in communication.
Knowing your capabilities and limitations in interacting with other people.
Awareness and removal of internal barriers and clamps that interfere with effective communication.
Developing the ability to predict another person's behavior.
The program is designed for adolescents aged 12–14 years, taking into account the characteristics of their age and major neoplasms.
The program contains 9 lessons. Each lesson consists of 6-8 exercises. The classes begin with the participants greeting each other, followed by the main part of the lesson, corresponding to the topic, and at the end - summing up the results.
Basic forms and methods of work:
warm-up exercises;
modeling situations in role-playing games;
exercises in pairs, groups;
group discussions.
When working on this program, I was also guided by the following principles:
The principle of environmental friendliness. Everything that happens during the training should not harm or interfere with the free development of group members and presenters.
The principle of expediency. All exercises, games, tasks serve a single goal.
The principle of consistency. Each subsequent task is based on the experience and experiences gained during the previous ones, new resources are introduced into the learning process.
The principle of openness. Be sincere in front of the group, declare the goals and objectives of the training, answer questions posed as honestly as possible, create conditions for unlocking the potential of each participant.
The principle of reliability. The exercises are adapted to the reality in which the participants live and interact.
Lesson 1
Purpose: To introduce participants to each other.
Progress of the lesson:
Introducing the group participants to the purpose of the training and principles of work.
Getting the group members to know each other.
Introduction Welcome, introduction of presenters, goals and objectives of the training.
Time: 10 min.
Principles of the group:
Activity;
Division of responsibility, the result depends on you, we organize the situation;
Confidentiality;
Non-disclosure of information about participants;
Here and now, we talk about feelings in the present tense, we discuss the situation in a specific situation during the training;
Constructive feedback (with positive intent);
Discipline (cell phones, tardiness, etc.);
1 exercise.
Exercise "My ears are locators"
Purpose: The exercise helps participants remember names, relieves tension through the comedy of the situation.
Time: 15 min.
Presenter: “I am a source of energy and I recharge the person sitting with me on the right and left. I raise my hand to my ears, and the neighbors raise their hand to their ear. My ears are locators, I call Tanya! Now Tanya raises her hands to her ears and calls someone else.”
Exercise 2.
Game "Associations"
Goal: getting to know each other, finding out more information about each other, helping to reconsider the usual stereotypes.
Time: 45 min.
A presenter is selected and goes out the door. One of the participants comes up with associations for himself. What animal, bird, tree, flower, or any object do I resemble?
The leading participant returns to the group. The training leader voices the associations. The task is to guess the person. 3 attempts. Each participant must play the role of leader and guesser.
At the end we discuss: what was the most difficult, what new things did you learn about each other, about yourself. 5-7 min.
Exercise 3.
Exercise "Four Corners - Four Choices"
Goal: Increasing the level of cohesion among participants.
Time: 30 minutes.
Game stages:
Informing. Set chairs and tables aside so that participants can move around the room freely. During the game, for each round you will need four large sheets of paper (A 3 format) and tape. Attach sheets of paper in the four corners of the room and write the names of colors on them (red, blue, green, yellow). Sheets are attached in visible places.
Group members stand in the middle of the room.
Tell the participants that during the game they will get to know each other better. First, everyone walks around the room, then everyone stops at the piece of paper that seems most suitable to them.
All participants gathered in one corner tell each other why they chose this particular color. Everyone must remember everyone who is in the same corner (3 minutes).
In the second round, you can write the four seasons on new sheets of paper.
In the third round you can use the names of four musical instruments, for example: violin, saxophone, harp, drum.
In the fourth, draw geometric shapes on paper (one on each sheet), such as a triangle, square, circle and irregular shape.
After each round, players gather in the middle of the room. The order of the game is strictly observed: participants must stop near the piece of paper whose inscription they like the most. At the same time, they remember everyone who stopped nearby.
Game discussion:
Which participants were most likely to end up in the same group?
Which players were rarely or never in the same group?
What interesting things did each of you learn about the other members of the group?
Notes:
Possible entry options:
tools: hammer, saw, pliers, needle;
cities: Paris, Rome, Moscow, Shanghai;
drinks: coffee, tea, Coca-Cola, milk;
animals: lion, antelope, snake, eagle;
buildings: villa, bungalow, castle, temple;
famous people: A. Einstein, G. Puccini, W. Shakespeare, Bill Gates.
Exercise 4
Purpose: The exercise provides group members with an opportunity to become more familiar with and experiment with verbal and nonverbal communication.
Time required: 30 minutes Procedure: Choose your partner. Do one of the communication exercises below together. After about five minutes, move to another partner and do the second exercise. Repeat the same for the last two exercises.
Back to back. Sit on the floor back to back. Try to lead
talk. After a few minutes, turn around and share your feelings.
Sitting and standing. One of the partners is sitting, the other is standing. Try to have a conversation in this position. After a few minutes, switch positions so that each of you experiences the feeling of being “on top” and “from below.” After a few more minutes, share your feelings.
Only eyes. Look into each other's eyes. Make eye contact without using words. After a few minutes, verbally share your feelings.
Facial examination. Sit face to face and explore your partner's face with your hands. Then let your partner explore your face.
Exercise 5
Summing up the day.
Come up with a greeting ritual together (homework)
Exercise 6
Exercise "Gifts"
Participants form two concentric circles. And they give each other “gifts”. During the discussion, it becomes clear what was most pleasant. Why?
Lesson 2.
Goal: Show your individuality and learn to appreciate the individuality of others.
Progress of the lesson:
Relieving tension.
Presentation of your individuality.
Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Discuss the options invented by the participants and choose one.
Exercise 2.
Game "Molecules"
Goal: relieving tension, creating a friendly atmosphere.
Time: 5 min.
Members of the group - "atoms" - move freely around the room to the music. At the leader’s signal (clap), the atoms are combined into molecules in groups of 2, then in groups of 3, etc. At the end of the exercise the whole group unites.
Exercise 3.
Fantasy game "The Magic of Our Name"
Goal: To introduce training participants to each other, to be able to present themselves and other training participants.
Time: 20-30 minutes.
Participants are divided into pairs. Partners introduce themselves by name and discuss:
Where did I get my name from?
Which of my friends (relatives) has the same name?
Are there any famous people with my namesakes?
Do I know any literary or film characters with the same name?
How does my name affect my behavior in life?
Do I like my name?
Do I know what my name means?
Would I like to be called by another name (if so, what)?
The task for the group is that everyone must invent a story and tell it to their partner. The hero of the story bears the name of the narrator.
The partner should silently listen to the story with interest and at the same time try to understand what kind of person the storyteller is.
At the end of the game, all members gather together. Each participant introduces his partner and tries to characterize his personality. The purpose of the presentation is to present the partner’s personality from different, sometimes unexpected sides. Exercise 4.
Exercise "Self-portrait"
Goal: to draw the attention of participants to the uniqueness of each individual.
Materials: Paper, crayons (markers, pens, pencils), tape or Velcro.
Rules: Each player draws a self-portrait. At the same time, the most striking facial features (long eyelashes, snub nose, plump lips) are deliberately exaggerated. You have 5 minutes to complete this part of the task.
Players should not spy on each other. The paintings are not signed. At the end of the work, the sheets of paper are folded in half. Many participants will have difficulty completing the task. Explain to them that the drawing does not have to be photographically accurate. There is also no need to create a pictorial masterpiece.
The presenter can take part in the game himself.
Collect all the drawings in a large box. Invite the players to take out one sheet without looking. Each player must guess whose self-portrait he took out.
Everyone takes turns showing the drawings and making assumptions about who their author is, sharing their personal impressions.
Interpretation of results: The discussion is almost always lively. Greater sympathy is usually evoked by those “artists” who depicted themselves without embellishment.
Exercise 5
Exercise "Learning to appreciate individuality"
Goal: learn to appreciate the individuality of others.
Time: 40 min.
Game stages:
If we knew how to value our own individuality, it would be easier for us to accept our partner’s otherness.
Group members sit in a circle, each with paper and a pencil.
At the beginning of the game, say something like this: “We often want to be exactly the same as everyone else, and we suffer from feeling that we are different from others. Sometimes it is really good when we are like everyone else, but our individuality is no less important. needs to be appreciated."
Invite each player to write about three characteristics that distinguish him from all other members of the group. This may be recognition of one’s obvious merits or talents, life principles, etc. In any case, the information should be positive.
Give three examples from your own life so that participants can fully understand what is required of them. Use your imagination and sense of humor to create a gaming atmosphere.
Participants write down their names and complete the task (3 minutes). Warn that you will collect the notes and read them out, and group members will guess who is the author of certain statements.
Collect the pieces of paper and once again note the positive aspects of the fact that people are different from each other: we become interesting to each other, we can find a non-standard solution to a problem, give each other impulses to change and learn, etc. Then read each text and have the players guess who wrote it. If the author cannot be “calculated”, he must name himself Exercise 6.
Exercise "Catch the pan"
Goal: relieve tension.
Time: 5-10 min.
Progress of the game: Participants, sitting or standing in a large circle, throw imaginary objects. When throwing, the participant announces the name of the partner and the object that he will throw. The one to whom it is thrown must immediately “attach” to the object - after all, a kitten needs to be caught differently than a snake.
Exercise 7
Summing up the day.
What was interesting or useful?
Exercise 8
Exercise "Thank you..."
Time: 5 min.
Each participant says to his neighbor on the left, “Name,” Thank you for…”
Lesson 3
Goal: Developing trust and sensitivity.
Progress of the lesson:
Greeting participants and relieving tension Developing trust among group members in each other.
Summarizing.
1 exercise.
Welcome ritual.
Exercise 2.
Game "Transplanting by characteristics"
Purpose: awakening Time: 5 min.
Everyone sits in a circle. First, the leader, and then each participant names a sign, and those who have this sign must stand up and change places.
Exercise 3.
Exercise "Rock"
Goal: Unity, diagnostics of interpersonal relationships (for presenters).