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 that determine new type relations 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 a psychological characteristic of a person as an individual, 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 that ensures situational adaptability and freedom of use of verbal and nonverbal means of communication, the ability to adequately reflect the mental states and personality 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, this is an individual system of 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 to 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, the 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.
The ability to adapt to the individual characteristics of partners, choosing adequate means of communication with them both at the 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 activity, which ensures 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. in 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 school education it is possible different types educational dialogue: 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 single solution to which takes into account the opinions of 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, and come to some common 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 setting the teacher open 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 to develop in students the 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, we need to discuss organizational issues(dialogue lesson schedule, time and order of presentations). 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 process of redefining educational problems, and 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 communicative competence in adolescents 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 tasks 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 aim to develop 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 actual problem, but work in the lessons 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 given homework, to make up questions for your friends 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 a pedagogical experiment, we conducted algebra lesson-discussions, in 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 between educational and cognitive activities for the acquisition 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 various types 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 the block of new educational information on the topic "Diversity of protozoa. Type of ciliates", mastering the methods of its production and processing.
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; to acquaint 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.
Progress of the lesson.
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 the 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'm like the eldest researcher laboratory I 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). Thanks for the lesson!
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Introduction
Relevance of the study:
In the modern educational space, socio-psychological problems relating to 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, S.L. Rubinstein, V.A. Slastenin, etc.) 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. For various areas professional interaction For specialists, communication competence is an important quality. 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 that determines a new type of relationship with society are carried out. 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, etc.
Despite the wide scientific interest in the problem of developing communicative competence, there is no unambiguous definition of this phenomenon of social psychology. So L.A. Petrovskaya defines communicative competence as “the ability to set and solve certain types of communicative tasks: determine the goals of communication, assess the situation, take into account the intentions and methods of communication of a partner (partners), choose adequate communication strategies, be prepared for a meaningful change in one’s own speech behavior.” M.K. Kabardov associates this phenomenon with a satisfactory mastery of communication norms, the assimilation of ethno- and socio-psychological standards, standards, behavioral stereotypes, mastery of the “techniques” of communication, the formation of the ability to establish and maintain the necessary contacts with other people. According to K.I. Falkovskaya, communicative competence consists in achieving communicative, interactive and perceptual levels of adequacy of partners “it consists of the abilities to: give a socio-psychological forecast of a communicative situation, socio-psychologically program the communication process and carry out socio-psychological management of the communicative situation.”
Analyzing the above definitions, we can state that the determining component here is the cognitive (knowledge) component of competence. At the same time, one cannot ignore the fact that knowledge of moral norms and rules of communication, although it guides the choice of generally accepted communication strategies, does not always determine adherence to them in real behavior. There is a discrepancy between “known” norms and the attitude towards them as personally significant, their reflection in behavioral reactions, which is confirmed by experimental data from a number of studies (T.V. Ermolova, S.Yu. Meshcheryakova, N.N. Ganoshenko), according to which social cognitions, i.e., a system of ideas about ethical and social norms of communication, do not have significant correlations with the social sphere of their activity.
Communicative competence is a multicomponent education that integrates a cognitive component (connected with the knowledge of another person, 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, empathy, sensitivity to others, the ability to empathize and compassion, attention to the actions of partners); behavioral (reflects the ability to cooperate, joint activities, initiative, organizational skills, etc., characterized by developed communication skills).
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. Communication competence:
* has a direct impact on the child’s educational success;
* forms the basis for successful professional training in higher educational institutions;
* helps the child adapt to school, thereby ensuring emotional well-being in the educational community.
The effectiveness of communication is achieved in conditions of competence of all parties involved in communicative contact, therefore, for a person to successfully adapt to society, it is necessary to develop communication skills from an early age.
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, A.A. Smirnov, etc.), is adolescence, when communication between adolescents turns into a special type of activity that ensures the assimilation of life goals and values, moral ideals, norms and forms of behavior, and increases their level of communicative competence.
Starting from adolescence, according to psychologists (G.M. Breslav, L.V. Vygotsky, G.S. Nikiforov, A.V. Petrovsky, L.I. Ruvinsky, etc.), communication turns into an independent type of activity, in the process of which they acquire life goals and values, moral ideals, norms and forms of behavior, increase their level of communicative competence. Unfavorable relationships with friends, which develop due to insufficient development of communicative competence, negatively affect the emotional state of adolescents (K.N. Volkov, Ya.L. Kolominsky, A.E. Lichko, T.V. Snigireva). Their satisfaction with their professional and personal lives in the future depends on how successfully children learn to build relationships with parents, adults, and peers. In order to build relationships with others, you must first of all learn to live in peace and harmony with yourself. Starting from adolescence, to reduce aggressiveness and increase the level of mutual understanding, it is necessary to use active methods of socio-psychological influence. So, in particular, the field of socio-psychological training is oriented towards influencing the development of the individual and group by optimizing forms of interpersonal communication, in other words, SPT (Social-Psychological Training) is considered as a means of developing competence in communication. The development of group forms of training is associated with the names of K. Levin, K. Rogers, L. Bradfort, R. Lippit, M. Forverg. The theories of group dynamics and client-centered therapy developed by K. Levin were the direct sources of group training practice. The experience of using psychological training is reflected in the works of domestic psychologists: G.A. Kovalev (1980), L.A. Petrovskaya (1982;1989;1999;2002), Yu.N. Emelyanova (1983;1985), H. Mikkina (1986), V.P. Zakharova and N.Yu. Khryascheva (1990), A.P. Sitnikova (1996), G.I. Marasanova (2001), V.Yu. Bolshakova (1996), S.I. Makshanov (1997), I.V. Vachkova (2000), G.I. Lidersa (2001), V.G. Romek (2002), E.V. Sidorenko (2003), T.V. Zaitseva (2002), N.T Oganesyan (2002) and others.
Psychological training is an effective means of psychological influence, allowing you to solve a wide range of problems in the field of developing competence in communication. The active use of psychological training to solve real practical problems is an urgent task of psychology.
The purpose of the thesis is to study the influence of socio-psychological communication training on the development of communicative competence.
The object of the study is high school students aged 16-17 years.
The subject of the study is socio-psychological training as a means of developing communicative competence.
The hypothesis of our study is the assumption that a specially designed socio-psychological training program aimed at developing the communicative competence of high school students contributes to the development of sociability.
Research objectives:
Consider theoretical aspects studying the problem of communicative competence in psychological science;
Study the concept, types of socio-psychological training;
To analyze theoretical aspects of studying the problem of the influence of socio-psychological training on the development of communicative competence in high school students;
4. Consider socio-psychological communication training as a condition for the development of communicative competence in high school students;
5. Experimentally study the influence of socio-psychological training on the development of communicative competence of high school students;
6. Develop a program and conduct training in communication skills;
The theoretical and methodological basis for the study of communicative competence are the works of Prozorova E.V., Konev Yu.A., Emelin A.I., Altunina I.R., Guseinov A.Sh. ,Zhukov Yu.M., Muravyova O.I., Rogozhnikova S.M., Makarovskaya I.V., Kolmogorova L.S., Kapustina E.A.
Research methods:
Testing;
Mathematical processing of research results;
Theoretical significance: the work analyzes, summarizes, systematizes theoretical and practical material on this issue, and also shows that socio-psychological training is an effective means of psychological influence that allows solving a wide range of problems in the field of developing communication competence.
The practical significance of the work lies in the possibility of using the research results in the activities of school psychological services in order to master the ways of interaction and communication with people in various social groups, the performance of various social roles in society, the ability to use a variety of communication objects to solve specific life situations. Based on the results of the study, recommendations for the development of communicative competence were developed for 10th grade students.
Research base: KSU Secondary School No. 11, Semey, East Kazakhstan region.
The structure of the work includes: introduction, 3 chapters, conclusion, bibliography, appendix.
communicative communication psychological
1. Development of communicative competence as a psychological and pedagogical problem
1.1 The concept of communicative competence
Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of personal interaction. Competence in communication has invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.
Communicative competence is a certain set of qualities (ethno-, socio-psychological standards, standards, behavioral stereotypes) necessary for the optimal implementation of interpersonal norms of communication and behavior that arise as a result of learning.
Professional communicative competence is formed on the basis of general communicative competence and determines the effectiveness of communication and activity in general. Professional competence determines the selectivity of communicative interests and the specifics of business communication. Gradually, professional communicative competence and professional communication skills become significant for the teacher in teaching practice. In general, professional competence is not always equivalent to general competence, but only when professional identity is important to a person. The relationship between the level of development of general communicative competence and professional communicative competence is important. The low level of development of general communicative competence does not allow the teacher to realize his potential in interpersonal communication at different levels, which leads to problems in the professional sphere. A low level of professional communicative competence of a teacher will not allow him to successfully implement himself in the profession, and this causes personal dissatisfaction. Based on the idea of the mutual influence of general communicative competence and professional competence, in the experimental part of the study we identified three criteria for the manifestation of a teacher’s communicative competence:
1. Level of development of communicative values:
Valuable attitude towards the child,
Sociocultural orientation of the teacher’s activity.
2. The degree to which the teacher includes communicative values in professional ideals:
Compliance with pedagogical tact and etiquette;
The nature of the teacher’s relationship with children (interpersonal, subject-specific);
Claims in relationships with children.
3. Level of development of professional communication skills of the teacher:
Verbal communication skills - verbal communication, use of voice data;
Non-verbal communication skills - adequacy of gestures, facial expressions;
Justification of movements in the classroom space;
Communication technology;
Emotional intonation of communication - mastery of the psycho-emotional state, the manifestation of positive emotions, the ability to prevent and resolve conflicts.
This or that expression of the above criteria allows us to talk about the levels of communicative competence.
High level: the teacher’s expressed focus on humane relationships with schoolchildren as subjects: each personality is recognized and accepted; the teacher feels the need to communicate with children and uses sociocultural value patterns in practice. Verbal and non-verbal communication skills are significantly developed. The teacher knows how to regulate his psycho-emotional state; he has the skills of emotional intonation of communication. High degree of manifestation of positive emotions. The ability to resolve conflict situations through cooperation.
Average level: the teacher’s value-communicative orientation towards relationships with students, which are perceived externally as humane, but in reality are in the nature of fulfilling a social role, is not sufficiently expressed. The teacher does not feel a special need to communicate with children, which is strictly regulated and partly devoid of positive emotional overtones. Verbal and non-verbal communication skills have been developed to a large extent within the profession. The teacher knows how to regulate his psycho-emotional state, although some emotional instability is possible.
Low level: if a teacher excludes one or more communicative values from his or her value orientations, communication with students is not characterized as humane: students experience discomfort; the emotional background of the lesson is rather negative, where meaningful communication is impossible. In the teacher’s behavior, there is a dissonance between the verbal and nonverbal components of communication. The teacher most often does not know how to realize his psycho-emotional state.
The only true luxury is the luxury of human communication. This is what Antoine Saint-Ezupéry thought, philosophers have discussed this for centuries, and this topic remains relevant today. A person’s entire life takes place in constant communication. A person is always given in context with another - a partner in reality, an imaginary partner, a chosen one, etc., therefore, from this point of view, it is difficult to overestimate the contribution of competent communication to the quality of human life, to fate in general.
Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of personal interaction. Competence in communication has undoubtedly invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.
The development of competent communication in modern conditions presupposes a number of fundamental directions for its harmonization. At the same time, for the practice of developing communicative competence, it is important to limit such types of communication as service-business or role-based and intimate-personal. The basis for the difference is usually the psychological distance between partners, this is me - you contact. Here the other person acquires the status of a neighbor, and communication becomes trusting in a deep sense, since we are talking about trusting the partner with oneself, one’s inner world, and not just “external” information, for example, related to a typical work task being solved together.
Competence in communication presupposes the willingness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of a position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastery not of any one position as the best, but with adequate inclusion in their spectrum. Flexibility in adequately changing psychological positions is one of the essential indicators of competent communication.
Competence in all types of communication lies in achieving three levels of adequacy of partners - communicative, interactive and perceptual. Therefore, we can talk about different types of communication competence. The personality should be aimed at acquiring a rich, diverse palette of psychological positions, means that help the fullness of self-expression of partners, all facets of their adequacy - perceptual, communicative, interactive.
A person’s realization of his subjectivity in communication is associated with his having the required level of communicative competence.
Communicative competence consists of the following abilities:
1. Give a socio-psychological forecast of the communicative situation in which you will communicate;
2. Socially and psychologically program the communication process, based on the uniqueness of the communicative situation;
3. 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.
The communicative attitude of a partner is 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, the inclusion of partners in the system of communicative interaction. This is determined by studying the frequency of communication contacts, the type of temperament of the partner, his subject-practical preferences, emotional assessments of forms of communication.
With this approach to characterizing communicative competence, it is advisable to consider communication as a system-integrating process that has the following components.
* Communicative-diagnostic (diagnosis of the socio-psychological situation in the context of future communicative activity, identification of possible social, socio-psychological and other contradictions that individuals may encounter in communication)
* Communication-programming (preparation of a communication program, development of texts for communication, choice of style, position and distance of communication
* Communicative-organizational (organizing the attention of communication partners, stimulating their communicative activity, etc.)
* Communicative-executive (diagnosis of the communicative situation in which the individual’s communication takes place, forecast of the development of this situation, carried out according to a pre-conceived individual communication program).
Each of these components requires a special socio-technological analysis, however, the framework for presenting the concept makes it possible to dwell only on the communicative and performing part. It is considered as the communicative and performing skill of the individual.
The communicative-performing skill of an individual manifests itself as two interrelated and yet relatively independent skills to find a communicative structure adequate to the topic of communication that corresponds to the purpose of communication, and the ability to realize the communicative plan directly in communication, i.e. demonstrate communicative and performing communication techniques. In the communicative and performing skills of an individual, many of his skills are manifested and, above all, the skills of emotional and psychological self-regulation as the management of his psychophysical organics, as a result of which the individual achieves adequate communicative and performing activities of emotional psychological state.
Emotional and psychological self-regulation creates the mood for communication in appropriate situations; the emotional mood for a communication situation means, first of all, the translation of a person’s everyday emotions into a tone appropriate to the interaction situation.
In the process of emotional and psychological self-regulation, three phases should be distinguished: long-term emotional “infection” with the problem, topic and materials of the upcoming communication situation; emotional and psychological identification at the stage of developing a model of one’s behavior and a program for upcoming communication; operational emotional and psychological restructuring in a communication environment.
Emotional and psychological self-regulation takes on the character of a holistic and complete act in unity with perceptual and expressive skills, which also form a necessary part of communicative and performing skills. It manifests itself in the ability to acutely and actively respond to changes in the communication environment, to rebuild communication taking into account changes in the emotional mood of partners. Psychological well-being and emotional state of an individual directly depend on the content and effectiveness of communication.
Perceptual skills of an individual are manifested in the ability to manage and organize one’s perception: to correctly assess the socio-psychological mood of communication partners; establish the necessary contact; predict the “course” of communication based on first impressions. They allow the individual to correctly assess the emotional and psychological reactions of communication partners and even predict these reactions, avoiding those that will interfere with achieving the goal of communication.
Expressive skills of communicative and performing activities are usually considered as a system of skills that create the unity of vocal, facial, visual and motor-physiological-psychological processes. At their core, these are skills of self-management in the expressive sphere of communicative and performing activities.
The connection between emotional and psychological self-regulation and expressiveness is an organic connection between the internal and external psychological. This desire ensures external behavior and expressive actions of the individual in communication. Expressive personality skills are manifested as a culture of speech utterances that correspond to the norms of oral speech, gestures and plastic postures, emotional and facial accompaniment of utterances, speech tone and speech volume.
In diverse cases of communication, invariant components are such components as partners-participants, situation, task. Variability is usually associated with a change in the nature of the components themselves - who the partner is, what the situation or task is and the uniqueness of the connections between them.
Communicative competence as knowledge of the norms and rules of communication, mastery of its technology, is an integral part of the broader concept of “personal communicative potential”.
Communication potential is a characteristic of a person’s capabilities, which determine the quality of his communication. It includes, along with competence in communication, two more components: communicative properties of a person, which characterize the development of the need for communication, attitude towards the method of communication and communicative abilities - the ability to take the initiative in communication, the ability to be active, to respond emotionally to the state of communication partners, to formulate and implement your own individual communication program, the ability for self-stimulation and mutual stimulation in communication.
According to a number of psychologists, we can talk about the communicative culture of an individual as a system of qualities, including:
1. Creative thinking;
2. Culture of speech action;
3. A culture of self-tuning for communication and psycho-emotional regulation of one’s condition;
4. Culture of gestures and plastic movements;
5. The culture of perception of the communication partner’s communicative actions;
6. Culture of emotions.
The communicative culture of an individual, like communicative competence, does not arise out of nowhere, it is formed. But the basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are: socionormative experience of folk culture; knowledge of the languages of communication used by folk culture; experience of interpersonal communication in a non-holiday [form] sphere; experience of perceiving art. Socionormative experience is the basis of the cognitive component of the communicative competence of the individual as a subject of communication. At the same time, real existence various forms communication, which most often rely on a socio-normative conglomerate (an arbitrary mixture of communication norms borrowed from different national cultures introduces the individual into a state of cognitive dissonance). And this gives rise to a contradiction between knowledge of communication norms in different forms communication and in the way suggested by the situation of a particular interaction. Dissonance is a source of individual psychological inhibition of a person’s activity in communication. The personality is excluded from the field of communication. A field of internal psychological tension arises. And this creates barriers to human understanding.
Communication experience occupies a special place in the structure of an individual’s communicative competence. On the one hand, it is social and includes internalized norms and values of culture, on the other hand, it is individual, since it is based on individual communicative abilities and psychological events associated with communication in the life of an individual. The dynamic aspect of this experience is the processes of socialization and individualization, realized in communication, ensuring the social development of a person, as well as the adequacy of his reactions to the communication situation and their originality. In communication, a special role is played by mastering social roles: organizer, participant, etc. communication. And here the experience of perceiving art is very important.
Art reproduces a wide variety of models of human communication. Familiarity with these models lays the foundation for an individual’s communicative erudition. Possessing a certain level of communicative competence, a person enters into communication with a certain level of self-esteem and self-awareness. The personality becomes a personified subject of communication. This means not only the art of adapting to the situation and freedom of action, but also the ability to organize a personal communicative space and choose an individual communicative distance. The personification of communication also manifests itself at the action level - both as mastery of the code of situational communication, and as a sense of what is permissible in improvisations, the appropriateness of specific means of communication.
Thus, communicative competence is a necessary condition for the successful realization of personality.
Structure of communicative competence
The dynamic development of modern society and fields of knowledge places new demands on the system of higher professional education, suggesting the formation and development of future specialists such qualities as mobility, initiative, independence in acquiring new knowledge, readiness for effective interpersonal and professional interaction.
Today, higher education is called upon to prepare a “new type” of specialist, capable of quickly and effectively implementing professional tasks. In this regard, the problem of developing communicative competence acquires particular significance in ensuring the social and professional success of a specialist.
All people have communication abilities, and we all have primary communication skills to one degree or another since childhood. But the nature of the activity of a modern specialist requires him to have developed communicative competence, which includes fluency in the entire set of skills and abilities necessary for effective verbal and nonverbal communication and interaction, including situational adaptability and motivation.
The concept of “communicative competence” has firmly entered the categorical apparatus of disciplines that in one way or another study problems of communication: philosophy, sociology, pedagogy, general and social psychology, linguistics, management theory and others. At the same time, the content and means of developing communicative competence in pedagogical practice are clearly insufficiently developed, since the phenomenon does not have a strictly defined structure.
Within the framework of the linguistic approach, let us pay attention to the point of view of Yu.N. Karaulov, who believes that the structure of communicative competence correlates with the structure of the linguistic personality, but is not identical to it.
Thus, in the structure of linguistic personality there are three levels:
* verbal-semantic;
* cognitive-thesaurus;
* motivational-pragmatic.
Thus, the structure of communicative competence is a set of five levels, which includes the psychophysiological characteristics of the individual, the social characteristics of his status, the cultural level, linguistic competence and the pragmatics of the individual.
Let's move on to consider communicative competence in a socio-psychological context.
Let us pay attention to the interpretation of the very concept of “communication”. In a broad sense, “communication” is the process of transferring information from the sender to the recipient, the process of communication.
Thus, realizing his material and spiritual needs, a person, through communication, enters into various kinds of relationships - industrial, political, ideological, moral, etc.
It is professional relations that are the structure-forming element of the entire system of social relations. In the process of work, the need inevitably arises for the implementation of management functions, which involve planning, organization, motivation and control, as well as closely related to their implementation - communication and decision making. Based on this, professional communication can be defined as communication caused by the need to carry out management functions taking into account feedback.
Based on the position of L.A. Petrovskaya, who considers communicative competence as “the ability to effectively solve communicative problems, which determines the individual psychological characteristics of a person and ensures the effectiveness of his communication and interaction with other people,” let us pay attention to the elements of effective communication:
* desire to make contact with others;
* the ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;
* knowledge of the norms and rules that must be followed when communicating with others.
In this regard, we note that the level of communicative competence is manifested in three aspects of the communication process - communicative, perceptual, interactive.
Each of the three aspects presupposes the presence of communicative competence in the field:
* professional culture of speech: possession of fundamental knowledge in a specific professional field, the ability to construct a monologue speech, conduct a professional dialogue and manage it;
* communicative culture: speech culture, thinking culture, emotional culture;
* communicative behavior: mastery of communicative tactics, norms, paralinguistic means of communication.
Thus, communicative competence acts as a multidimensional phenomenon, which is manifested in the process and result of its structuring.
Let us draw attention to the fact that in pedagogical practice there is no single correct ideal structure of communicative competence. The set of its components and elements is not exhaustive and in each specific case the structure is variable.
We believe that the structure of communicative competence in general view is a combination of the following components:
Individual-personal component. Includes psychophysiological (memory, thinking, speech, etc.), psychological (temperament, character accentuations, personality type: extrovert/introvert) personality characteristics.
The general cultural component is objectified in moral qualities, value orientations, views, worldviews, mentality characteristics, and personal erudition.
The knowledge component is a set of ideas about the communication process as a whole, about the basic laws of communication, principles and rules of effective interaction. It also assumes knowledge of the structure, functions, types, types, patterns of communication; basic communication models, knowledge of the features of effective communication in conflict situations.
The behavioral component is updated in the activity aspect of communicative competence. The content of the designated component constitutes, in our opinion, the following system of competencies: oral and written speech; nonverbal communication; interpersonal perception; management of the communication process.
The motivational-reflexive component includes: internal and external prerequisites for a specialist to master communicative competence, contributing to its effective implementation; the ability to analyze the situation, one’s own goal setting and the actions of partners; adequate self-esteem of the individual, both in professional and communicative vectors.
Thus, we consider the formation of communicative competence as a way to update the personal and professional qualities of a future specialist. This process is characterized, first of all, by purposeful pedagogical interaction of subjects of the educational process in the conditions of a personality-oriented educational environment in the context of a competency-based approach.
The key characteristics of this process are the focus on mastering the ability to analyze a communicative situation, methods of goal setting and planning of communicative activities, skills of interpersonal and professional interaction, the ability to objectively assess one’s own communicative activity and situations of communicative interaction through intellectual, personal and professional reflection.
1.2 Factors influencing the development of communicative competence
There are various factors that influence a person’s communicative competence - this is his communication style, tactfulness, listening ability, and many others.
An important factor influencing the communicative competence of a pharmacist is his ability to listen.
Listening ability as a factor in effective communication
What does a person do while listening to another? A variety of things, including trying to hear and understand what the interlocutor is talking about. In addition - evaluates it, tracks weak points in argumentation, in order to specifically hit them, he thinks about his argument, simply rests and relaxes after the previous communicative solo.
It is common to talk about effective and ineffective listening. Effective listening ensures a correct understanding of the interlocutor’s words and feelings, creates the speaker’s feeling that he is being heard, and is not replacing his problem with another, more convenient for the interlocutor. It also contributes to the advancement of communication partners in understanding the problem under discussion, the establishment of trusting relationships, and leads to a solution to the problem or its correct formulation.
There are different types of effective listening: reflective and non-reflective.
Non-reflective listening - or attentive silence - is used when posing a problem, when it is just being formulated by the speaker, as well as in a situation where the purpose of the conversation on the part of the speaker is “outpouring of the soul”, emotional release.
Attentive silence is listening with the active use of nonverbal means - nodding, facial reactions, eye contact, postures of attentive interest. Speech techniques are also used, for example, repetition of the last words of the speaker (“Mirror”), interjections (“Uh-huh - assent”), etc.
Such listening makes it easier for the speaker to express himself and helps listeners to better understand the meaning of statements and to grasp what is behind the words. Minimal interference with the other person's speech helps an experienced listener better understand the speaker. And these techniques show the interlocutor that they are really interested in him.
Reflective listening involves providing active feedback to the speaker. It allows you to eliminate obstacles and distortions of information in the communication process, and more accurately understand the meaning and content of statements. Such listening is used in situations where the speaker needs not so much emotional support, but rather help in solving certain problems.
There are 4 basic techniques for reflective listening:
Clarification. This is a direct appeal to the speaker for clarification.
Reflection of feelings. Here the main attention is paid not to the content of messages, but to the feelings expressed by the speaker, the emotional component of his statements. By reflecting the feelings of the interlocutor, we show him that we understand his condition. To better understand the feelings of your interlocutor, you need to monitor his facial expression, posture, gestures, intonation, the distance established by the communication partner, i.e. it is necessary to use nonverbal means of communication. You must try to imagine yourself in the speaker’s place, i.e. use such a mechanism of interpersonal perception as empathy.
Summarizing an utterance summarizes the speaker's thoughts and feelings. This technique is advisable to use during long conversations. Summarizing phrases give the listener confidence in the accurate perception of the message and at the same time help the speaker understand how well he managed to convey his idea.
To paraphrase means to formulate the same idea differently. The purpose of paraphrasing is to formulate the speaker's own message to check the accuracy of understanding. You can only paraphrase the essential, main ideas of the message. Paraphrasing shows the speaker that he is being heard and understood.
Any communication, any human communication carries elements of the influence of partners on each other. In the course of communication, not only information changes, becoming a common meaning, but the participants themselves change - their way of thinking, their current state, their idea of themselves and the world around them [p. 104].
Such changes may be desired and expected. Then the listener opens up to the influence of the communicator. In other cases, the communication situation, the personality of the communicator, his words or the meaning behind them may seem or actually turn out to be unattractive for the listener, dangerous for inner peace and personal ideas. Then the listener prefers to close himself off from the information and its carrier. In protecting the inner world from the encroachment of external information, communication barriers will serve it.
By its psychological nature, the communication barrier is a mechanism of protection against unwanted information and, as a consequence, from unwanted influence. At their core, communication barriers are psychological obstacles of various origins that the listener places in the way of unwanted, tiresome or dangerous information.
It would be unfair to view communication barriers only as defense mechanisms. Barriers can also arise in more prosaic situations: information is given in a complex, unusual form, something in the speaker causes hostility, etc. That is, there are various reasons that provoke the emergence of communication barriers. First of all, the reasons may be hidden in the content and formal characteristics of the message - phonetic, semantic, in the logic of its construction.
A phonetic barrier occurs when participants speak in various languages and dialects, have significant speech and diction defects. Of course, no phonetic interference is an insurmountable obstacle. If the listener is interested in information, he will extract it from a difficult conversation with a person who stutters. But if he is not sure of the significance of the information or, on the contrary, is convinced of its danger, phonetic distortions can easily help him create an insurmountable barrier. A semantic barrier in communication arises due to discrepancies or significant differences existing in the meaning systems of partners. This is primarily a problem of jargons and slangs.
The stylistic barrier plays an equally important role in the destruction of normal interpersonal communication. It occurs when there is a discrepancy between the communicator’s speech style and the communication situation, the speech style and the current psychological state of the listener, etc.
Thus, mastering communication skills is the key to success at work. This requires long-term, purposeful, systematic work on yourself. Striving for self-improvement, you should think about how to improve relationships with people and improve relationships in the team. Only by caring for others can you become better yourself and learn how to skillfully contact people.
1.3 Methods for diagnosing and developing communicative competence
Based on the fact that competence includes a certain set of knowledge, abilities and skills that ensure the successful completion of the communication process, the following strategy for constructing a diagnostic system is distinguished: an inventory of the components of competence (knowledge, abilities and skills) and the selection or creation of an appropriate psychological procedure. However, in practice, this approach cannot be effectively implemented - as communication research expands and deepens, the growth in the number of identified components exceeds the pace of creating diagnostic tools that meet the elementary reliability criterion. In fact, when diagnosing competence, one is limited to assessing a very narrow set of its components. Since a comprehensive diagnosis is difficult, it is desirable to define criteria for selecting the main components of competence for assessment.
Two criteria claim to be the main selection criteria; they are formed as diagnostic principles:
No assessment of personality without assessment of the actual or potential environment;
No evaluation without development.
The adoption of these provisions significantly narrows the range of candidates for elements of the psychodiagnostic system. Diagnostics acquires its systemic characteristics in connection with a meaningful consideration of communicative competence. A meaningful analysis is unthinkable without relying on a certain theoretical basis.
Ideas about the structure of objective activity are accepted as the theoretical basis for a meaningful analysis of communicative competence. Particularly important is the identification of the indicative and executive parts of the action, as well as the concept of internal (resource) means of activity.
Communicative competence is considered as a system of internal resources necessary for building effective communicative action in a certain range of situations of interpersonal interaction.
Like any action, a communicative act includes an analysis and assessment of the situation, the formation of a goal and composition of the action, the implementation of a plan or its correction, and an assessment of effectiveness. Of particular importance for diagnosing competence is the analysis of the composition of those internal means of activity that are used when orienting in communicative situations. Assessing cognitive resources that provide adequate analysis and interpretation of the situation is the primary task of diagnosing communicative competence.
A large block of techniques is based on the analysis of “free descriptions” of various communicative situations, set by the experimenter verbally or using visual means. This creates the opportunity to coordinate the examination situation with the context of the real or potential sphere of life of the subject, which distinguishes this methodological approach from standardized questionnaires, in which a significant part of the “items” are often not related to the communicative sphere that is relevant for the persons being tested.
A special place among methods for assessing cognitive resources is occupied by a set of techniques called repertoire matrix testing, or repertory grid techniques (Fedotova 1984), which make it possible to determine the elementary composition and method of constructing cognitive structures on the basis of which the organization of sociooperative experience occurs.
Both of these methodological approaches make it possible to identify those components of cognitive resources that are actually used by people when navigating in communicative situations that are significant for them. The psychodiagnostic data obtained in this way can serve as a reliable basis for the selection of correction techniques identified during the study of inadequacies in the development of the cognitive sphere. It is also important that the mentioned groups of techniques, being primarily diagnostic, can at the same time serve as elements of procedures for developing competence.
Diagnosis of the competence of the indicative part of a communicative action is partially carried out using techniques based on “methods of analysis of specific situations”. This approach has the limitation that it does not allow one to directly evaluate the cognitive resources used in orienting a communicative action, but on the other hand, it makes it possible to determine the degree of effectiveness of their use, which can be judged by the adequacy of the definition of the situation. It is also significant that with the appropriate selection of situations for analysis, the relevance of the stimulus material to the class of tasks that the subject faces in his life can be ensured. everyday life and in the field of professional activity.
A holistic diagnosis of communicative competence, or assessment of the resources of a communicative act, involves an analysis of the system of internal means that ensure action planning. When assessing competence, various quantitative and qualitative characteristics of a solution are used, among which the main place is occupied by such an indicator as the number of different types of design solutions.
Studies of social interaction have made it possible to establish that people in the process of communication are guided by a complex system of rules for regulating joint actions. This system of rules includes a local social aspect, rituals, and rules for regulating competitive activity. A person’s ignorance of generally accepted rules usually causes a feeling of awkwardness among those around him, but it is unclear how to use this phenomenon for psychodiagnostic purposes. The creation of adequate means of analyzing this component of communicative competence is a matter for the future.
Diagnosis of the executive part of a communicative action is based on the analysis and assessment of the operational composition of the action. Analysis of the operational composition is carried out using observation either in natural conditions or in specially organized game situations that imitate situations of real interaction. A major role is played here by technical means of recording the behavior of the observed - audio and video recording equipment, since their use increases the accuracy and reliability of observation data and, most importantly, the observed himself can be involved in the analysis process.
At the first stage of the analysis, an inventory of the communication techniques used is carried out - a unique operational repertoire is identified. Such a repertoire may include mastery of speech tempo, intonation, pause, lexical diversity, non-directive and activating listening skills, non-verbal techniques: facial expressions and pantomime, gaze fixation, organization of communicative space, etc.
One of the evaluation parameters is the number of communication techniques used. Another parameter is the appropriateness, or adequacy, of the technique used. This characteristic of the operational potential of a communicative action is assessed using expert judgments in the process of assessing an audiovisual recording.
The modern approach to the problem of developing and improving the communicative competence of adults is that learning is considered as self-development and self-improvement based on one’s own actions, and the diagnosis of competence should become self-diagnosis, introspection. The problem of diagnosing competence is not solved by simply informing the test subject about the test results - its essence is to organize the diagnostic process in such a way that its participants receive effective information, i.e. one on the basis of which people themselves could carry out the necessary correction of their behavior.
The acquisition of communicative experience occurs not only on the basis of direct participation in acts of communicative interaction with other people. There are many ways to obtain information about the nature of communicative situations, problems of interpersonal interaction and ways to solve them.
Special assistance is required only if difficulties arise in validating the means being mastered due to the inability to receive and give adequate feedback. Here, forms of group work in the style of self-analysis groups are very effective, where participants have the opportunity to verify their definitions of communicative situations in the process of comparing the opinions of all group members. An important advantage of group forms of work is that one of its products can be the creation of new analysis tools, the great advantage of which is their explicitness in the process of formation, and, consequently, the possibility of initial adjustment.
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The existence of humanity is unthinkable without communicative activity. Regardless of gender, age, education, social status, territorial and national affiliation and many other data characterizing the 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:
1) planning;
2) establishing contact;
3) exchange of information;
4) 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:
1) communicants (communicating, usually at least two people);
2) an action that implies communication (speaking, gesturing, facial expressions, etc.);
5) communication channel (speech, hearing, visual, visual-verbal);
6) motives of communicants (goals, intentions, motivations).
Scientists consider communicative acts themselves according to their types and distinguish the following varieties:
2) by the form of contact (direct, indirect);
3) by type of connection (bidirectional, unidirectional);
4) according to the degree of mutual correspondence between communicants (high, satisfactory, insignificant, unsatisfactory, negative);
5) according to the results (from negative to positive).
Researchers M.Ya. Demyanenko, K.A. Lazarenko identifies five main components in speech communication:
1) communication situation;
2) sender of speech;
3) recipient of speech;
4) conditions for the occurrence of speech action;
5) voice 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 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:
1) interpersonal communication;
2) interpersonal interaction;
3) 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 changes in the environment. The third type is characterized by the ability to perceive the interlocutor’s position, hear him, as well as improvisational skills, which includes the ability to engage in communication without prior preparation 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 how 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 means in oral speech in accordance with the conditions 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;
· possession 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 remote 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 the 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: the content of the 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;
· mastery of types of speech activity;
· mastery of various social roles;
· developing skills to work in a group (team);
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:
1) emotional (includes emotional responsiveness, empathy, sensitivity to others, the ability to empathize and compassion, attention to the actions of partners);
2) 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);
3) behavioral (reflects the child’s ability to cooperate, work together, 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;
According to the 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 of educational 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 (teacher interaction with one student);
Collective.
Means of formation and development of communicative competence:
Technical means;
Video materials;
Textbooks;
Directories;
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.
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 supervisor:
Shapovalova Tatyana Aleksandrovna
Novozybkov, 2013
Introduction
Conclusion
Applications
Introduction
The relevance of the work is determined by the fact that the modern school education system 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 actions 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.
The 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 seen as a complex activity that has its own structural components(needs, motives, goals, objectives, 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 great 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 specify 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 culture; spiritual and moral foundations of human life and humanity, individual nations; cultural foundations of family, social, public 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 activity. 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 rules of personal hygiene, taking care of one’s own health, sexual literacy, internal environmental culture, and methods 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 a very general form 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;
) exchange of information;
) 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 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 changes in the environment. The third type is characterized by the ability to perceive the interlocutor’s position, hear him, as well as improvisational skills, which includes the ability to engage in communication without prior preparation 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 how 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 means in oral speech in accordance with the conditions 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 remote 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 the 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: the content of the 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 of educational 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
Primary school teachers to involve each student in active cognitive process use various methods and techniques for developing communicative competence.
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 of communication used by 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, classical examples, the speech of intelligent people, and teachers in the first place. 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 the fairy tale by S. Aksakov “The Scarlet Flower”, it is possible to conduct a literary and 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” (introducing a new object into the title of a fairy tale, for example, “The Scarlet Flower and the Evil Sorcerer” and composing 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.
Irina Ivanovna Semyonova, a foreign language teacher, 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 greeting card to a foreign peer for the holidays;
Thus, the ultimate goal of training - the formation of communicative competence - is dictated by strategic role language, which 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;
Application 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 kind of 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 help to quickly relieve muscle and psychological tension 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:
"Scary Tale"
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
· present the work of the group,
·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 technology of level differentiation in literature lessons allows us to create comfortable conditions for children with different levels of 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 the 1st grade, many students are engaged in project activities under the guidance of a teacher. 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 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. To do this, it is necessary to think 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. Competence-based approach in education // School technologies. 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 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
Appendix 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.
"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. "A rich merchant, an eminent man" cannot get out of magical forest- 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, magical 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? (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 the name of the merchant's eldest daughter? (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
) Name full name 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, kind 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? ( Seahorses)
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 evaluate 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.”
Awarding the winners.
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 by 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 fox cubs 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 those who don’t have enough charging -
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 of the appearance of the figure 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. (Segment)
Has a beginning, but not a fairy tale.
Straight, but not a ruler.
Infinite, like space. (Beam)
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)
Communication is effective if it achieves a predetermined goal and its results are expected in a given situation. We develop a subjective sense of our own communicative competence through the verbal messages sent to us and the nonverbal behavior that accompanies them.
Methods of communication can be formed in the course of socialization, gaining life experience and therefore be deeply embedded, stable, and an integral property of our personality. They can also be purposefully used to adapt to a specific partner and in the name of solving a given professional task.
To effectively prepare for professional activity, it is necessary to take into account specifics of communication with a foreign business partner in a foreign country. When a specialist first finds himself in a foreign environment social environment, he may develop a state of socio-psychological dislocation. Many people are familiar with the difficulties associated with getting used to a foreign language, value system, way of life, morals and customs of the population of another country. It is as difficult as getting the body used to a new climate and unusual diseases, unfamiliar food and water, changes in daily routine and other aspects of everyday life.
There is a noticeable difference between academic and real live spoken language. The fact is that the foreign language studied by students at the institute is the correct literary language. It differs significantly from the language actually spoken by residents of a particular country. In addition, dialects and idioms make understanding significantly more difficult.
When representatives of one value system enter another, alien, cultural environment, they often experience a stressful state called culture shock. American social psychologists studied the problem of adaptation of representatives of a culture with an individualistic value system to a cultural environment where collectivist values predominate. Of interest are the recommendations developed by researchers that help mitigate the adaptation process.
In particular, an American (who has individualistic values) who comes to China (a country with a collectivist culture), before establishing a business relationship with anyone, should first find out which group the potential partner belongs to and who is the leader in it. It is recommended to constantly pay attention to coordinating your behavior with the current situation and the behavior of those around you. Be patient and don't expect a quick start business relations, especially for the emergence of close friendships. Speak respectfully of others and show modesty towards yourself, emphasizing your social position.
And vice versa, a representative of a culture where collectivism and group cohesion are highly valued (Asian countries and Latin America), who came to England or the USA (countries with individualistic value orientations), the personal views and point of view of the individual must be taken into account first. Feel free to discuss personal benefits and don’t be afraid to criticize. Get involved quickly, limiting yourself to a few superficial manifestations of friendship. Present yourself to your partner in a positive light and tell him about your successes and achievements. Do not expect special attention to your person, do not expect that someone will always accompany you.
Russia is a country with a mixed collectivist and individualist value system, with a predominance of collectivism or conciliarity. Therefore, communication with business partners, representatives of Western European countries or the United States, is quite difficult for a Russian and requires special socio-psychological preparation.
When developing business communication skills, it is important to focus on the specifics of going through the stages of communication with a partner. Usually they include: preparation for business interaction, making contact, discussing the main topic, recording the results and completing the communication.
Preparation - choosing the purpose of communication, time and place of the meeting. Determine tasks: evaluate a partner, receive or transmit information, influence motives and decisions. Get in the mood for communication, choose a tactic (style) of communication.
Discussion of the main topic - concentrate attention on the problem and tasks, carry out motivational sounding, i.e. understand the motives and interests of the interlocutor. It is important to keep your partner's attention on the topic of conversation. This is followed by putting forward arguments if there is a difference of opinion.
Recording the results- make a brief overview of the discussed range of issues and summarize.
Ending communication. It is necessary to end communication in such a way that the prospect of continuing the relationship in the future is left. The very last moments of contact, the last words, the look, the handshake are very important. Sometimes they can completely change the outcome of a long-hour conversation.
For an illustration, let us turn, for example, to the psychotechnology of personal selling, which is quite universal in nature. In almost every sale, five key stages can be distinguished, the degree of expression of which is determined by the specific situation of the trading transaction. These include: establishing contact with the client; collecting information about him, reconnaissance; presentation of a business proposal; handling objections; completion of the transaction.
Each stage has its own characteristics and, with the help of specific techniques and methods, solves its own problems. Each of them has a beginning and an end. It is important to keep in mind that the success of the previous stage to some extent determines the success of the subsequent one and that at each stage there are no fatal failures and defeats, there are only missed or unrealized opportunities. There are certain rules for going through the stages of business interaction with a client.
Rule 1. Proceed to the next stage in a timely manner. It is advisable to move to the next stage of the process of influencing the client when the tasks of the current stage are completed.
Rule 2. Maintain a balance of time. In the process of working through business issues, the time spent at each stage is limited and is proportional to the total duration of the transaction process.
Rule 3. Control the order of stages. If the client tries to skip over the next stage, allow him to take himself aside, but not forcefully and for a short time, and then return to the original stage.
Rule 4. Consider the client's emotional states.
Monitor the natural dynamics of the client’s emotional states. In the normal development of business communication, the client, with the help of a professionally acting manager, consistently goes through the experience of a feeling of anxiety, turning into doubt about the appropriateness of the proposed transaction, giving way at first to indifference, and then to the gradual emergence of interest, the strengthening of which turns into desire and, finally, leads to agreement.
Rule 5. Make sure your actions match the situation. This rule involves the use at each stage of such techniques and methods of working with the client that are adequate to the specific situation, taking into account the degree of professional and psychological preparedness of the manager, the level of readiness of the client, the degree of his trust in the manager, the company and the product.
Here are a few basic principles for developing methods of effective business communication.
Contact. A generally favorable atmosphere of communication is very important. It is necessary to constantly maintain psychological contact with your partner. An individual approach and attention to a partner’s personal interests and hobbies help improve interpersonal relationships.
Understanding. It is important to accept the other side as it is, to be able to put yourself in your partner’s place. Inattention to his point of view limits the possibility of developing mutually acceptable solutions.
Equality. You should not show your superiority over your partner in any way. It is also counterproductive to belittle one’s own position, to belittle the importance of one’s own person. You must be open to accepting your partner’s arguments and try to express your point of view as neutrally as possible.
Rationality. In any situation of business communication, it is necessary to behave rationally, even if the other party does not restrain the expression of emotions. Uncontrolled emotions have a negative impact on the decision-making process.
Credibility. You should avoid using false information, even if it is done by the other party. Unreliable information weakens the strength of argumentation and significantly complicates further interaction.
Communication style is our natural, largely innate, stable behavior. So we don't often try to improve our communication skills, even if they are inadequate. But effective business communication can and should be learned.
Of great importance for communicative self-improvement is motivation. After all, we can improve our business communication skills only if we have the corresponding desire - i.e. if we want to achieve this. Typically, people are more motivated to improve their communication skills if they believe that business communication skills actually have a significant impact on their professional performance.
Knowledge are needed to understand the necessary conditions for the process of improving business communication. The more people know about the nuances of behavior in specific situations, the easier it will be for them to develop their skills.
Skills allow us to take informed actions in accordance with our knowledge of the patterns of business communication.
Skills- these are purposeful actions or their sequence that we can perform at an unconscious level and repeat in the appropriate situation. The more skills you have, the more likely it is that you can act effectively and appropriately.
The combination of motivation, knowledge, skills and business communication skills allows us to be confident when meeting other people.
To make the most of what is possible when developing communicative competence, you must first formulate and write down your goals for improving the culture of interpersonal and business communication. No matter how seriously and deeply you consider the need to develop your communication skills, changing behavior takes a long time and significant effort. If you fix your goals, then the likelihood that your good intentions for self-improvement will not be lost will increase.
When starting to work on improving your own communicative competence, it is advisable to be guided by the following rules.
State the problem. Start by formulating the communication problem. For example: “The boss always assigns the most interesting tasks to other employees, not me. I never talked about it because I don’t know how to express my feelings.”
Define a specific goal. A goal is specific if it can be measured in some way and you can tell when it has been achieved. For example, to solve the problem posed above, you can write: “Goal: tell my boss how I feel about the distribution of responsibilities in the team.”
Determine the algorithm for achieving the goal. To develop a plan to achieve your goal, first identify the skills you would like to practice. Then relate them to your specific situation. This step is very important because successful behavioral shifts require that you frame the goal in terms of specific behaviors that you can adapt or change.
Figure out how to determine that the goal has been achieved. A good goal is a goal that can be measured. The fourth step in your attempt to formulate a goal is to create minimum requirements for defining indicators for achieving the goal. For example: “The goal is considered achieved if I describe my feelings to my boss when he acts unfairly again.”
Once you have completed all four steps of the goal setting process, it is advisable to have someone else review your commitments and become your consultant and assistant. It is best to choose someone from your own group, because your classmates will be best able to understand and help you. (Plus, you can respond in kind and thereby help them formulate their goals.)