The main task of the secondary general education system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of communicative competence of schoolchildren as the basis for successful social activity of the individual.
Definition of communicative competence
What does this term represent? Communication competence is a combination of skills successful communication and the interaction of one person with others. These skills include fluency, public speaking, and the ability to connect with different types of people. Also, communicative competence is the possession of certain knowledge and skills.
The list of necessary components for successful communication depends on the situation. For example, interacting with others in a formal setting presents a set of stricter rules for the exchange of information than talking in an informal setting. Therefore, communicative competence is divided into formalized and informal. Each of them has its own system of requirements and includes a number of components. Without them, it is impossible to develop communicative competence. These include a rich vocabulary, competent oral and written speech, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. These components also include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.
Foreign language communicative competence as a key to success in the context of globalization
In our age of globalization, knowledge of foreign languages plays an important role in professional and personal growth. Foreign language communicative competence includes not just the use of basic vocabulary, but also knowledge of colloquial, professional words and expressions, an understanding of the culture, laws and behavior of other peoples. This is especially true in modern Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages are capable of developing thinking, raising both educational and cultural level students. It is worth noting that the most favorable period for children to learn foreign languages is from 4 to 10 years of age. Older students find it more difficult to learn new words and grammar.
Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages and the culture of other peoples is given special attention in educational institutions.
School is the starting place for the development of communicative competence
Secondary education is the foundation through which a person receives the necessary knowledge about life in society. From the first days, schoolchildren are taught according to a certain system so that the students’ communicative competencies allow them to interact with other members of society and be successful in any social environment.
Children are shown how to write letters, fill out forms, and express their thoughts orally and in writing. They learn to discuss, listen, answer questions and analyze various texts in their native, state and foreign languages.
The development of communicative competence allows schoolchildren to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a primary task in the field of education.
It is worth noting that primary education shapes the personal qualities of schoolchildren. Therefore, the first years of school should be especially productive. Even in primary school, schoolchildren must become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.
Bilateral work with difficult students to improve their communication
Schools often deal with difficult children. Not all students exhibit exemplary behavior. If one part of schoolchildren is able to behave in a disciplined manner, then the other does not want to follow generally accepted rules of ethics. Difficult students often behave defiantly, can get into fights even during classes, do not absorb information well, and are characterized by lack of composure and the inability to clearly formulate their thoughts. This is largely due to parents’ improper upbringing of their children. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.
Many parents place responsibility for their children's behavior on teachers. They believe that a student’s communicative competencies in most cases depend on teachers and the atmosphere at school. However, parental upbringing has no less influence on a child than time spent in an educational institution. Therefore, it is necessary to develop children’s interest in academic subjects both at school and at home. Bilateral work with students will certainly bear fruit. It makes them more disciplined, educated and open to dialogue.
Creating conditions for the development of children at school and at home
The task of teachers and parents of primary school students is to create an environment for children in which they would like to learn, develop and act. It is important that the child experiences pleasure from new knowledge and opportunities.
Group activities, events, and games play an important role in elementary school. They help students adapt to society and feel part of the social environment. Such activities improve the communicative competencies of younger schoolchildren, making them more relaxed and sociable. However, conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extracurricular activities for children in various sections and groups, where each child will receive special attention. Communication between elders and children is also important. It should be friendly. A child should be able to share impressions and stories, not be shy to express his feelings and thoughts, and also find out from his parents what interesting things happened to them, or ask questions to which he does not know the answers.
Ethics of communication in the formation of communicative competence
One component to developing communication skills is ethics. This also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a given environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that bad behavior will change their studies at school, relatives continue to make mistakes. They don't teach the basic thing: communication ethics. At school, it is difficult for teachers to cope with ill-mannered children; such students are noticeably lagging behind other schoolchildren in development. Consequently, such graduates will have difficulty adapting to adult life, because they absolutely do not know how to behave correctly in society and build personal and professional connections.
The future of every person depends on communicative competence, because we all live in a social environment that dictates to us certain rules of behavior. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life position. Therefore, all components of communicative competence should be taken into account by parents, relatives, educators and teachers when teaching schoolchildren and spending time with them.
Ways to develop communicative competence
Communication skills must be constantly developed in a comprehensive manner. It is desirable that the child learns something new every day and expands his vocabulary. In order for complex words to remain in memory, you can draw images that symbolize new things, or print ready-made pictures. Many people remember new things visually better. Literacy also needs to be developed. It is necessary to teach the child not only to write correctly, but also to present it orally and analyze.
To develop a student’s communicative competence, it is necessary to instill in him a love of knowledge. Having a broad outlook and being well read only increases your vocabulary, forms clear, beautiful speech, and teaches your child to think and analyze, which will make him more self-confident and collected. It will always be interesting for peers to communicate with such children, and they will be able to express out loud what they want to convey to others.
Communicative competence improves significantly when schoolchildren take acting courses and participate in performances and concerts. In a creative atmosphere, children will be more relaxed and sociable than at a school desk.
The role of reading in the formation of communicative competence
A good environment for developing communication skills is literature classes at school. Reading books takes a special place. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to doing useful things and reading. Virtual games negatively affect the child’s psyche, making him socially inadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, students’ communicative competencies do not develop. Therefore, parents should think about the negative impact of modern technology on the child and about more useful and developmental activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the vocabulary with new words. Well-read children are more literate, collected, with a broad outlook and good memory. In addition, classical literature confronts children with various images of heroes, and they begin to understand what good and evil are, learn that they will have to answer for their actions, and learn from the mistakes of others.
The ability to resolve conflicts as one of the components of social adaptation
Forming the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to pass anyone by, and for a successful dialogue you need to be prepared for various turns. For this purpose, classes in public speaking and discussions, acting courses, knowledge of the psychology of various types of people, the ability to decipher and understand facial expressions and gestures are suitable.
External qualities are also important for creating the image of a strong person who is ready to resolve a conflict. Therefore, playing sports is highly desirable for every person, especially for males.
To resolve controversial issues, you also need the ability to listen, put yourself in the position of your opponent, and approach the problem wisely. In such cases, one should not forget about ethics and manners, especially in a formal setting. After all, many issues can be resolved. The ability to maintain your calm and wisdom in conflict situations will help in most cases to defeat your opponents.
An integrated approach to the formation of communicative competence
As mentioned above, to adapt in society it is necessary to possess various communication skills and knowledge. To form them you need integrated approach to students, especially to younger schoolchildren, since at their age a way of thinking begins to take shape and principles of behavior are formed.
The system for the development of communicative competence includes speech, language, sociocultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This is knowledge of language, grammar, stylistics, an enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.
An integrated approach should be applied not only within the school walls, but also at home, because the child spends a lot of time there. Both parents and teachers need to understand the importance of communication skills. Both personal and professional growth of a person depend on them.
Changes in the education system to improve communication among schoolchildren
It is worth noting that in recent years training has undergone a number of changes and the approach to it has changed greatly. Much attention is paid to improving the communicative qualities of schoolchildren. After all, a student must graduate from secondary education ready for adult life, and therefore be able to interact with other people. It is for this reason that it is introduced new system teaching.
Now school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the priority is not information, but communication. The priority is the personal development of students. This especially applies to the educational system of schoolchildren junior classes, for which a whole system of developing communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving adaptation in society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active and sociable, which makes them more adaptable in society.
The role of schoolchildren’s interaction with others in creating communication skills
The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for the development of skills for interacting with society is the personal experience of students’ communication with other persons. This means that every interaction a child has with other people either makes him more communicative and competent, or worsens his understanding of conversational style and behavior. The student’s environment plays a big role here. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child’s communicative competence. He, like a sponge, absorbs the words he hears and the actions performed in front of him. It is very important to explain to schoolchildren in a timely manner what is acceptable and what is unacceptable, so that they do not have a false idea of communicative competence. This requires the ability to convey information to students in a way that is understandable, non-critical, and non-offensive. This way, interacting with others will be a positive rather than a negative experience for the student.
The school’s modern approach to developing students’ communicative competence
The new education system helps schoolchildren not only become diligent, but also feel part of society. It involves children in the learning process, they become interested in learning and applying their skills in practice.
Increasingly, group educational games, classes with psychologists, individual work with children, the introduction of new teaching methods, and the practical application of the experience of foreign educational institutions are being used in primary schools.
However, it is worth remembering that the formation of students’ communicative competence includes not only knowledge and skills. No less significant factors influencing behavior are the experience gained within the walls of the parental home and school, the values and interests of the child himself. To develop communicative competence, the comprehensive development of children and the correct approach to the upbringing and training of the younger generation are necessary.
State autonomous educational institution
Kurgan, 2011
State autonomous educational institution of additional professional education "Institute for the Development of Education and Social Technologies." Formation communicative competence: Materials of the Internet conference: November 24, 2011. - Kurgan, IROST, 2011.
Secondly, the process of a child’s adaptation to school, in particular his emotional well-being in the classroom, largely depends on communicative competence. As is known, school adaptation is divided into educational and socio-psychological. The child must get used not only to a new type of activity (learning), but also to the people around him. If he easily finds a common language with his classmates, he experiences greater psychological comfort and satisfaction with the situation. On the contrary, the inability to communicate with peers narrows the circle of friends, causes feelings of rejection, loneliness in the class, and can provoke antisocial forms of behavior.
Thirdly, the communicative competence of students can be considered in the educational process not only as a condition for the student’s current effectiveness and well-being, but also as a resource for the effectiveness and well-being of his future adult life.
The Institute for the Development of Education and Social Technologies has developed a program for developing the communicative competence of students. This program is a representation of one of the options for developing communicative competence through the educational process. The program covers all ages of human life associated with being in an educational institution: from preschoolers to high school graduates. It has 4 stages (components), corresponding to periods of life of a maturing personality: 1) preschool; 2) primary school; 3) basic school; 4) secondary school. Each of these periods has features of the formation of communicative competence. The proposed program is educational, practice-oriented.
The goal of the program is to develop students with communicative competence.
Program objectives
· education of a spiritually developed personality, formation of a humanistic worldview based on effective communication;
· development of emotional perception of a communication partner, communicative culture of students; oral and written speech of students;
· mastering knowledge on communicative competence (the essence of dialogue, speech etiquette, norms of literary language, communicative qualities of speech);
· mastering the skills of conducting dialogue and overcoming communication barriers.
The proposed program is a system of educational work in this area. The main principle of program implementation is the principle of continuity between the components or stages of the program, each of which has its own subprogram. The program includes 4 components or subroutines:
1. Communication - the joy of life (intended for working with preschoolers).
2. Communication is the basis of life (address: primary school students: grades 1-4)
3. Communication - life development (aimed at primary school: 5-8 grades).
4. Communication - success in life (intended for high school students of grades 9-11).
briefcase - warehouse for school supplies;
tiger - big cat, walking mattress;
airplane - flying house, steel bird;
Shadrinsk is a green city, Bronnikov’s birthplace;
Japan is a country of long-livers.
In this excerpt of the lesson, you can observe how work is carried out on expressive and figurative means of speech, periphrases.
The most important means of expressiveness are: tempo, tone and strength of voice.
When they talk about the tone of speech sounds, they mean the height of vowels, sonorants and voiced noisy consonants. The tone is formed by the passage of air through the throat, vocal cords, mouth and nose. As a result of the vibration of the vocal cords, the fundamental tone of the sound appears, essential component speech intonation. The big drawback is monotony. It occurs when the pitch of the sound remains unchanged throughout the speech.
As mentioned earlier, components such as tone, voice strength, and tempo are an integral part of intonation.
Consider an exercise with intonation analysis of a sentence:
Read the interrogative sentence, highlighting in your voice the word that is written in a darker font.
Tomorrow winter holidays start?
Tomorrow begin winter holidays?
start tomorrow winter holidays?
Winter starts tomorrow holidays?
Has the sign at the end of the sentence changed? What about word order? Has the meaning of the question changed? How? Why?
Observation is carried out by ear, but for graphic clarity, words pronounced with intonation are highlighted in a darker font.
Winter holidays start tomorrow.
Winter holidays start tomorrow?
Winter holidays start tomorrow!
Read the sentences. What helps you “subtract” the desired intonation?
When working on diction, you can take exercises using tongue twisters. From the personal experience of Frolova, a methodologist teacher at secondary school No. 38 in Dzerzhinsk:
Read the tongue twister:
Don't blow your lips on the oak tree.
Don't blow your lips on the oak tree.
When working with tongue twisters, purity of sound and intonation are developed.
Summarizing what has been said, we will name the main techniques for working on the expressive means of language:
a) detection of “figurative” words in the text;
b) explanation of the meanings of words and figures of speech found in the text by the students themselves or indicated by the teacher;
c) illustration, word drawing, recreating the image based on the teacher’s question: what picture do you imagine?
d) the use of analyzed and understandable images in a retelling, in one’s own story, in a written composition or presentation;
e) special exercises for selecting comparisons, epithets, composing riddles, and the like.
The above allows us to draw the following conclusion:
Expressiveness of speech is the imagery and emotionality of speech, which contributes to better understanding, perception and memory, and provides aesthetic pleasure; affects not only the mind, but also the feeling and imagination of the listener.
DEVELOPMENT OF INTEREST IN THE RUSSIAN LANGUAGE IN THE CONTEXT OF FORMATION OF COMMUNICATION SKILLS
Municipal educational institution "Secondary school No. 35"
In modern society we are seeing a sharp decrease in requirements for the culture of oral and written speech. What we hear on television and radio programs, in everyday communication? Monotonous vocabulary, lack of imagery, speech cliches, unjustified introduction of dialect words, rude expressions, incorrect pronunciation. All this indicates the spiritual poverty of the speakers.
So, competent, expressive speech is impossible without spiritual development, and there will be no spiritual development if there is a careless attitude towards speech. Teachers of the Russian language in the modern world face a very difficult task: to arouse interest in the subject, without knowledge of which students will not be able to master the basic norms of the modern Russian literary language.
The methods of working in Russian language lessons are mainly designed for the active logical thinking of the student. However, any person, and especially a child and a teenager, is characterized not only by logical thinking, but also by figurative thinking; the work of the mind is not only the creation of conclusions, but also the activity of the imagination. Many difficult problems are solved with the help of imagination no less successfully than with the help of logical constructions. An example of this is two brilliant detectives gifted to the world by English literature: Conan Doyle's Sherlock Holmes and Chesterton's Father Brown. If Sherlock Holmes found the criminal thanks to his amazing ability to reason logically, then Father Brown - thanks to the fact that he imagined himself to be a criminal: he drew in his mind those circumstances, reasons, moods that could lead to this crime, and thus guessed who could have done it.
Imagination - a fairy tale, a game, an adventure - is the daily bread for a schoolchild; it is an urgent need for his full mental development. Excluding the work of imagination from any form educational activities children, we impoverish and make this activity extremely difficult.
But, you say, opportunities for the work of the imagination are naturally inherent in the material of such school subjects as literature, geography, history or drawing. Where can you get them when learning Russian? What can you imagine about spelling? n And NN? In what kind of fantasy can we weave the difference between active and passive participles?
Grammar is a so-called “dry” subject: the child has to learn abstract categories such as conjugation, declension, parts of speech, and members of sentences. All this is difficult to fit into the child’s mind and is poorly retained in him. Because of this, the Yasnaya Polyana school completely abandoned the study of grammar.
And until now (this is well known to teachers and psychologists) the majority of children do not at all consider the Russian language to be an exciting subject. And this is not only due to “dry” and sometimes very difficult rules, but also to monotonous tasks and exercises, sometimes requiring only mechanical work.
A kind of “psychological barrier” is created between children and Russian language lessons; they are not part of their own interests. Reluctance to study the Russian language gives rise to illiteracy. To overcome this barrier, it is necessary to “revive” the assimilation of grammar: to introduce elements of imagery, fantasy, and play into the children’s work. It's very difficult.
And yet...
When the Polish teacher Janusz Korczak taught grammar to the children of Warsaw's poor, he told them fairy tales. In one fairy tale, for example, it was said that once upon a time, all the words were piled up in a heap where nothing could be made out. But grammar came and put all the words into boxes: in one - all the nouns, in the other - all the adjectives, and in the third - all the verbs. Another tale, dedicated to pronouns, was about a baby Who- a word that helps you ask about any person in the world.
The writer Felix Krivin created many grammatical tales. The adventure tales about Tatyana Rick's parts of speech are well known.
Many teachers willingly use these fairy tales to enliven Russian language lessons. Experience shows that children learn grammatical material embodied in a fairy tale, song or poem much better than the same rules in their usual form. These are forms of work that help to arouse interest in the Russian language among students in grades 5-6. Students themselves begin to fantasize with pleasure - inventing their own fairy tales about parts of speech. By giving their heroes characters (morphological characteristics) and sending them on adventures, they become more attentive to their native language and become more literate.
High school students are unlikely to agree to sing a song or tell a fairy tale. This is "undignified." What can we offer students who are old enough for funny rhymes, but not old enough for conscious understanding and assimilation of abstract categories?
Research activity is an activity that can captivate you with the magical world of the Russian language. Here, opportunities open up to act as a linguist, as a statistician, and as a speaker introducing listeners to his discoveries. Daniel the Sharpener also spoke about the need and benefits of his own research: “I did not go overseas, nor did I learn from a philosopher, but, like a bee, falling on various flowers and copulating with honeycombs, I also collected verbal sweetness and reason from many books. , and they gathered together like a skin of sea water” (“The Word of Daniel the Sharper”).
The most common understanding of exploratory learning is such learning in which the student is placed in a situation of independent mastery of concepts, methods of solving problems in the process of cognition, directed by the teacher ().
The results of the research are presented to students at Russian language lessons and at the school scientific and practical conference “Man in the World around us.” During research and presentations, students demonstrate the ability to work with various information sources (reference, scientific literature, the Internet), select and systematize material, put forward a hypothesis, plan work, design and present results, speaking in front of an audience, mastering public speaking skills.
The development of imaginative vision, aesthetic thinking, and opportunities for self-expression are provided by lessons using creative tasks.
Some types of creative work that promote speech development in Russian language and literature lessons.
|
Verbal and visual essay |
Painting. Students express their understanding of a particular topic in paint and give verbal justification for it. Collage. Students create collage using pieces of fabric, labels, advertisements, etc. - the choice of material depends on the design. Application. |
|
Verbal and musical composition |
Description of a piece of music that is consonant with a work of art. Musical portrait of a writer, poet. |
|
“Translation” of a literary work into the language of theater |
Creating a script based on a work of fiction. |
As a result of such work, a verbal and visual composition is born.
Work on speech development does not give a noticeable effect in short term. For success it is necessary that the work be systematic. After all, speech is also a psychophysiological state of a person.
This can only be achieved by using in the learning process modern pedagogical technologies. Among the variety of pedagogical technologies, the most valuable for the implementation of the set goals and objectives, in my opinion, are: technologies of pedagogical cooperation, problem-search joint activities, dialogue technologies; technology of project activities; multi-level learning technologies; health-saving technologies; information Technology .
All of these technologies fundamentally provide for an individual and differentiated approach to learning, contribute to the development of a free-thinking, creative personality, and form meta-subject competencies.
Thus, thanks to different types of work, the contradiction about which he said this way is resolved: “This fierce war does not weaken in the least when book teaching begins. On the contrary, book teaching provides new materials for pedagogical disputes every day...
The teacher does not ask about the child’s mental needs, does not try to awaken them, and does not care about satisfying those needs that have already awakened by themselves. Any mental need that appears without a call is encountered as an uninvited guest, and it is known that an uninvited guest is worse than a Tatar. Such an immodest need is usually considered the same whim as any other desire of the child that is not included in the pedagogical calculations of the teacher. The teaching does not answer the child’s questions and is never arranged in such a way that the child himself understands its necessity.”
Learning to write essays of different genres
, Russian teacher
The “Concept for the Modernization of Russian Education” recognized the following as key competencies:
Technological competence
Self-educational competence
Information
Social (correlating one's aspirations with the interests of other people)
Communicative.
Thus, the formation of communicative competence is one of the priorities of Russian education.
Communicative competence is the willingness to receive the necessary information, present and defend one’s point of view in a civilized manner in dialogue and public speaking based on recognition of the diversity of positions and respect for the values of other people (religious, ethnic, professional, personal).
In my opinion, work on developing communicative competence in students can be carried out in 2 areas: speech development and communication etiquette.
Work on speech development is carried out through lessons, extracurricular activities and extracurricular activities.
My main task in the lesson, in addition to working on literacy in oral and written speech, is to develop in children the ability to freely express their thoughts.
These tasks are performed when learning to write essays of different genres: writing based on a picture, from personal experience, based on what you saw or heard, based on impressions from a play, a movie, a book you read, etc.
Each genre of essays has its own characteristics, which require the use of different methods and techniques.
At the beginning of the lesson, I provide motivation aimed at perceiving the topic of the essay and its main meaning. To do this, I use poems, proverbs, and sayings of wise people. Sometimes such a conversation is conducted as a correspondence excursion.
To understand how and when the painting was painted, I use a story about the artist, his plan, and the features of what is depicted on the canvas.
Next, we look at the general coloring of the picture and its foreground, highlight individual details of the image, pay attention to how the artist managed to convey a portrait or landscape, and try to get into the mood that the author wanted to express. New, difficult words must be spoken and commented on, and the meaning of details, composition, and colors is explained.
Sometimes I ask you to “revive” the picture: to imagine what happened before the moment that the artist depicted in the picture, and after it. This technique helps you see and understand the picture differently, pass it through your perception, and find the words with which you can talk about this episode.
The next stage of work is drawing up a plan for the essay; sometimes a ready-made plan is given (in grades 5-6), which helps to maintain the structure of the essay.
I noticed that sometimes students find it difficult to write the beginning of an essay, so I offer several options from which they can choose an option that is acceptable to them, each of which is discussed, after which I ask them to continue this essay.
Nominative representation is often used. For example, “Spring. Flowering time. A time of joy, tenderness and expectations...” This beginning of an essay sets you up for philosophical reflection, for expressing your thoughts and feelings.
The beginning of an essay is also used, such as: “One day in the spring...”, “Once upon a time...”. This beginning requires a story about an incident that happened in people's lives. Different options for starting an essay develop not only thinking, but also imagination, and form the ability to express one’s thoughts and feelings through verbal images.
Sometimes before writing an essay I take a tour, for example, to a monument to fallen heroes, which then needs to be described. Together with the guys, we examine the monument and note its features. At this time, I tell the children about the exploits of individual heroes, read poems about the war, then lead the students to the conclusion about the significance of these exploits and the monument to the heroes itself. Returning to class, we write down what we remember, what we saw, draw up a plan, and choose lexical means to describe the monument. The essays after such preparation for them turn out wonderful.
But still, the main thing in the development of communicative competencies is the formation of a socially active personality who can freely navigate the modern world.
Formation of communicative competence of students
Ustinova G. T .,
teacher of Russian language and literature
MKOU "Secondary School No. 3", Shumikha
,
teacher of Russian language and literature
MKOU "Secondary School No. 3", Shumikha
The transition to the Unified State Exam has its pros and cons. One of these disadvantages is a decrease in the communicative competence of students. If we add to this the decline in memory of a modern schoolchild (modern medicine has been talking about this for a long time), a dislike for reading fiction, and hence a decrease in the vocabulary of children, then a big problem arises called “inability to communicate.”
In solving this problem, we, teachers of the Russian language and literature,
ry, not the last place is allocated.
Where to start developing communicative competence? Of course, with careful lesson planning, which should be based on an activity-based approach:
· thoughtful vocabulary work
· “gymnastics for the mind”
· a coherent monologue answer when asked about homework, while the others must prepare an analysis and assessment of this answer based on a pre-studied memo (completeness of the topic, the success of the examples, what mistakes were made, correctness of speech).
· work in pairs
element of relaxation at the end of the lesson
We must always remember that only as a result of the activity of speaking does its product arise - an utterance. Unfortunately, often a student who has sat through six lessons has never been interviewed. The teacher must ensure that he does not ask the same ones from lesson to lesson.
It is impossible to teach speaking without teaching communication, without creating conditions for verbal communication in the classroom.
Good conditions for creating verbal communication are:
· work in pairs,
· role-playing games (when studying speech styles, divide the class into groups “journalists”, “writers”, “scientists”, “friends” and give the task to compose a text on the topic “Thunderstorm”,
· work in groups when performing research tasks,
· drawing up and voicing reference diagrams,
· creation of linguistic fairy tales,
· rhyming rules,
· creating a syncwine as a summary of the lesson.
Of course, all these forms of work require additional time from the teacher. This is not easy work. But we all remember the words: “The easier it is for a teacher to teach, the more difficult it is for students to learn. The more difficult it is for the teacher, the easier it is for the student.”
Great assistance in the formation of communicative competencies is provided by creative tasks:
· Write your ending (For example, how would you finish the novel “Dubrovsky”). During the analysis of creative works, children argue, agree, disagree with the ending, defend their version - in a word, communicate.
· Narration on behalf of an object, for example, a school desk, diary board, etc.
· The project method teaches you to make decisions independently, select required material and be responsible for your choices. By developing and implementing a project, the student develops a number of communicative competencies.
Rhetoric classes need to be brought back to school , which were aimed at developing communication techniques - techniques for establishing contact, the ability to see the state of a speech partner, maintain a conversation, build a discussion, conduct a productive dialogue, etc.
While working on developing communicative competencies, we must not forget about culture and the quality of communication. And in this we, teachers, must ourselves be a model for students, because we cannot be encouraged to follow a flag that there is no one to carry.
Text is a means of developing students’ communicative competence
KashevarovaN. I., Dalmatovskaya secondary school No. 2
Domestic culture, respect for the cultural values of the Russian people are the most important components of the stable present and sustainable future of Russia.
The main goal of the school is to prepare each student for life in society, for practical activities, which can be fruitful only when it is implemented by a person who is aware of his role in the world around him.
A stock of knowledge, knowledge of ways to solve problems and experience in achieving goals are necessary components of a student’s communicative competence. Immersion in real life context is a necessary condition for learning work of art. This process looks schematically like this:
Modern life requires a person to be sociable, or communicative, i.e. the ability to communicate effectively, the basis of which is communicative competence, which includes the following components:
Linguistic
Sociocultural,
Activity.
The formation of communicative competence involves mastering various types of speech activity in different areas of communication on the basis of speech science knowledge, the formation of a student’s communicative culture. A stock of knowledge, knowledge of ways to solve problems and experience in achieving goals are necessary conditions for the formation of a student’s communicative competence.
The text of a work of art has enormous potential for developing students’ communicative competence.
While working with the text of a work of fiction, students
Master various types of analysis;
Define tropes, stylistic figures and their role in ideological content;
They reasonably prove their point of view about what they read in creative works of different genres.
The “Pedagogy of Cooperation” methodology, which I have tested and based on the concept, allows students to develop the communicative competence of students while working with the text of a work of art:
· From personal experience - to the analysis of a work of art and from it - to the Book;
· Literature lesson + problem-search activity;
· Educational travel;
· Participation in elective courses;
· Research activities of teachers and students.
Working with text is a lesson-communication that causes tension in the mind, that state when the student is more brilliant and smarter than the teacher. When developing the beginning of a lesson, I always think about how to end the conversation so that the conversation continues without me at recess, at home, with family or friends.
Working with text is a kind of one-act performance. asserted that “the teacher is an artist, an artist, passionately in love with his work.” I think that only the image of a teacher that is true is the one with which the students are satisfied. It is very important that they believe me; first they believe the teacher, and not Tolstoy and Chekhov; Without artistry, graceful, virtuoso, it is hardly possible to achieve that faith.
Working with text is about discovery. My main task is to educate the reader who is looking for his own in the book.
Working with text is a joint activity between teacher and student, united by the theme and idea of a work of art. An effective technology is dialogical activity. The unraveling of the meanings in which time has packaged eternal human values will be the main thing in the dialogue. The ultimate goal is not knowledge in itself, but the ability to solve a problem. 90% of the work in the lesson is done by the student. It is important to learn something right for life. To grow a “garden in the soul”, you need to work hard. My task is to help the student grow a “garden in his soul.”
Working with gifted children is also based on their creation of their own text. The need for creativity gives birth to the text of a work of art, and then to observations and reflections, which life gives us in great variety.
A careful attitude towards the Russian word encourages a deeper understanding of the laws of literature. The elective course programs “Secrets of Creativity” and “Secrets of Literacy,” developed by me, help students better understand the text of a work of art.
In my work, I use various forms of extracurricular activities aimed at developing the communicative competence of students based on texts of various genres.
The methodology I use gives positive learning results and undoubtedly improves the quality of education.
Formation of communicative competence. Reflection on the problem.
Teacher of Russian language and literature MKOU
"Pimenovskaya Secondary School" of Ketovsky district.
Modernization concept Russian education involves the formation and development of a mature personality, characterized by a high level of linguistic competence, fluent in all types of speech activity, a culture of oral and written speech in different areas and situations. This is required by new state standards. Russian language and literature are the main disciplines, in the process of studying which students acquire the necessary communicative competencies (a set of interconnected knowledge, skills and abilities formed in the learning process).
Communicative (speech) competence, as J. Austin and J. Searle put it, is not innate and is determined by the social environment and the needs of the speaker. In a modern school, successful completion of Part C of the Unified State Exam in the Russian language is a kind of diagnostic tool that checks students' communicative competence.
The graduate must first of all understand the text proposed in the exam, determine its topic, idea, position of the author; comment on your own position; create a coherent text, show the degree of proficiency in the native language, its grammatical structure, selecting expressive language means, observing language norms. Creation creative work impossible without key communicative competence, but also impossible without linguistic, spelling, punctuation competence.
Only purposeful and systematic work will help to reveal your creative potential. Y. Kamensky pointed out the need to be guided by the following principles:
Activity and consciousness
Visibility
Graduality
Systematicity
The principle of exercise and lasting mastery.
The student must master creative skills for productive learning activities. This is facilitated by search and partially search person-oriented methods, which should stimulate the solution of communicative problems.
To implement these tasks at the present stage, it is necessary to use ICT, when the teacher does not give ready-made answers to questions, but teaches how to independently obtain knowledge. With the help of ICT, not only creative individual, group, and collective work is possible, but also a desire for self-education appears.
Thus, the true development of communicative competencies is possible only in the process of real practice, carried out step by step and systematically.
“A dictionary is the entire universe in alphabetical order.” Working with a dictionary in Russian language lessons.
Municipal educational institution "Secondary school No. 2",
teacher of Russian language and literature
“The dictionary is the whole universe
in alphabetical order" (A. France).
The issue of enriching the vocabulary of a modern schoolchild is very relevant today. In the conditions of scientific progress, more and more new words are coming into use, many of which are difficult and incomprehensible to our schoolchildren. They also experience certain difficulties in understanding literary texts of classical literature. Therefore, the primary task of a Russian language teacher is to work on enriching and clarifying the vocabulary of schoolchildren: the more words a person speaks, the more accurately communication between people is realized both orally and in writing.
The methodology for vocabulary work at school includes four main areas:
· enrichment of the dictionary;
· clarification of the dictionary;
· activation of the dictionary;
· elimination of non-literary words.
Interdisciplinary material is a rich source for replenishing the content of work to enrich students' vocabulary in Russian language lessons. Hence, the interdisciplinary communicative principle of selecting thematic groups of words for work on enriching the vocabulary of schoolchildren is highlighted. Each thematic group covers a huge number of words. Their minimization to enrich students’ vocabulary is based on several principles:
1. Frequency principle (vocabulary that is frequently used in texts of different styles is selected).
2. Communicative principle (vocabulary associated with preparing students for life is selected).
3. Systemic principle (obliges to include in the dictionary lexical-semantic groups the dominants of the synonymous, hyponymic and derivational (word-formative) series of words, as well as antonyms placed in the dictionary).
4. Stylistic principle (ensures the inclusion in the dictionary of words that express the attitude to the subject and the attitude to the word, i.e., emotionally charged and stylistically charged words).
Of essential importance is the formation in children of the perception of the word as a special object of reality - a linguistic means of naming reality. To do this, use a special technique, including the following exercises:
1) the name of the depicted objects and reading the words naming these objects (the conclusion is drawn that there are objects - we see them - and there are words for naming these objects - we hear them, read them);
2) drawing according to the riddle of the object and signing under it the word that names it;
3) recording words naming objects;
4) recognition of the word missing in the riddle;
5) naming an object in different words;
6) naming different objects in one word.
To consolidate the acquired knowledge, perform the following exercises:
Analysis of a dictionary entry aimed at finding the corresponding mark;
Finding words with the indicated marks in the explanatory dictionary;
An explanation of the purpose of a particular mark in the dictionary entry. (Russian language lesson “Dictionaries are our helpers”, game “Duty letter”, “Guess the word”, “Vocabular wealth of the Russian language”, “Learn a word from a complete etymological reference”, etc.) The goals of such lessons: to repeat and consolidate students' knowledge of vocabulary (about the lexical meaning of a word, synonyms, native Russian and foreign words); improve skills in working with dictionaries; cultivate interest in the book, by the way. Here are some practical tips and recommendations for working with dictionaries in Russian language lessons for teachers who want to include dictionaries in their classes:
· conduct a system of lessons on the topic “Dictionaries are our friends”, “Dictionaries are the treasures of the national language”;
· include work with dictionaries in each lesson;
· offer students advanced tasks for working with dictionaries (choose a vocabulary dictation, explain the etymology of a word, choose synonyms, antonyms for a word);
Explain the meaning of new and unclear words, used in the text;
· compile one of the non-existent lexicological dictionaries;
· carry out role-playing game“Making dictionaries”;
· write out words from the dictionary for an essay on the topic “Favorite corner of nature”;
· write an annotation on the dictionary (optional);
· characterize the construction of a dictionary entry;
· find words in the dictionary and explain why this word is interesting, what errors in pronunciation and spelling are possible;
· create an etymological crossword puzzle.
To create problematic situations in Russian language lessons, I use language material that takes the form of an etymological text.
Fragment of a lesson in 5th grade
Introducing the word bear.
Today we will get acquainted with a new word. Guess who we are talking about: “In the summer he wanders without a path between the pines and birches, and in the winter he sleeps in a den, hiding his nose from the frost.” (A picture of a bear and a card with the word bear are posted.)
What do you know about the bear? Where does he live? What does it eat? Why is a bear considered a delicacy? We need to remember the spelling of the word bear. Read it syllable by syllable. How many syllables are in this word? Name the first syllable, the second. Say the word with emphasis. Which syllable is stressed? Name the unstressed vowel in the word.
Remember: the word bear is written with an unstressed vowel e in the first syllable. (The word is spelled out and written down.)
Why do you think the bear is called that? (Etymological information is provided. The bear is a large predatory animal with a large, heavy body covered with hair and short legs. The bear was so named because it knows where to find honey in the forest.)
Now we understand why the word bear is written with the vowel e in the first syllable. According to the word honey. Remember.
Conclusion: how do you spell the word bear? Why is it spelled with an e?
Each dictionary is of great importance for the modern student. Its main task is to help enrich the vocabulary of our students, to make their speech literate and cultural. Vocabulary work in Russian language lessons and work on speech development in general should occupy a leading place. The student's vocabulary can be made richer in quantitative and qualitative terms. The quantitative increase comes through students recognizing new lexemes, as well as by moving some words from the passive vocabulary of schoolchildren to the active one. Qualitative improvement of schoolchildren's vocabulary occurs by clarifying the meaning of words already known to them, revealing their semantic relationships in the language, and also by replacing non-literary words in the vocabulary of schoolchildren with literary equivalents.
The teacher’s task is to interest modern children, for whom the computer comes first, in reading dictionaries. How to do this? And here the Internet comes to the rescue with its variety of online dictionaries. The effectiveness of this work depends on the professionalism of the language teacher. The use of new technologies increases children's interest in the lesson. And working with dictionaries is one of the new technologies in teaching the Russian language - cultural studies. It is necessary to develop in students the ability to use all types of dictionaries, which will certainly increase the level of their culture and speech.
Internet resources for lessons using online dictionaries:
Russian language: reference and information portal
Official documents, monitoring of speech culture, information about existing dictionaries and encyclopedias of the Russian language, works on Russian studies, textbooks, a calendar of memorable dates, a discussion club on language problems, entertaining competitions, etc. Online dictionaries.
http://www.
World of the Russian word. A collection of aphorisms and catchphrases, the text of the Bible, articles by specialists on modern problems of language and the history of Slavic writing. Dictionaries (linguistic, encyclopedic, Dahl, etc.). Online test, etc.
http://sword. /rus/index. php
Russian electronic dictionaries and reference literature. Interactive dictionaries of the Russian language: Explanatory Dictionary, Dictionary of Foreign Words, Spelling Dictionary, Russian Semantic Dictionary, etc. Russian Language Service: answering questions, editing texts.
Linguistics: encyclopedia
Description of languages, linguistic terminology, biographies of linguists.
http:///cMenu/08_00.htm
Glossary of terms school course linguistics. Dictionary of terms for the school course in linguistics. Consists of interconnected large sections: thematic dictionary; general alphabetical index.
http://slovar. /
Linguistic dictionaries.
Spelling dictionary of the Russian language for students. Dictionary of surnames. Index of names and concepts in ancient Russian art. Dictionary of Internet terms, etc.
http://dictionaries. /
Literature.
1. Baranov - methodological foundations for enriching a student’s vocabulary in the process of learning the Russian language. - Doc. diss. M., 1985.
2. Borisenko’s sense of orthographic form in schoolchildren based on reading. / Russian language at school. - No. 11/12 - 1987.
3. On teaching the Russian language // Buslaev of the Russian language. - M., 1992
4. Dal Dictionary of the Living Great Russian Language. T. IV. - M.: Russian language, 1980
5. Zelmanova in teaching the Russian language. M, 1984
6. , Lakotsenina’s unusual lesson: A practical guide for teachers and class teachers, students of secondary and higher pedagogical educational institutions, students of the IPK. - Rostov-on-Don: Uchitel Publishing House, 2001.
7. Ladyzhenskaya speech of students as a theoretical and grammatical problem of an interdisciplinary nature // Sov. pedagogy#9.
8. Lyzhova analysis of the content of textbooks as a basis for choosing optimal forms and methods of teaching // Rus. language at school No. 5.
9. Lvov studying the grammatical structure of students’ speech / In the book: Current problems of methods of teaching the Russian language in primary classes // ed. , yovoy. – M., 1977.
10. Lvov development of speech of primary schoolchildren. – M., 1985.
11. Methods of speech development / Ed. - M., 1991.
12. Speech. Speech. Speech. /Ed. . – M., 1990.
13. Speech secrets / Ed. . – M., 1992.
Enriching student speech as a condition for the formation of professional competencies
Russian language teacher
FSBEI "Trans-Ural College"
physical culture and health",
Shadrinsk
In life, people perform different social roles: each person is a member of a family, a member of a production team. All people are citizens of their homeland - workers, defenders of the Fatherland, participants in government through their elected bodies.
Moving a person from one social group to another for the purpose of communication is his natural and necessary state. For successful communication of a person who falls into different social groups (social spheres), he must master the necessary set of vocabulary serving each of the spheres of communication.
For successful work, a teacher needs not only subject and psychological-pedagogical knowledge, but also a special skill - the ability to communicate. The profession of a teacher belongs to the “person-to-person” type of profession (according to the typology of the Russian psychologist), and therefore the ability to communicate is a leading, professionally important quality for a teacher.
The success of communication is associated with the ability to realize speech intention, which depends on the degree of proficiency in language units and the ability to use them in specific communication situations.
It is linguistic and communicative competence that contributes to the formation of verbal communication skills.
Communication competence- this is the ability of a teacher to receive in a dialogue the necessary information about the interlocutor (the level of his education, upbringing, the nature and characteristics of his communicative culture, etc.), to be able to listen to him and understand what is said, to present and defend his point of view in a civilized manner in a dialogue and in public performance based on recognition of the diversity of positions and respect for the values (religious, ethnic, professional, personal, etc.) of other people.
In this regard, there is a need to develop good and rich speech among students and future physical education teachers. The work to enrich students' vocabulary is determined by the extremely important role of words in the language, the need for constant replenishment of the vocabulary (the more words a person knows, the more accurately communication between people is realized both orally and in writing).
Enriching students' speech involves their awareness of the shades of lexical and grammatical meanings of words, word forms, constructions, as well as their stylistic features and scope of use. In implementing this task, it is necessary to develop in them an evaluative attitude towards the selection (choice) of linguistic means depending on a set of factors such as task, addressee, time, place of utterance, etc. In other words, to lay the foundations for the development of a communicatively expedient coherent system speech.
Words are used differently in functional and stylistic varieties of language, which is due to the characteristics of their basic and additional lexical meanings. Understanding this connection is the basis for teaching students the ability to use known and new words in their own stylistically differentiated statements.
A student’s communicative competence can be judged by how stylistically “suitable” the language means he chooses are to the situation, by how clearly and consistently he expresses his thoughts, gives arguments, and knows how to construct texts of a wide variety of genres.
Possession of a large vocabulary provides the student with a better understanding of what is being read, free and easy communication in different groups of people.
Workshop lesson as an effective form of preparation for the Unified State Exam
MKOU "Secondary School No. 1", Shumikha,
Deputy Director for Educational Work,
teacher of Russian language and literature
Only a system, of course, a reasonable one, coming from the very essence of objects, gives us complete power over our knowledge. A head filled with fragmentary, incoherent knowledge is like a storeroom in which everything is in disarray and where the owner himself will not find anything; the head, where there is only a system without knowledge, is like a shop in which all the drawers have an inscription, but the drawers are empty.
All types of competence developed in students are manifested when passing the Unified State Exam. A special, leading place in the Russian language teaching system for the development of language competence of students at the present stage is occupied by work on an essay-reasoning (part C).
The formation of experience in organizing the preparation of students to write their own creative work occurs effectively during practical lessons. Let us roughly outline the main stages:
1 step. “I know why I get the “coveted” points.”
Preparing to complete Part C begins by reviewing the requirements for this part. Each student must know the content of the “Criteria for checking and assessing the completion of tasks with a detailed answer” (K1-K12). At this stage, I use examples from graduates’ essays, carefully analyze them (I use FIPI materials, various reminders). It is advisable at this stage to familiarize students with the technology of filling out answer forms.
Step 2. "Independent work in groups."
The technology for forming the composition of small groups takes into account interpersonal relationships, the level of knowledge and preparedness on this topic, and the development of speech skills. A group of 4-5 people participates in the construction of a model of essay-reasoning, that is, 4 groups, therefore, 4 models of essay. Students write an essay based on the text they read and, before submitting the work to the teacher for testing, they themselves evaluate their work in accordance with the content of the evaluation criteria, which allows them to logically build their reasoning and see the advantages and disadvantages of the work. The teacher assigns scores for K1-K12 a second time after checking the student’s essay.
Step 3. “Intergroup work “I protect my own - learn from others.”
The next stage of work on part C is the defense of each group’s essay model according to the 12 parameters of the assessment criteria. The answer is the construction of the text: students comprehend the scope of content and the boundaries of the topic of the statement, structure it in the appropriate style of speech, correct it, that is, bring it into line with the literary norm. Thus, the intergroup learning activities of students raise their skills in performing part C to a new qualitative level. You can also use this option: students write an essay independently, then everyone in the group reads their work, after which they choose better job. It is read aloud in front of the class. The rest of the students give points according to the criteria, after which a discussion of what they have written is held.
Step 4 “I create it myself” (usually this is homework).
And only after the above stages, the student, having rethought his own attitude to writing an essay, proceeds to the last test version of his essay. The teacher, evaluating the work according to the criteria, comments in writing on the points assigned.
Step 5 "Correction".
Individual work with students.
When arguing their position in Part C of the Unified State Examination in the Russian language, the question arises about special repetition of literary material for the Unified State Examination in the Russian language, because graduates are obliged to rely on their own reading experience. Of course, such repetition cannot replace the study of literature, but it is necessary to understand: it is really difficult for high school students to navigate the search for what they need both in a voluminous novel and in scattered stories. Moreover, they don’t give texts during the exam. In the classes of the elective course “From the analysis of a literary text to the technology of writing an argumentative essay,” having familiarized themselves with the materials of open CIMs, together they created a “bank of problems” that are most often found in the Unified State Exam texts:
- The theme of love for the Motherland The theme of memory of one’s origins, of one’s childhood The problem of historical memory The theme of kindness and compassion The theme of friendship and mutual understanding The role of parents in the formation of a child’s personality The problem of education (the role of a mentor in the development of personality) The problem of the meaning of life The problem of moral choice, duty, conscience The problem of the inextricable connection between generations The role of reading in a person’s life The problem of choosing a profession The problem of internationalism
At the next stage we work with the table. To fill it out, you need to remember the works studied from 5th to 10th grade.
Table fragment
|
Problem |
Episode, heroes |
Brief Analysis (evaluation of heroes, events) |
Quotes from works |
|
|
The problem of education (the role of a mentor in the development of personality) |
1. V. Rasputin. “French Lessons” (6th grade) 2. F. Iskander. “The Thirteenth Labor of Hercules” (6th grade) 3. . "The Captain's Daughter" (8th grade) 4. . “Minor” (8th grade) 5. . “Dead Souls” (9th grade) |
You can also enter additional information into the table.
Submitting your good work to the knowledge base is easy. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru
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 of professional interaction between specialists, the presence of communicative 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 a person.
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, 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 “technique” 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 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 education 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 assimilate life goals and values, moral ideals, norms and forms of behavior, and 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 through the optimization of 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 developed social-psychological training program aimed at developing the communicative competence of high school students contributes to the development of sociability.
Research objectives:
Consider the theoretical aspects of 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 E.V. Prozorova, Yu.A. Konev, A.I. Emelin, I.R. Altunina, A.Sh. Guseinova. ,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 the school psychological service 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 problems. 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 be realized in interpersonal communication 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-substantive);
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 coloring. 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.
Development of competent communication in modern conditions suggests 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 jointly solved typical work task.
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.
The realization by a person of his subjectivity in communication is associated with the presence of the necessary 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 communicative 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 acquires 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 postures, emotional and facial accompaniment of utterances, speech tone and speech volume.
In diverse cases of communication, the 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 communication languages 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 socionormative 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 the norms of communication in different forms of communication and the method 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 relationships that are the structure-forming element of the entire system public relations. In progress labor activity inevitably there is a need for the implementation of management functions that 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 those that try to hear and understand what the interlocutor is talking about. In addition, he evaluates it, tracks weak points in the argument in order to target them, 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 last words 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 thoughts and feelings of the speaker. 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 oneself. 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 identified: 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 various types constructive 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 assessment 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 make 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.
...Similar documents
Communication training to develop communicative competence. The purpose of this training: Developing the ability to establish and maintain psychological contact in communication. Knowing your capabilities and limitations in interacting with other people.
creative work, added 01/20/2009
Organization and methods of research, its stages. Analysis of the results of a study of the level of communication of management students. The effectiveness of training that ensures the development of communicative competence, the role of training and the means of transmitting information.
practical work, added 07/11/2009
The essence of communicative competence. Programming the communication process. Group options for behavioral and socio-psychological training of communication skills. Development of social-perceptual abilities. Tactics for preparing for negotiations.
abstract, added 02/28/2017
Biological, personal and characterological characteristics of adolescence. Basic structural elements social and communicative competence. Activities of a teacher-psychologist in the development of socio-psychological competence of adolescents.
course work, added 02/24/2015
Competency-based approach in education. Organization of psychodiagnostic examination. Social and personal competencies as a component of preparation for professional activity. Empirical study of the expression of social and personal competencies.
course work, added 02/07/2010
Approaches and concepts of communicative competence. The concept of professionally important qualities. Main types of professions. Factorial personality questionnaire by R. Cattell. Methodology for diagnosing communicative social competence. Assessing the level of sociability.
course work, added 05/19/2014
Studying a child’s psychological and communicative readiness for school. Features of the development of arbitrary contextual communication between older preschoolers and adults. Psychodiagnostic study of children in the preparatory group of kindergarten.
course work, added 08/23/2014
The need for communication for human psychological development, its types and functions. Levels of communication according to B. Lomov. Motivational and cognitive components in the structure of communication. The relationship between the communicative, interactive and perceptual aspects of communication.
test, added 11/23/2010
Features of communicative competence as a professionally necessary quality of a psychologist and the need for its development during the period of study at a university. Experimental study of the influence of training on the level of communication skills of psychology students.
thesis, added 12/16/2010
The concept of communicative competence. Methods for identifying communicative competence (competency-based and activity-based approaches): “application” tests, rating and monitoring models, self-assessment. Methods of teaching communicative competence.
Formation of communicative competence
One of the key competencies is communicative competence, which ensures successful socialization, adaptation and self-realization in modern living conditions. Communicative competence means the readiness to set and achieve the goals of oral and written communication: to obtain the necessary information, to present and defend one’s point of view in a civilized manner in dialogue and in public speaking based on recognition of the diversity of positions and respect for values (religious, ethnic, professional, personal, etc.) .p.) other people.
GOAL: formation and development of students’ communicative competence.
TASKS:
- Students mastering general educational skills and abilities, methods of cognitive activity that ensure successful learning of any subject.
- Fostering an emotional and valuable attitude towards language, awakening interest in words, the desire to learn to speak and write correctly in their native language.
- Formation of skills to work in collaboration, skills to work in a group, mastery of various social roles in a team, the ability to use different ways of interacting with surrounding people and events, and obtain the necessary information.
- Development of communicative competence of students in class and extracurricular activities.
“Tell me and I will forget. Teach me and I will remember. Involve me and I will learn.” Benjamin Franklin
The problem of the formation and development of communicative competence is especially relevant in primary school, since it meets age-related developmental goals in adolescence and youth and is a condition for successful personal development schoolchildren.
Communicative competence includes knowledge of the necessary languages, ways of interacting with surrounding people and events, skills of working in a group, and mastery of various social roles in a team.
The peculiarity of “human” communication is when information is not only transmitted, but also “formed, clarified, developed.” We are talking about the interaction of two individuals, each of whom is an active subject. Schematically, communication can be depicted as an intersubjective process (S–S), or a “subject-subject relationship.” The transmission of any information is possible only through signs, or rather, sign systems.
Effective communication is characterized by:
1) Achieving mutual understanding between partners;
2) Better Understanding situation and subject of communication.
The process of achieving greater certainty in understanding the situation, facilitating problem resolution, ensuring the achievement of goals with optimal use of resources is usually called communicative competence.
Communicative competence is equal to communicative ability + communicative knowledge + communicative skill, adequate to communicative tasks and sufficient to solve them.
The most detailed description of communicative competence belongs to L. Bachman. It uses the term "communicative language skills" and includes the following key competencies:
linguistic /linguistic/ (utterances in a native/foreign language are possible only on the basis of acquired knowledge, understanding of language as a system);
discursive (connectedness, logic, organization);
pragmatic (the ability to convey communicative content in accordance with the social context);
conversational (based on linguistic and pragmatic competencies, be able to speak coherently, without tension, at a natural pace, without long pauses to search for linguistic forms);
socio-linguistic (the ability to choose linguistic forms, “know when to speak, when not to, with whom; when, where and in what manner”)
strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);
speech-thinking (readiness to create communicative content as a result of speech-thinking activity: interaction of problem, knowledge and research).
So, the successful application of a competency-based approach to teaching means that students know the language, demonstrate communication skills and are able to successfully act outside of school, i.e. in the real world.
Since the components of any competence are: possession of knowledge, the content of competence, the manifestation of competence in various situations, attitude towards the content of competence and the object of its application, communicative competence can be considered from the perspective of three components: subject-informational, activity-communicative, personal-oriented, where all components make up an integral system of students’ personal properties. Therefore, communicative competence should be considered as the student’s readiness to independently solve problems based on knowledge, skills, and personality traits.
The current state of teaching the Russian language and literature shows that the skills and abilities of oral and written speech are not sufficiently developed in school. Theoretical information about the Russian language and literature is not fully used for the formation of practical speech activity. This means that the problem of the relationship between knowledge of the language and practical language proficiency has not yet been resolved.
Formation of communicative competence in the process of teaching Russian language and literature is one of the ways to solve this problem.
The formation of communicative competence is based on an activity-based approach, since it ensures the independent creative activity of each student. The approach is based on the position of P. Ya. Galperin that in the independent creative activity of each student it is necessary to move from external practical material actions to internal, theoretical, ideal actions. That is, learning involves at the first stage joint educational and cognitive activities under the guidance of a teacher, and then independent ones.We are talking about the “zone of proximal development,” which must be taken into account when developing communicative competence.
This approach is not opposed to the traditional one, but is not identical to it, since it fixes and establishes the subordination of knowledge and skills, placing emphasis on the practical side of the issue, expanding the content with personal components.
In order for the formation of communicative competence to be effective, more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the educational opportunitiesstudents of this age.
When determining the educational capabilities of students, two parameters are taken into account: learning ability and academic performance. One of the criteria for determining the level of training is grades in magazines. The level of development of intellectual skills is determined in the process of cognitive activity through observation. After determining the levels of formation of these qualities, the general level of learning ability of each student is established. The level of educational performance is determined by monitoring the physical performance of students and the formation of a positive attitude towards learning. After determining the levels of formation of these qualities, the educational capabilities of each person are established.
The main principle of the formation of communicative competence is the personal targeting of education. Therefore, the topic “Speech Development” is implemented primarily in the ability to introduce students to the content of this topic in various ways, depending on the personal, psychological and physiological characteristics of the students.
Ways of implementation communicative competence of students is that the forms, methods and techniques of work are aimed at ensuring that the content educational material was a source for independently searching for a solution to the problem. Research approach to topics literary works helps to consider the life of a literary hero as an educational study. And a discussion based on the results of essays provides an opportunity to express your point of view, listen to others, and argue.
Scientists believe that at the age of 10–11 years, a child’s interest in the world around him peaks. And if the child’s interest is not satisfied, it will fade away.
Formation of communicative competence is a long and quite complex process. Main role devoted to Russian language lessons. A particular difficulty in teaching the Russian language is the correlation of the subject course and the student’s real speech experience, the process of acquiring knowledge about the language and the process of mastering the language.
What is the role of the subject “Russian language” in school? What can a teacher of Russian language and literature do to ensure the communicative competence of students? First of all, create optimal conditions for the advancement of each student in the educational space. For this, it is necessary to know the educational capabilities of schoolchildren of each age .
Thus, having taken students in the 5th grade, subject teachers, together with the school administration, conduct a diagnosis of the students’ educational activities, which takes into account academic performance and the level of development of intellectual skills. Having determined the educational performance of everyone, the directions of work with the class are determined in a certain sequence: drawing up algorithms, a system of exercises that develop speech mechanisms, etc.
In speech development lessons, special attention is paid to communicative competencies based on working with text.
It is impossible to work on “speech development in general”; it is important in each class to focus on what children should know and be able to do in certain types of oral and written speech. So, in the 5th grade: this is the text, the topic of the text, the idea. In the 6th grade: styles, types style and features, features of direct and indirect speech, etc.
However, the concept of communicative competence includes not only mastery of the necessary set of speech and language knowledge, but also the formation of skills in the field practical use language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities.
The ways to realize the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem.
In this regard, the use of innovative pedagogical technologies plays a big role. Research method, brainstorming discussions, “critical thinking” technology, interactive, group forms and methods, collective way of teaching. These technologies develop creative activity, form mental activity, teach students to defend their point of view, and help achieve a deep understanding of the material.
Working in pairs and in rotating groups allows you to solve educational problems: the desire and ability to cooperate in groups with classmates. The main thing in the work is that schoolchildren speak freely, argue, defend their point of view, look for ways to solve problems, and do not wait for ready-made answers.
Methods focused on oral communication
All types of retelling
All forms of educational dialogue
Reports and messages
Role-playing and business games
Instructional research and teaching projects requiring surveys
Discussion, discussion, dispute
Acting as presenters at events
Methods focused on written communication
Essays and presentations
Preparation of notes and articles in the media
Telecommunication texts, messages
Participation in essay competitions
Criteria for assessing expected results
Results. 2-3 stage
Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to substantiate judgments in detail, give definitions, and provide evidence (including by contradiction). Explanation of the studied provisions using independently selected specific examples.
Adequate perception of oral speech and the ability to convey the content of a listened text in a compressed or expanded form in accordance with the purpose of the educational task.
Selecting the type of reading in accordance with the intended purpose (introductory, viewing, searching, etc.). Fluent work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills and creating your own text.
Conscious fluent reading of texts of various styles and genres, conducting information and semantic analysis of the text;
Mastery of monologue and dialogic speech;
Mastery of the main types of public speaking (statement, monologue, discussion, polemic), adherence to ethical standards and rules of dialogue (dispute).
The ability to engage in verbal communication, participate in dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion);
creating written statements that adequately convey listened and read information with a given degree of condensation (briefly, selectively, completely);
drawing up a plan, theses, notes;
giving examples, selecting arguments, formulating conclusions;
reflection in oral or written form of the results of their activities.
The ability to paraphrase a thought (explain in “other words”);
selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, sphere and situation of communication
Using various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.
Diagnostic tools
methods: sociological and pedagogical measurements (observation, conversations, questionnaires, interviews, testing, studying the results of students’ activities and documentation); modeling of communicative situations; statistical processing methods and pedagogical interpretation of research results.
RESULTS OF THE USE
The most important criterion is external assessment. When completing Part C assignments on the Unified State Exam, the graduate applies those types of competencies
which are in demand not only in the Russian language exam, but will also be necessary in later life. Creating your own written statement based on the text you read-
this is a test of linguistic and communicative competence, that is, a test of practical knowledge of the Russian language, its vocabulary and grammatical structure, this is compliance language norms and mastery of different types of speech activity, this is the ability to perceive someone else’s speech and create your own statements.
Unified State Exam 2009 results. Quite a weak class. The results of Part C exceeded the “corridor of expected solvability” in ten out of twelve criteria (except for K7 and K8, spelling and punctuation literacy).
"corridor of expected resolution"
100%
120%
K 1
K 2
K 3
K 4
K 5
K 6
K 7
K 8
K 9
K10
K11
K12
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 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). The most important qualitative characteristic that allows a developing personality to realize their needs for social acceptance, recognition, respect and determines the success of the socialization process is communicative competence. A feature of communicative competence is its ability to form successful individual activities in the changing conditions of the social environment. Therefore, its study is one of the main directions in modern education, since society requires a high level of communicative culture in humans.
At the stage of basic general education, the importance of developing an individual’s communicative competence is also determined by the transition of students to a new age period - adolescence, in which complex processes of development of self-awareness and the formation of a value system are carried out, defining a new type of relationship with society. However, a number of psychological and pedagogical studies note the fact that in the educational process of a basic secondary school there is no system of methods and forms of work that would ensure that students achieve communicative competence (D.I. Arkharova, N.Sh. Gallyamova, T.A. Dolinina, T. A. Ladyzhenskaya, A. Yu. Maslova, O. S. Salamatova).
To achieve the goals of developing communicative competence in adolescents, educational dialogue becomes an indispensable resource, understood both as a way of working on the content of a lesson and as a form of organizing learning (M.V. Clarin, V.N. Kurbanov, L.B. Tumanova). The formation of communicative competence is carried out within the framework of dialogue between the teacher and students. Organizing dialogue in the educational process, in particular in history lessons, is a very urgent task for modern schools, since new technologies and approaches focus teachers and students on the ability to conduct dialogue, develop verbal communication, and communicate. All of the above indicates the relevance of the topic for this work, “Dialogue as a way to develop students’ communicative competence.”
The purpose of the study is to theoretically analyze and experimentally explore the methodology of using dialogue as a way of developing students’ communicative competence.
Research objectives:
Describe the concept of “communicative competence”;
analyze educational dialogue as a means of developing the communicative competence of adolescents;
To study the formation of communicative competence of adolescents using educational dialogue in the process of teaching biology.
Object of study: development of students' communicative competence.
Subject of research: educational dialogue as a means of developing the communicative competence of adolescents.
Research methods: theoretical level: analysis, synthesis, deduction, induction, comparison, systematization, generalization; empirical level: observation, analysis of performance results, survey.
As a hypothesis, it has been suggested that the formation of students’ communicative culture proceeds effectively when using educational dialogue in the classroom.
Experimental base of the study: 40 students of grades 7-A and 7-B, age 12-13 years.
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF FORMATION OF COMMUNICATIVE COMPETENCIES IN ADOLESCENTS
1.1 Basic approaches to defining the concept of “communicative competence”
The concept of modernization of the education system defines new social requirements for the formation of personal life attitudes. There is a reorientation of the assessment of educational results to the concepts of “competence” and “competence” of students. The concept of “competence” is considered as an independently realized ability based on the acquired knowledge of the student, 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.” By definition 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. At the same time, 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 about what methods are effective in relation to 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 in writing.
V.N. Korchagin characterizes the qualitative originality of the concept of communicative competence; he believes that communicative competence is a combination of the following qualities:
a person’s ability to take on and perform various social roles;
ability to adapt in social groups and situations,
ability to be fluent in verbal and non-verbal means of communication;
the ability to organize and manage “interpersonal space” in the process of proactive and active communication with people;
awareness of one’s value orientations and needs;
techniques for working with people;
perceptual capabilities.
According to L.S. Razina, communicative competence consists of the following abilities:
Give a socio-psychological forecast of the communicative situation in which you will communicate.
Socially and psychologically program the communication process, based on the uniqueness of the communicative situation.
Carry out socio-psychological management of communication processes in a communicative situation.
The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes, by which the author understands a unique program of individual behavior in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes towards various events, attitude towards the form of communication, 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 formation of personal and professional experience of interaction with others, which is required by an individual so that, within the limits of his abilities and social status function successfully in a professional environment and society.
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 a special a type of activity that 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, different types of educational dialogue are possible: teacher-class, student-class, student-student, teacher-student. The structure of the educational dialogue teacher-class can be: message of the topic; setting a learning task; joint search for a solution to a learning problem; listening different points viewpoints of interlocutors; adjustment; obtaining a joint final decision; generalization. Student-class (interstructural dialogue) - one student and a class are faced with a problem, a unified solution to which takes into account the opinions of their like-minded people. The purpose of such a dialogue is to find a compromise and determine the possibilities for agreement between the parties. For this type of dialogue, it is especially important to be able to understand your opponent, understand his interests, and see the problem through his eyes. This type of dialogue is implemented in such forms as discussion and group dialogue. Student-student (intrastructural dialogue) is a form of interpersonal communication that allows, through mutual efforts, to find solutions that satisfy both parties, uniting participants for further joint activities. Characteristic features of such a dialogue: the presence of ideas among the participants, the completeness of the information used, its reliability, clear reasoning of judgments. Used in the following forms of dialogue: work in pairs, group and collective dialogues, discussion.
There are several ways to organize educational dialogue: conversation, argument, dispute, discussion, but they are not equivalent. Most often, conversations are used in lessons when the topic develops in a linear direction from the known to the new. Conversation can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating, summing up the lesson, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, i.e. students have information and knowledge about the material being studied. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers.
Educational discussion, among other methods, is gradually becoming part of school practice. The point of this method is to exchange views on a specific issue. Through discussion, students acquire new knowledge, strengthen their own opinions, and learn to defend them. The main function of educational discussion is to stimulate cognitive interest; auxiliary functions are teaching, development, education and control and correction.
Frontal (class-wide) discussion, according to M.B. Uspensky, looks like this: 1) Students put forward versions; 2) Fixing these versions on the board. 3) Discussion of the put forward and recorded versions (the highest point in the development of the dialogue situation); 4) reaching a climax in the discussion, allowing one to arrive at the correct answer; 5) summing up. A frontal discussion may be preceded by the formulation and discussion of hypotheses in groups. Children unite in groups (preferably small: 4-5 people), listen to each other, argue, 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 the teacher asks an open-ended question, each child writes their own version. Then they listen to those who wish to do so. After each remark, the teacher connects those children who think differently or formulated the same thought differently. During the oral discussion, each child has the right to make additions, clarifications, and amendments to the wording of his version. At the end of the discussion, time is allotted for each child to write down final version own version. By including discussion in one way or another 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, it is necessary to discuss organizational issues (the rules of the dialogic lesson, the time and order of speeches). Thirdly, it is important to conduct subject (content) training so that students have academic knowledge and have material for discussion;
constructive dialogue is based on compliance with a number of psychological principles.
Educational dialogue always arises on the basis of an educational speech situation; it solves certain educational problems. During educational dialogue, information is always exchanged and interpersonal relationships are regulated. The educational dialogue should always be based on the subject of discussion, which can be considered from different points of view. Educational dialogue is a complex whole, a dialogical unity, the continuum of which is realized in a logical sequence of interdependence of all parts of the lesson, starting with comprehension of the topic of dialogue proposed by the teacher. This comprehension has its own stages: explication (identification) of the narrow and broad content of the topic, highlighting the aspect of discussion of the subject in the dialogue; the subject of discussion in the dialogue is closely related to its composition, which depends on the type of focus of the dialogue. In addition, the organization of educational dialogue involves setting the solution to certain goals and objectives, which in turn determine the specifics of the dialogue.
In order for an educational task set by a teacher to result in an educational dialogue, it must act as his point of view, a mature personal position that stimulates children to be creative. To ensure understanding of the material being presented, the teacher must reveal not only the meaning of an element of educational content, but also its meaning in context with other elements of social experience. Teaching, therefore, is a type of communication; the teacher and student act as communicants in the dialogical relationship “teacher-student”. The professional task of the teacher is to help the child see in the general problem that unique twist that comes into contact with the student’s personal problems and thoughts. It should not interfere with the redefinition process educational problems, should not prevent students from posing new problems in the lesson.
Thus, educational dialogue is understood not only as a special form of learning, in which educational tasks are posed in the form of unsolved problems, but also as a form of learning and a type of relationship in the process of joint cognitive activity. Correct organization of educational dialogue by a teacher will allow teenagers to increase their cognitive interest, involve the class in an active discussion of controversial issues, form responsible moral choices and teach them to evaluate and respect others, i.e. improves the communicative competence of students.
CHAPTER 2. FORMATION OF COMMUNICATIVE COMPETENCE IN ADOLESCENTS WITH THE HELP OF EDUCATIONAL DIALOGUE IN THE PROCESS OF TEACHING THE SUBJECT
2.1 Analysis of the practice of developing communicative competence of adolescents in the system of primary vocational education
communicative competence dialogue teenager
Theoretical analysis of the problem of developing adolescents' communicative competence confirmed the need to conduct an experimental study of the effectiveness of its development using educational dialogue.
The experimental base of the study was 40 students of grades 7-A and 7-B, aged 12-13 years. Grade 7 was chosen as a control class, and Grade 7-B as an experimental class. In each class, 20 students took part in the experiment.
The purpose of the experimental study is to develop and implement in the teaching process a methodology for using dialogue as a form of communication and obtaining new knowledge.
Research objectives:
development of adolescents’ individual needs for communicative activities;
development of positive interaction in communicative activities;
active position in educational dialogue.
The experimental research program consisted of three stages: ascertaining, formative and control. At the ascertaining stage, preparatory work was carried out: selection of theoretical and methodological material, familiarization of teachers with the 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 problems); 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 nature of 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 verbal interaction, uniformity of constructions and forms of speech utterances, unformed elements of a creative approach.
Low-level indicators include: unformed motives for communicating with adults and peers, lack of communication norms, lack of attention to the actions of partners, difficulties in making contact, communicative speech actions without analyzing the communication situation, low speech characteristics, uniformity of phrase construction, 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 to be an urgent problem, but work in the classroom is aimed only at assimilation and reproduction of educational material. To develop communication skills, they sometimes use the conversation method. That is, little attention is paid to both the communicative development of schoolchildren and the use of educational dialogue as a means of developing communicative competence.
At the formative stage of the study, we developed and carried out a methodology for developing the communicative competence of adolescents. In the experimental class, lessons were conducted based on educational dialogue to develop interpersonal interaction among younger schoolchildren. IN control class the lessons were carried out without us making any changes.
At the control stage, we again used previously developed tasks to determine the levels of students’ communicative competence and drew conclusions about the effectiveness of the proposed methodology.
2.2 Educational dialogue as a way of developing 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 the communicative culture of students and introducing 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 progress of the formation of students’ communicative culture in educational dialogue has shown the importance of each of them.
CONCLUSION
Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction. In the structure of communicative competence, two interrelated components can be distinguished: social - perceptual, reflecting the internal side of psychological communication and the corresponding components of communication; communicative, which manifests itself in the external side of psychological communication and corresponds to the communication-address component, which combines all the features of the external behavior of the subjects and objects of communication.
3. As a result of the ascertaining experiment, the state of the communicative competence of adolescents was analyzed, and the need for its further formation was noted. Our research gives grounds to assert that the use of the proposed methodology for using various types of educational dialogue helps to increase the level of communicative competence of adolescents and influences the improvement of the learning process.
LIST OF REFERENCES USED
1. Alyaev Yu. Interactive learning - dialogue between teacher and students / Public education. - 2008. - No. 6. - P.198-205.
2. Andreeva G.M. Social psychology/ G.M. Andreeva. - M.: Aspect Press, 1998. - 376 p.
3. Bendas T.V. Psychology of communication / T.V. Bendas. - Peter, 2009. - 448 p.
4. Vinogradov R.I. Dialogue learning and development of communication / R.I. Vinogradov // Bulletin of Higher School. - 1998. - No. 12. - P.33-36.
Gorshkova V.V. Culture of dialogue as the goal and value of education / V.V. Gorshkova // Pedagogy. - 2012. - No. 9. - P. 75-81.
Degtyareva K.V. Techniques for the development of dialogical speech / K. Degtyarova // Pedagogy. - 2010. - No. 4. - P. 44-45.
Zachesova I.A. Mutual understanding of interlocutors and its role in the development of educational dialogue / I.A. Zachesova // Pedagogical education and science. - 2009. - No. 1. - P. 19-23.
8. Zubanova L.B. The essence of communication and the possibility of forming its potential / L.B. Zubanova // Pedagogical education and science. - 2007. - No. 2. - P.53-57.
9. Karpova N.L. Formation of dialogical communication in school lessons / N.L. Karpova // Public education. - 2008. - No. 1. - pp. 109-118.
Konovalova L.V. Communicative competence of adolescents / L.V. Konovalova / World of Psychology. - 2009. - No. 4. - P. 77-80.
11. Korchagin V.N. System-functional technology of communication / V.N. Korchagin // Pedagogical education and science. - 2009. - No. 10. - P.97-102.
12. Kosherbaeva B.N. Dialogue in education / B.N. Kosherbaeva // Pedagogy. - 2007. - No. 10. - P.42-43.
Pesnyaeva N.A. Productive dialogue in the learning process / N.A. Pesnyaeva / Methodist. - 2008. - No. 5. - P.59-61.
14. Petrushin V.I. Psychology of communication / A.I. Petrushin. - M.: Institute of Practical Psychology, 2006. - 190 p.
15. Razina L.S. Dialogue forms of interaction / L.S. Razin // Pedagogy. - 2009. - No. 4. - P. 37-58.
Slobodyanik T.V. Theoretical problems of dialogical communication among teenagers / T.V. Slobodyanik // Psychology and school. - 2010. - No. 1. - P. 84-89.
Subbotsky E.V. Dialogical communication in education: myths and reality / E.V. Subbotsky // Pedagogy. - 2008. - No. 6. - P.151-161.
Sysoeva E.E. Formation of communicative competence in secondary school / Sysoeva E.E. // Pedagogy. - 2007. - No. 5. - P.6-15.
19. Uspensky M.B. Improving teaching methods and techniques / M.B. Uspensky. - M.: Knowledge, 1999. - 128 p.
20. Khutorskoy A.V. Workshop on didactics and modern teaching methods / A.V. Khutorskoy. - St. Petersburg: Peter, 2004. - 274 p.
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 familiarize with the structural features and vital functions of unicellular organisms, or protozoa, as integral single-celled organisms leading an independent lifestyle; expand your understanding of the diversity of unicellular organisms, become familiar with the main types (sarcoflagellates, sporozoans, ciliates); have an idea of the habitat, the features of adaptability of the main representatives of each type to life in it; reveal the role of single-celled organisms in natural communities and human life.
Developmental: continue to develop the skills to conduct observations, work with a microscope, compare single-celled organisms with each other, justify belonging to a particular type or class; continue to develop information competence in students - the ability to find information in different sources and present it in different ways; create conditions for the development of the intellectual (memory and thinking) and emotional spheres of students.
Educational: to promote in schoolchildren a positive attitude towards wildlife and a desire to protect it: to continue to develop interest in the subject, to carry out aesthetic and environmental education of students while familiarizing them with the variety of forms of ciliates and their colors.
Lesson type: combined.
Type of lesson: lesson of mutual learning with elements of research.
Forms of organization of educational and cognitive activities: individual, pair, frontal, group.
Methods used in the lesson: partly - search, reproductive.
Equipment: microscopes, microslides, slides, pipettes.
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, as a senior researcher at the laboratory, will introduce you to the work plan. There are instructions on the slide in front of you, read them and start working.
Laboratory work. (Pair work). Slide number 5. Preparation of work in notebooks. Evaluate the work.
Are you convinced that the world of protozoa is interesting?
Break at the research institute. Physical education minute We are tired, get up, do an exercise for the eyes.
The next task is difficult and responsible. Group work. For work we use a textbook, an anthology on zoology, do not forget to look at the Red Book of the Republic of Tatarstan. Determine in the group who will perform
Independent work of students in a group with didactic material “Behind the Pages of the Textbook.” We make a plan for the outline. Making notes. Brief student reports. When performing, they use the “Type of Ciliates” diagram.
Group No. 1. Ciliates - slipper
Group No. 2. Trumpeter ciliate.
Group No. 3. Stilonychia.
Group No. 4. Didinium is a predator.
Group No. 5. Ciliates are a sucker.
Determine in the group who will speak. Well done, you completed the task. Let's check how the mutual training went. One student makes a diagram on a given topic on the board. The rest are in the notebook.
Well done! We complete the plan and receive rewards in the form of grades.
The teacher summarizes the students' performances.
Consolidation. Name the organelles of the ciliate slipper.
Draw a conclusion about the role of 5 representatives of the Ciliate Type in nature (biocenosis).
Assessment of student knowledge
Reflection. Your attitude towards the lesson. We show emoticons. Did you enjoy working at the research institute?
Homework. Do you think they assign homework at the research institute?
We write down the task.
Draw up food chains including ciliates (individual work).
Those who wish to prepare a report on sucking ciliates.
The task is to draw a protozoan cell. (Applies only to those who have mastered the technique of drawing in the Paint program on a computer). Thanks for the lesson!