CC BY
20
оцениванию, а диагностике и осмыслению педагогами хода к их продвижению, определению направлений работы с конкретным обучающимся посредством методов наблюдения, взаимодействия, системы открытых вопросов и заданий, психологических методик.
Педагог должен видеть задачи и результаты обучения для прописывания в технологической карте задачи деятельности обучаемого, виды которой соотносятся с метаредметными, предметными и личностными результатами. Прописывание доминирующих действий школьников в рабочей программе позволяет педагогу видеть, к чему стремиться и на что опираться. Именно с этой целью важно применение педагогической диагностики, позволяющей педагогу выявить результаты на начальном этапе обучения и понять стратегию выстраивания собственной профессиональной деятельности, выявить «проблемные точки», с учетом которых следует определить технологию организации урока для их продуктивного решения. Включение диагностических мероприятий в деятельность педагога обновляет систему его профессиональных задач и расширяет социально-педагогические функции. При этом каждый педагог-предметник должен уметь видеть выход на социализацию преподаваемого предмета.
Обновление профессиональных задач происходит с учетом требований профессионального стандарта педагога, прошедшего широкое активное обсуждение в педагогических кругах. Между тем, проведенный анализ общеобразовательной практики выявил невысокий уровень подготовки педагогов к их осуществлению [3]. Отсюда современное фактическое состояние практики реализации требований стандартов нового поколения в образовательном процессе общеобразовательной организации актуализирует необходимость более тесного взаимодействия высшей и общеобразовательной школ [3].
Новые требования времени расширяют спектр профессиональных задач педагога современной общеобразовательной школы и его должностных обязанностей в осуществлении образовательного процесса.
Литература
1. Ингекамп Карлхайнц. Педагогическая диагностика: [пер. с нем.]. М.: Педагогика, 1991. 238 с.
2. Шехмирзова А. М., Грибина Л. В. Согласование требований образовательного и профессионального стандартов как условие эффективной подготовки педагогов // Education & Science, 2016: Материалы II Международной научно-практической конференции для работников науки и образования (15 августа, 2016 г.) / Под ред. Е. А. Бобковой и др. St. Louis, Missouri, USA: Science and Innovation Center Publishing House, 2016. 116 с. С. 97-99.
Communicative competence of students of legal specialties Nyssanova S.1, Bakhshatova G.2 (Republic of Kazakhstan) Коммуникативные компетенции студентов юридических специальностей Нысанова С. К.1, Бахшатова Г. Н.2 (Республика Казахстан)
'Нысанова Санжан Куандыковна /Nyssanova Sanzhan - кандидат исторических наук; 2Бахшатова Гульмира Наурзбаевна / Bakhshatova Gulmira - старший преподаватель, факультет экономики и права, кафедра гражданско-правовых дисциплин, Атырауский государственный университет им. Х. Досмухаметова, г. Атырау, Республика Казахстан
Abstract: formation of communicative competence of students-future lawyers is a didactic model that includes organizational, pedagogical, and educational-methodical conditions (software and information support of the educational process, the relationship of academic classes and extracurricular work, the development of teaching materials.
Аннотация: формирование коммуникативной компетентности студентов - будущих юристов является дидактической моделью, которая включает в себя организационные, педагогические и учебно-методические условия (программное обеспечение и информационное обеспечение учебного процесса, взаимосвязь академических занятий и внеклассной работы, разработка учебно-методических материалов).
Keywords: competence, lawyer, educational process, academic achievement.
Ключевые слова: компетенция, юрист, образовательный процесс, академические достижения.
Republic of Kazakhstan education system is aimed at the entry into the world educational space, so the quality of education is considered in the context of compliance with the level of educational services received
by the international standards and norms. Today, the priority is to achieve a quality of training, which will enable them to compete in the international labor market. In conditions of market relations and the increasingly complex requirements for the content of education, methods of organization of the educational process requires a search for new reserves to improve the quality and effectiveness of training of future specialists. Changes in the social sphere of society, informatization of social processes, technologization social spheres made inappropriate knowledege paradigm of education, which was replaced by the competence approach to education [1].
Communicative competence of law students is a professional and personal quality of a lawyer, which is its manifestation as the language of the person that owns the norms of modern literary language and professionally oriented speech and knowing the legal characteristics of psycholinguistics. The basis of communicative competence is the intellectual and legal expertise, knowledge of the strategy and tactics of legal rhetoric and business communication, emotional stability, the ability to maintain and direct feedback with a partner, understanding of speech situation, and compliance with professional and legal ethics. Psychological nature of communicative competence is considered from the point of view of formation deployed speech utterances included in the communication process and containing the "chain of interrelated proposals" [2] the integrity of the full-scale components of verbal expression.
Formation of communicative competence of students-future lawyers is a didactic model that includes organizational, pedagogical, and educational-methodical conditions (software and information support of the educational process, the relationship of academic classes and extracurricular work, the development of teaching materials.
Formation of communicative competence effectively held, provided the disclosure of the psychological characteristics of students, the development of communicative competence of students i n the system of the educational process of the university. As a means of personal development communicative competence stimulates the creative mind-law student, forms the analytical approach to the problem and its targeted search solutions.
The motivational factor is an important component in the formation of communicative competence, verbal communication, since every activity originates from exactly the motive, "motor activity" [3].
Psychological features of communicative competence of the legal employee disclosed in the course of professional work, for any professional acts in a certain social role, which is expressed by the system of its relations with society, government institutions, officials, and individuals.
Rhetorical aspects of communicative competence of lawyers, legal rhetoric - it is an integral part of vocational training graduates. Rhetorical party professional legal culture is revealed in such things as the effectiveness of speech, its logical sequence, improvise, clarity, simplicity, clarity and expressiveness. In addition, we should emphasize ethical principles of the rules of communication, national characteristics, knowledge of the psychology of the communicative act, possession of rhetorical devices, the stylistic language resources.
The introduction of competence-based approach to the planning and implementation of educational activities in preparation of the expert in the field of law involves the orientation of the educational process on the formation of professional competence of students.
Competence of the graduate faculty of law - is its willingness and ability to apply successfully the acquired knowledge, skills and experience in professional legal, organizational and administrative, social and legal activities. Graduate competences system should determine the structure and content of basic education programs - the list and amount of study of general and specialized professional disciplines.
In the formation of communicative competence of special importance is the ability to cognitive activity and self-development, social and personal competences (responsibility, tolerance, knowledge of modern technologies of communication and information, the development of a culture of social relations), general scientific competences (knowledge of the fundamentals of jurisprudence), general cultural competence, and competence in the sphere of professional activity.
Professional legal competence as a special type of organization of professional, social, cultural knowledge and skills, personal qualities is a general intellectual development of the individual. The forcing of the basic components of mental experience, efficient information processing mechanisms to objectively assess the requirements of the country's constitution, the state, society, current laws and decisions of higher authorities and solve professional problems as efficiently as possible. Speaking of the value-oriented aspect of professional competence, it should be borne in mind that the nature of modern legal action takes place in a democratic and legal state, market relations, requiring the lawyer of professionalism across the entire spectrum of professional and interpersonal activities, emotional and psychological stability, an adequate assessment of any situations and self-esteem. Modern Lawyer - a personality, individuality, active, open-minded, tolerant member of the team, a moral, responsible and disciplined performer, with a firm civil position.
Professional legal competence consists of the following components: motivational, professional, spiritual, moral, personal and meaningful, value-informative, communicative, creative individual, cognitive, information.
Formation of communicative competence of lawyers allows us to say that the professional activities of a legal worker has high communicative responsibility, and therefore the ability to fully communicate with others, communication and cooperation with them is an important component of professional and legal culture specialist. Client's legal services usually are people who find themselves in difficult situations with which it is necessary to establish contact, to create a situation of maximum openness, to place man to himself, to achieve a trusting relationship [4].
Communicative competence is viewed as the skills and language skills to successfully solve basic problems of communication and self-associate in professional and personal sense. The communicative competence of a lawyer are the two components - a common culture of speech and professionally oriented language. In the first part, find a place such skills as grammatical correctness, adherence to modern standards use different levels of language, knowledge of the mechanisms of construction and paraphrasing statements, possession of all kinds of speech activity. The second component incorporates such specific ability, as the possession of legal technology professional communication skills and the ability to use psychological laws establishing contact, compliance with the rules of professional ethics of speech, the ability to control his emotions.
The stages of formation of communicative competence of law students: -Interactive (readiness for productive interaction, adequate response to unusual circumstances); -World-percieving (tolerance, perception of dialogue, the ability to predict the evolution of the situation and their own behavior).
References
1. Tursynova J. J. Formation of professional competence of students in the conditions of production practices based on information technologies // Abstract of the thesis for the degree of candidate of pedagogical sciences, Karaganda, 2008.
2. KoblikovA. C. Yuridichekaya ethics: Uchebnik. M., 2008. 122 p.
3. Leontiev A. A. Language, speech, speech deyatelnost. M., 1994. 314 p.
4. Taov A. A. Formation of communicative competence of students - future lawyers in the educational process of modern high school. Vladikavkaz, 2011. P. 173.
