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УДК: 378 ГРНТИ: 14.35 DOI: 10.32415/jscientia.2019.01.05
CREATING PROFESSIONALLY ORIENTED TASKS OF COMMUNICATIVE NATURE: FROM TEACHING EXPERIENCE
T. N. Pasechkina
FSBEE HE Siberian Fire and Rescue Academy EMERCOM of Russia 1 Severnaya St., 662972 Zhelesnogorsk, Russia
S3 Pasechkina Tatiana - [email protected]
The article draws attention to some aspects of creating professionally oriented tasks in the context of the formation of future specialists' communicative self-efficacy. The recommendations presented are based on the analysis of theoretical and methodological literature, as well as taking into account the author's own experience. The article is addressed to teachers interested in using professionally oriented tasks in the practice of working with students.
Keywords: professionally oriented tasks, communicative competence, communicative self-efficacy, features of creating professionally oriented tasks, task constructor.
КОНСТРУИРОВАНИЕ ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННЫХ ЗАДАНИЙ КОММУНИКАТИВНОГО ХАРАКТЕРА: ИЗ ОПЫТА РАБОТЫ
T. Н. Пасечкина
Сибирская пожарно-спасательная академия ГПС МЧС России Россия, 662972 г. Железногорск, ул. Северная, 1
El Пасечкина Татьяна Николаевна - [email protected]
В статье обращено внимание на некоторые аспекты проектирования профессионально ориентированных заданий в контексте формирования коммуникативной самоэффективности будущих специалистов. Представленные рекомендации составлены на основе анализа теоретической и методической литературы, а также с учетом собственного опыта автора. Статья адресована преподавателям, заинтересованным в использовании профессионально ориентированных заданий в практике работы со студентами.
Ключевые слова: профессионально ориентированные задания, коммуникативная компетентность, коммуникативная самоэффективность, особенности создания профессионально ориентированных заданий, конструктор задач.
Many researchers such as A. Bandura, T.I Vasilyeva, M.I. Gaidar, J. Kaprara, R. L. Krichevsky, E. V. Selezneva, D. Servon, V. A. Tolochek and others consider that human behavior, especially in difficult situations, is determined not by skills, personal qualities and abilities at the first rate, but by the person's perception of his own competence, i.e. by his "self-efficacy." The essence of this phenomenon is how competent a person feels when performing any activity. The absence of this confidence of a person negates his willingness to act, especially in situations of uncertainty. However, as indicated by many scientists (A. Badiou, V.P. Zinchenko, D.A. Leontiev, V.A. Lefevre and others), readiness for uncertainty, readiness for choice is an important strategy of a modern people's behavior. Self-efficacy affects persistence in achieving goals. A. Bandura wrote that people who consider themselves unable to succeed, more often imagine an unsuccessful result and do not try to achieve it, try to avoid difficult tasks, they are sure that they are not able to cope with them, focusing on their own shortcomings and past failures. In contrast, people who believe in their effectiveness, consciously make efforts to solve life problems, consider complex problems as problems that must be solved, show a deep interest in the activities they are engaged in, quickly recover from failures.
With sufficient development of self-efficacy, a student will perform the tasks assigned to him in the best possible way, even if firstly they seemed to him unfulfilled. At the same time, he will concentrate on actions, ways of solving the tasks, but not on overcoming any obstacles, uncertainty, negative emotions. We also think that self-efficacy allows learners to maximize
their personal capabilities, to self-actualize in a certain type of activity; it is associated with a positive attitude to this activity, with the expectation of a positive result and recognition by others.
The ability to speak publicly and beautifully, correctly expressing one's thoughts in writing has always been a useful skill. People who are well versed in public speaking and writing will always be in demand by society and will be able to find work. In any case, future specialists will have to manage the team, resolve or try to avoid conflicts, establish trusting relationships with colleagues, organize interaction with others, present the results of work, and much more.
Thus, specially organized work on the formation of students' communicative competence and communicative self-efficiency is of particular relevance.
We regard the communicative self-efficacy of future specialists as their ideas about their own strengths, capabilities; confidence in the ability to act effectively in situations of uncertainty, to choose effective business communication strategies; as well as the successful demonstration of their own communicative competence in these situations, and the desire to improve this competence.
In understanding the essence of self-efficacy, the statement of D.A. Leontyev is very important. He wrote, "Communicative self-efficacy is a certain phenomenon of self-consciousness, which allows a person to constantly reflect, to think of previous experience of communicating to increase his communicative competence" [6].
Table 1
Some examples of the "task constructor" (the author is LS. Ilyushin)
Competency levels Examples of task wordings
Introduction Reproduction or determination of specific information elements What are the main parts ... Make a list of concepts related to ... Write in text form ...
Understanding Learning the meaning of studied material Explain the reasons that ... Show the connections that you think exist between . Give an example of what (how, where) ...
Application Using rules, concepts, principles, theories, ideas in new situations; transference knowledge to another situation Present information graphically Suggest a way to allow ... Hold a presentation ...
Analysis Dividing the information into components, identification of interrelations Analyze the structure ... in terms of ... Make a list of the main properties ... characterizing ... in terms of ... Compare the points of view ... and ... on ...
Synthesis Creating a new or unique product from different ideas Offer a new (different) way of ... Find an unusual way of allowing ... Offer a new (your) classification ...
Evaluation Evaluating the value of studied information or ideas based on certain criteria or standards Rank ... and justify ... Determine which solution is optimal for ... Identify possible evaluation criteria ...
Following many researchers, we believe that the main source of the formation of communicative self-efficacy is a personal experience of achievements, perception one's own successes, especially after performing complex tasks that require overcoming communicative difficulties, as well as indirect experience - observing others' communicative behavior.
Therefore, one of the important pedagogical techniques for the formation of communicative self-efficacy, as well as organization of interactive activities of students (teamwork, discussions, games and projects), is considered the use of communicative "professionally oriented tasks".
The concept of "professionally oriented tasks " in teaching of future specialists. Professionally oriented tasks related to the formation of students' practical skills, which they need both in future professional activities and in everyday life. There are also such terms as "practice-oriented tasks", "competence-oriented tasks", "professionally oriented problems" in a special literature [1, 2, 3, 9]. Analysis of the various authors' researches (Borodina I.I., Gordienko O.V., Dultseva E.G., Efremova N.F., Kalugina I.Yu., Kulaeva G.M., Polisadov S.S., Selkina L. V. Chekaleva. N.V. and others) points to the absence of a unified scientific approach to the formulation of this definition. It may be explained by the complexity of the concept, the difference in views on the problem. However, it should be noted that such tasks are based on the ideas of the competence-based approach, which is the basis of the modern system of higher professional education. The main aim of professionally oriented tasks is not so much to receive an answer as to assign a new knowledge: a method, a way, a technique with possible transferring it to other similar situations; in the formation of personal qualities necessary for a highly professional specialist. The researchers note that professionally oriented tasks can be used to form the necessary competencies of students, as well as to assess the quality of the formed competencies [3].
Features of professionally oriented tasks. The purpose of using professionally oriented tasks is to form the skills to act in a professionally significant situation. Such tasks are based on knowledge and skills, but they require the ability to apply accumulated knowledge in practical activities, in the process of their professional life [4; p.59]. The main thing is to organize
the activity of the learner, and not just to learn to reproduce information or perform individual actions [3]. In this kind of tasks, a certain situation is recreated that may appear in the professional activity of a future specialist; they always have unknown parameters that students need to explore, to create something new in the process of doing the task.
The most important distinctions of professionally oriented tasks from standard educational tasks are:
- the importance of the result obtained, which requires the use of accumulated knowledge and skills in practical activities (including communicative activities) to solve a specific educational (quasi-professional) problem;
- the task is formulated as a plot, situation or problem. And it is necessary to use knowledge from different sections of the academic subject, from another subject or from life to solve this problem;
- information and data in the task can be presented in various forms (figure, table, diagram, etc.),it will require finding a solution, searching for information in additional sources and presenting the material in the required form;
- indication (explicit or implicit) on the ways of using the obtained result in professional activity;
- the specific structure of the task.
The main components of a professionally oriented task, aimed at the formation of communicative self-efficacy of students in the field of oral and written communication:
1. A brief description of the situation to familiarize students with the task and to motivate them to its implementation (the stimulus);
2. The algorithm of the necessary activities (task formulation);
3. Providing information sources;
4. Task forms, which determine the format of presentations the results of students' activities.
5. The verification tool (is presented after the implementation of a specific task stage) for objective self-assessment and mutual evaluation of the manifestation of students' communicative competence and communicative self-efficacy.
In addition, in this kind of tasks it is necessary to use special information for the teacher:
Table 2
Features of the formulation tasks of different degrees of complexity in the formation of students' communicative competence and self-efficacy
Competency levels Student's actions Teacher's actions Task formulations
Introduction Answers, perceives remembers, recognizes, states, characterizes describes. Manages, controls, directs, tells, reports, shows, checks. Make a report, describe, reproduce, establish what it is and where it is, etc., formulate, learn, remember, tell, state the facts, repeat.
Understanding Explains, interprets, proves, reveals, identifies... Proves, listens, asks, compares, matches, checks. Re-write, describe, explain, make a review, tell, summarize, tie together, explain, make a conclusion, state the main idea.
Application Solves new problems, proves, selects, organizes, initiates, produces, constructs. Shows, provides help, assists, supports, observes, criticizes, discusses. Use, prove, illustrate, make a report.
Analysis Discusses, discloses, enumerates, analyzes, divides into parts, analyzes critically. Investigates, directs, stimulates, observes, provides resources. Analyze, divide, search, find, identify, check, compare, classify, disprove.
Synthesis Discusses, summarizes, connects, matches. Organizes feedback (reflection), evaluates, develops the idea, discusses. Create, invent, predict, design, create, modify, imagine, improve, offer.
Evaluation Judges, assesses, discusses, casts doubt, and expresses his / her opinion. Accepts, admits, agrees, acknowledges, detects criteria, harmonizes, agrees. Represent your opinion, make a the conclusion, select, evaluate, discuss, check, argue, recommend, determine, justify, convince.
- aims, expected results, features of work with the task;
- task implementation verification tool - determines the number of points for each stage of activity and for the total result depending on the complexity of the educational material, additional activities: keys (for closed type tests), model response (for open type tasks with a short answer), analytical scale (for open tasks with a detailed answer);
- it is possible to use the form for observations of group work.
Use of exercises of varying difficulty. When designing professionally oriented tasks, we consider it important to use tasks that reflect different levels of students' mastery of various competencies. Scientists (Lerner I.Ya., Guzeev V.V., Bespalko V.P., Bloom B., etc.) name these levels differently, but they all have a common meaning and can be characterized as: reproduction, perception, application, creativity. Each of the levels is determined by the system of students' actions of different complexity degrees. Thus, the level of reproduction involves knowledge of the material, terms, facts. The level of perception is characterized by understanding, the ability to explain, to interpret. Level of application represents the ability to analyze, to justify, to compare, to classify, to present, to perform according to a plan. The level of creativity is associated with the planning and creation of new products, the development of new methods, as well as the ability to evaluate, the ability to determine the criteria for evaluation.
To formulate the tasks of different degrees of complexity, a teacher can use the task constructor proposed by Ilyushin L.S. [5] based on B. Bloom's taxonomy (Table 1).
Focusing on the formation of students' communicative competence and communicative self-efficacy, the work within a professionally oriented task can be represented as follows (Table 2):
When creating professionally oriented tasks connectd with communication, it is important to remember the following:
- each component of the task must organize the students' activity, and not the reproduction of information or separate actions;
- constant reflection during the task allows a teacher to conduct a group discussion on the results of activities, students can comprehend their communicative abilities, compare, observe others, enter into dialogue, tactfully argue their point of view; have the opportunity to speak out about what could be improved and what to do in a similar situation in the future, transforming the experience gained into new actions, thereby increasing their own level of communicative self-efficacy;
- professionally oriented task should touch upon not only the cognitive sphere, but also the affective area, which determines the emotional-personal attitude of students towards the subject of study.
The content of professionally oriented tasks of a communicative nature.The teacher should organize the educational process in such way that it becomes an informative, creative process in which the communicative activity of the future specialist becomes successful, and the knowledge gained is relevant. The focus of students on a specific communicative goal mobilizes their intellectual forces, directs mental activity, giving it a certain meaning.
Professionally oriented tasks of a communicative nature are primarily aimed at understanding own communicative behavior, developing the skills to correctly present oneself, structure information, give answers to questions, hold on to the audience, listen, find the verbal and non-verbal means necessary for a particular situation, overcome communication barriers , establish and maintain emotional contact. At the same time, such tasks allow solving practical tasks of an academic discipline where professionally oriented tasks are used.
A teacher should clearly realize the features of future specialists' business communication , and be able to determine the main accents in the work with students on the formation of their communicative competence and communicative self-efficacy. In this case, the work should be planned according to the scheme:
Conclusion. The use of professionally oriented communicative tasks increases the interest and activates
students, let them to be more creative, and represents the possibility of independent solution of non-standard tasks. Implementation of the task in the form of successive stages, presentation of samples of successful and unsuccessful performance of the task, constant communication in the process of implementation, the possibility of public presentation and discussion of the results of their own
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Received 03.01.2019
