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20УДК 373. 21
ФОРМИРОВАНИЕ КОММУНИКАЦИОННЫХ НАВЫКОВ ОБЩЕНИЯ КАК СОЦИАЛЬНО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА
Садыкова А.К., Суровицкая Ю.Ю., Жантуганова А.С. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В статье рассматривается формирование коммуникативных навыков как социально-педагогическая проблема. Рассматриваются вопросы о современной педагогике, условиях обучения, климате и атмосфере обучения, а также о личном самоопределении ребенка.
Ключевые слова: коммуникативная компетентность, ситуация социального развития, вербальные коммуникативные навыки.
FORMATION OF COMMUNICATION SKILLS AS A SOCIO-PEDAGOGICAL PROBLEM
Sadykova A.K., Surovitskaya Yu.Yu., Zhantuganova A. S.
Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, we will touch on such a topic as the Formation of communication skills as a socio-pedagogical problem. We will better consider questions about modern pedagogy, the conditions of education, the climate and atmosphere of education, as well as about the personal self-determination of the child.
Key words: communicative communication skills.
The orientation of modern pedagogy to the humanization of the educational process puts forward the creation of optimal conditions for the development of the personality of each child, his personal self-determination. This problem is particularly acute in relation to younger schoolchildren, since, according to psychological and pedagogical research, the process of personal development and self-determination of children of this age has recently been difficult. This is due to the immaturity of their emotional and volitional sphere, the lag in the formation of the system of social relations, age identification, and problems of family education. The situation of modern school education requires the child to actively solve new complex communicative tasks: organizing business communication between students with each other and with the teacher about the material being studied. Therefore, it is very important to develop a child's high forms of communication with adults and peers, which will be a prerequisite for the
competence, social developmental situation, verbal
formation of a new type of relationship between teacher and student, between classmates.
The development of human communication capabilities in modern society is becoming an extremely urgent problem. The improvement of scientific technologies has led to an increase in the needs of society for people who could set and solve problems related not only to the present, but also to the future.
Since our research is related to the formation of communication skills, it is necessary to clarify, in our opinion, the vision of such basic concepts as "communication", "communication",
"communication skills".
Some authors identify the concepts of "communication" and "communication", meaning "the process of transmitting and receiving information, conscious and unconscious communication".
However, most scientists who study interpersonal relationships distinguish between the
concepts of "communication"and"
communication".
The psychological dictionary defines the concept of "communication "as" the interaction of two or more people, consisting in the exchange between them of information of a cognitive or affective-evaluative nature. Therefore, this implies that the partners communicate to each other a certain amount of new information and sufficient motivation, which is a necessary condition for the implementation of a communicative act. M. S. Kagan understands by communication the information connection of the subject with a particular object - a person, an animal, a machine. It is expressed in the fact that the subject transmits certain information (knowledge, ideas, business messages, factual information, instructions, etc.), which the recipient must accept, understand, assimilate well and act accordingly. In communication, information circulates between partners, since both of them are equally active, and information increases, enriches; in the process and as a result of communication, the state of one partner turns into the state of the other.
Studying this phenomenon, I. A. Zimnaya offers a system-communicative-information approach that allows us to determine the criteria, conditions and ways to improve the effectiveness of communication based on taking into account the specifics of the course of mental processes in the conditions of information transmission through a communication channel.
From the point of view of the activity approach, communication is a complex, multi-faceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person.
The need for communication is one of the most important things in a person's life. When we enter into relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it, and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the availability of the necessary and sufficient communicative experience of the subjects of relations. The earlier this experience is mastered,
the richer the arsenal of communication tools, the more successful the interaction is realized. Consequently, the self-realization and self-actualization of the individual in society directly depends on the level of formation of its communicative culture.
Starting at the age of six, children spend more and more time with their peers, and almost always of the same gender. Conformism increases, reaching its peak by the age of 12. Popular children usually adapt well, feel comfortable among their peers and, as a rule,are able to cooperate.
The means of communication include:
A language is a system of words, expressions, and rules for combining them into meaningful utterances used for communication. Words and the rules of their use are the same for all speakers of a given language, and this makes it possible to communicate with the help of language. If I say "table", I am sure that any of my interlocutors connects the same concept with this word as I do - this objective social meaning of the word can be called a sign of language. But the objective meaning of the word is refracted for a person through the prism of his own activity and forms its own personal, "subjective" meaning, so we do not always understand each other correctly.
The means of the communication process
are:
1) speech;
2) optical-kinetic system of signs-gestures, facial expressions, pantomimics;
3) linguistic and paralinguistic systemsintonation, pauses;
4) the system of organization of space and time of communication;
5) "eye contact" system.
It should be noted that the most important characteristic of the communication process is the intention of its participants to influence each other, to influence the behavior of the other, to ensure their individual representation in the other.
Based on the above signs of the communicative process, we state that the communicative side of communication can not be limited to the simple transmission of information. Communication also involves the active interaction of people with each other in the process of communication, their impact on each other, the perception and understanding of another person.
Thus, the initial concept, which we rely on when studying the communicative skills of primary school students, is the concept of communication.
Bibliographic list
1. Grigoriev, D. V. Extracurricular activities of schoolchildren. Methodical constructor: a manual for teachers / D. G. Grigoriev, P. V. Stepanov. - M.: Prosveshchenie, 2011. - 233 p.
2. Dubrovina, M. V. Individual characteristics of schoolchildren. / M. V. Dubrovina-M.: 2005g.
3. Zimnaya, I. A. Key competencies as a productive-target basis of the competence approach in education. Author's version/. - M.: Research Center for problems of quality of training of specialists. - 2004.
4. Zimnaya I. A., Putilovskaya T. S. The development of speech as the formation of the ability to solve communicative tasks
5. Kazartseva, O. M. Culture of speech communication: theory and practice of teaching. -M.: Flinta, Nauka, 2008.
Садыкова Айгуль Казихановна, кандидат педагогических наук, доцент, Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Суровицкая Юлия Юрьевна, магистр педагогических наук, старший преподаватель, Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Жантуганова Айгуль Серикбаевна, магистрант, Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
e-mail: ivanchenko-v@mail.ru
Дата поступления статьи: 24.03.2021
© Садыкова А.К., Суровицкая Ю.Ю., Жангуганова А.С., 2021
