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22ПЕДАГОГИЧЕСКИЕ НАУКИ
PECULIARITIES OF PSYCHOLOGICAL AND PEDAGOGICAL ANALYSIS OF PEDAGOGICAL COMMUNICATIVE CULTURE Mutanova D.Yu.1, Berkimbayev K.M.2
1Mutanova Dinara Yuldashbayevna - PhD Student;
2Berkimbayev Kamalbek Meyrbekovich - Doctor of Pedagogical Sciences, Professor, PEDAGOGICAL SCIENCES DEPARTMENT, HUMANITARIAN SCIENCES FACULTY, INTERNATIONAL KAZAKH-TURKISH UNIVERSITY BY HODJA AHMET YASSAWI, TURKESTAN, REPUBLIC OF KAZAKHSTAN
Abstract: the article deals with the issue the essence of the teachers ' ability to set and solve tasks for the future, a high culture of thinking and the ability to independently orient themselves in various information as the key to applying equally to pedagogical personnel and their pedagogical communication.
Keywords: pedagogical communication, professional communication, culture of communication with students, pedagogical activity, a socially-managed process.
At the end of the 20th century, the economic competition between industrial and intellectual countries shifted to the sphere of science and technology, and as a result, into the education sphere, since there can not be a competitive economy without the preparation of competitive personnel. In this regard, vocational education in the Republic of Kazakhstan should, on the basis of the National Training Program, reach a level at which it will be able to provide advanced training for competitive personnel taking into account the development of science, technology and economics in the country and abroad.
A new generation of personnel should have the ability to set and solve tasks for the future, a high culture of thinking and the ability to independently orient themselves in various information. This applies equally to pedagogical personnel and their pedagogical communication. Pedagogical communication is the professional communication of the teacher with students in and out of class, aimed at creating a favorable psychological climate. According to V.A. Kan-Kalik the structure of the process of professional-pedagogical communication includes: 1. Modeling the teacher's upcoming communication with the class (prognostic stage). 2. The organization of direct communication at the time of initial interaction (communicative attack). 3. Management of communication during the pedagogical process. 4. Analysis of the implemented communication system and its modeling for the forthcoming activity [1].
The main conclusion about the role of the teacher's attitude toward students is made by A.A Leontiev, noting that "negative" and "unstable" teachers evoke a negative attitude towards themselves. And this means - they work against the school and against society [2].
The tasks of accelerating the social and economic development, set by the state, cover all aspects of our life, require each of us to maximize creative activity, initiative, responsible attitude to work, unity of word and deed. Now there is an intensive restructuring of the economic mechanism, new machinery and new technology, new forms of labor organization are being introduced everywhere, activity of production collectives is being intensified, and any violations of the production discipline are being combated. Every lecture, every lesson, every speech in front of students should be permeated with the realities of life, must reflect them truthfully, deeply and diversely, propagate a new, progressive, progressive, inspire students to practical tasks to translate into reality the specific tasks of our future progress. A clear understanding by the teacher and students of contemporary socio-political problems is a necessary condition for the effectiveness of pedagogical activity.
Studies have shown that a bad technique can ruin the very best content of a lecture, class, conversation, speech. To establish contact with students, we need, first of all, knowledge of
the psychological and pedagogical plan. For many teachers this knowledge is not enough yet, although without them it is impossible to achieve high professionalism in the culture of communication with students.
In the practice of pedagogical activity, socio-political, subject-thematic and psychological-pedagogical knowledge form a unity. In this unity the leading role is played by knowledge of the subject-thematic plan, since they predetermine the goals, tasks, principles of work on the concrete content of the lecture, seminars, dictate the choice of socially acceptable forms and methods of interaction between the teacher and students, characterize the requirements for the final educational and educational results pedagogical activity. Observations and conversations show that the dialectical nature of this unity is another feature of the culture of pedagogical communication. These issues have not been sufficiently studied theoretically, as a result of which the practice of professional training of teachers in the system of continuing education suffers, the practice of an objective evaluation of the effectiveness and quality of lectures being taught, the process of self-education of teachers is hampered.
In general, the methodological aspect of pedagogical activity is viewed as a socially-managed process, which includes not only managed, but also control systems. The teacher within the framework of these systems is, on the one hand, the subject of management (since it is he who directs the cognitive activity of the listeners), and on the other hand, the object of management (since all his activities are directed and organized by the department and the management of the university). Theoretical development and implementation of modern requirements for strengthening the effectiveness of pedagogical activity, deepening its scientific character, truthfulness and realism, updating the content and improving the forms of methods of influence, developed in our work, suggests maximum convergence of general sociological and psychological-pedagogical approaches to pedagogical activity in universities in modern conditions .
At the present time, psychological, logical, linguistic, pedagogical and concrete methodological bases (aspects) of pedagogical activity have been relatively extensively studied [3].
While developing the psychological and pedagogical problems of the culture of pedagogical communication, the ability to carry on with the questions of the "pure" technology of the teacher's and students' psychological and pedagogical interaction without taking into account their social and political characteristics, without analyzing socially acceptable and socially unacceptable methods of influence, without a clear political assessment of the essence, direction and the final results of such interaction are protected.
Our research has shown that even today a purely "technological" approach to the theory of pedagogical activity, its excessive "psychologization" is dangerous and harmful not only in methodological, but also politically. Psychology emphasizes the pedagogical influence, first of all, the patterns of psychological contact, mutual agreement between the teacher and students (listeners, readers, teachers).
However, in different types of communication these relations are specified in different ways. For example, psychological contacts in intimate-personal and socially oriented communication differ significantly. So, in the first case, partners must be psychologically as equal in rights. But it is hardly permissible to apply this principle unconditionally in conditions of socially-adapted communication, of which the teacher communicates with students. It should be pointed out hat A.A. Leontiev, characterizing communication in the audience, notes: "... the lecturer comes to the audience, and he comes into contact with learners only as a lecturer. But just as with a lecturer, not as the father of the family, the shareholder of the cooperative, the chief engineer of the plant." [4].
An essential condition for a successful teaching influence is mastering the teacher by a modern style of communication with students. In analyzing this problem, again, "corrections" to understanding the style only within the framework of individualization, without taking into account the leading role of its general social characteristics.
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Thus, only a complex socio-psychological approach to the description of the teacher and the audience in analyzing the process and the mechanisms of their interaction can provide a fairly clear picture of the really acceptable forms and methods of the modern teacher's activity. A similar conclusion can be drawn with regard to pedagogy. True, it directly relies on the social characteristics of educational and upbringing work, it directs teachers and educators to use only socially acceptable forms and methods of working with students, to achieve socially significant results of activities, etc.
So, our chosen direction of research, allowing in-depth consideration of lecture activity from complex socio-psychological and pedagogical positions, is correct [5].
In the development of social and pedagogical problems of the culture of communication, special difficulties arose in the search for ways of a concrete approximation of the social and pedagogical characteristics of pedagogical activity. It turned out that the latter clearly lacks "technology", specificity, especially in matters related to the content of the lecture and the relationship.
The traditional pedagogical approach usually fits into the scheme.
"The teacher says - the students are listening." But this scheme does not explain anything, although outwardly the activity of the teacher and students looks just like that. The essence of the interaction between them is hidden in their inner activity. Various forms and methods of interaction are subordinated to educational and educational tasks of pedagogical activity and are systematized, first of all, on this basis. Different characteristics of the teacher and students are also needed primarily to determine the optimal internal conditions for the social effectiveness of their interaction.
Specificity of interaction between the teacher and students is due, first of all, to the peculiarities of the complex and delicate work on perception, processing, personal fixing and practical application of the acquired knowledge. Being one of the types of mental work, it has its goals, tasks, structure, results. Its distinctive feature is that it is expressed in linguistic and other methodological forms. It is in these forms of communication that the content of the lecture and classes and its educational and upbringing orientation are hidden, and methods and techniques for achieving mutual understanding between the teacher and students. In a good lecture, as a rule, the forms of the presentation of the material are not noticed by the students, they seem essential, it goes without saying, and the process of communication with the teacher is perceived as a non-mediocre exchange of knowledge, thoughts, feelings, intentions, convictions.
It is possible to distinguish conditionally three groups of features on which the psychological-pedagogical interaction is carried out: interest, preparedness, contact.
We can distinguish at least three types of properties of people's mental activity: universal, professional group and individual group.
Preparing and conducting a lecture, the teacher simultaneously takes into account the universal laws of perception, memory, thinking, feelings, will, beliefs and interests of students, as well as their various group and individual characteristics.
Psychological contact involves taking into account not only the properties of the group, but also the patterns of different types of mental activity of teachers and students.
The teacher, preparing for the lecture, takes into account his personal abilities, his own socio-psychological and pedagogical characteristics.
Let us distinguish the following groupings of the main professional and personal characteristics of a lecturer-lecturer: 1) social status; 2) socio-psychological characteristics; 3) individual psychological characteristics; 4) lecturing skills. Let's consider them in some detail.
Social status. Every teacher occupies a certain social position; has socio-demographic features, a certain social status, in which the two sides differ: the actual lecture position and his professional position. The teacher of the university combines both lecturing and professional position, therefore in the social status of it, approaches, assessments and requirements to him are combined simultaneously as a lecturer and as a specialist.
Socio-psychological characteristics of a person (teacher) are usually understood as her socio-political views, beliefs, ideology, ideals, prevailing public interests and human propensities, etc. If the social status of the teacher makes it possible to determine who is speaking, then the social and personal characteristics, as it were, pre-empt the answer to the question what this teacher should say, what are his political, business and moral qualities.
Ideological and psychological properties characterize the characteristics of the intellectual, emotional and volitional qualities of the teacher's personality.
Lecture skills. A summary of all professional and personal qualities of lecturing skills. Professional skills allow you to perform any job relatively quickly and efficiently, with minimal time and effort. Not an exception and lecturing. An experienced, skillful pre-introducer clearly plans the process of collecting material, knows how to accurately record and classify it, quickly draws up a lecture plan, can correctly format the text, collect and analyze preliminary information about students and flexibly establish contact with students, logical and original; it is adequate to reconstruct the sequence and pace of presentation; to vary the intonation pattern and expressiveness of speech; skillfully distribute the presentation of material over time, etc.
Conventionally, the abilities and skills of lecturing can be divided into the skills and skills of owning material, owning oneself, owning the means of communication, and the audience. Skills of possession of the material assume the ability of the lecturer to collect, systematize, record and present material on the topic of conversation. The mood for preparing for the lecture sharpens attention, observance, makes you think about lectures, as they say, everywhere and always, to search for material, to think over the methods of its presentation.
Communicating with students, the teacher tries to notice when the mutual understanding is broken, how the students explain something to each other, how the emotional background of communication or the style of speech changes when the situation changes, students' answers, etc.
Possession of means of communication promotes effective development of the teacher's communication culture with students.
References
1. Kan-Kalik V.A. Teacher of pedagogical communication: A book for teachers. M .: Proscescheniye, 1987. 190 p.
2. Leontiev A.A. Pedagogical communication (New in life, science, technology, Ser. "Pedagogy and psychology". № 1). M .: Znaniye, 1979.
3. AlexeevM.N. Methodical and logical foundations of the lecture mastery. M., 1986. 77 p.
4. LeontievA.A. Lecture as communication. M., 1974. P. 26.
5. Nozhkin E.A. Fundamentals of oratory. M., 1981. Pozdnyakov P.V. System properties of lecture propaganda. M.
