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51Sciences of Europe # 57, (2020)
PROFESSIONAL AND PEDAGOGICAL COMMUNICATION
43
Kamyshna I.,
MD, PhD
Department of Medical Rehabilitation,
I. Horbachevsky Ternopil National Medical University
Pavlovych L.
MD, PhD
Department of Clinical Immunology, Allergology and Endocrinology Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. Communicative competence of scientific-pedagogical worker is evident in its ability to implement pedagogical communication during the educational process. Keywords: pedagogical communication.
Pedagogical communication - is a form of psychological interaction of the teacher with students in training and outside the classroom, aimed at joint solution of various problems, the formation and comprehensive development of personality of students, creating conditions for realization of their creative abilities and the formation of personality.
Pedagogical communication — professional communication of the teacher with students in the classroom and beyond. It has certain pedagogical functions, and addressed (if it is complete and optimal) to create favorable, healthy psychological climate, optimization of educational activities and relationships between teacher and student, in the student team.
Professional and pedagogical communication is a system of techniques an organic socio-psychological interaction of the teacher and students, the content of which is the exchange of information, know each other, organizing activities and promoting the activities of students, organization and adjustment of relations in the team of students, exchange of roles, empathy and the creation of conditions for the affirmation of each individual student. Pedagogical communication is an inherently creative process.
In professional communication of scientific and pedagogical workers, there are two interrelated components:
■ first, it is General principles (base) of communication, lay it the nature of the social order, the preservation of the values of the past which have undertaken teaching activities scientific-pedagogical worker, the sole purpose and tasks of training and education.
■ secondly, his personal principles (base) of communication, citizenship, communication style — a set of specific techniques and tools, scientific and pedagogical worker is appropriate, depending on the specific conditions and opportunities for training and education implements its activities on the basis of their own knowledge, professional experience, abilities and skills.
Pedagogical communication should be infused with vitality, humanity, humanity and optimism. It performs the following functions:
■ mutual understanding of scientific and pedagogical workers and students; the exchange of thoughts, feelings and information;
■ organizing and implementing diverse and multi-faceted educational activities;
■ self-expression, self-determination and self-affirmation participants in this process.
According To V. A.Kan-Kalikom, the structure of professional and pedagogical communication includes:
■ prognostic stage, the content of which is to model future communication with the audience;
■ communicative attack, which involves the organization of communication at the beginning of the educational event;
■ management stage, the essence of which is direct communication during the educational event;
■ the final stage, the meaning of which is in the analysis of the course of communication and its results and making appropriate adjustments to the model of future communication.
IA Zyazyun singled out three components of communication: cognitive, aesthetic and behavioral. The scientist emphasizes: "Communication necessarily involves the formation of teachers and students' images of each other and concepts about the personal characteristics of each participant in communication; it has an aesthetic characteristic - the external and internal similarity of participants, evokes a certain attitude; behavioral component - words and deeds addressed by the teacher to students, and vice versa.
Scientific and pedagogical workers must learn the art of communication. But this requires the formation of a teacher with special abilities in close connection with the education of language culture of a personality.
V. A. Kan-Kalik A. A. Leontiev developed special exercises for developing skills of pedagogical communication. For example, V. A. Kan-Kalik combined these exercises in two cycles, namely: the practical mastery of the technique and technology of pedagogical communication and mastering the system of communication in a given teaching situation.
The first cycle focuses on:
■ formation of organic and coherent actions in a public situation;
■ muscular freedom in teaching activities;
■ a feeling of muscular freedom and emotional well-being in the classroom; the skills of voluntary attention, observation, concentration;
■ facial expressions and pantasma;
■ pedagogically appropriate experiences;
■ mobilization by the state before the communication;
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■ the technique and logic of speech, its expressive and emotional;
■ the ability to build the logic of an upcoming conversation with the audience.
The second cycle of the exercise contains two subgroups:
■ the first action in typical situations (observation of activities of teacher in the process of achieving the overall objectives of the lesson; developing the ability to "read" emotions on the person of pupils; the selection during the class-specific pedagogical phenomena; re-enactment of pedagogic tasks);
■ the second is the development of pedagogical imagination, intuition, skills, pedagogical improvisations (compilation of similar situations with a certain setting, the analysis of the painting or knowlegment; preparation and execution of imposed conditions for staged tasks).
Pedagogically proper communication eliminates students ' negative emotional stress (fear, uncertainty). It should cause joy, the desire for joint activities.
The optimal pedagogical communication - the communication that creates the best conditions for the development of students ' motivation, creative nature of the activities for the formation of his personality, provides a favorable psychological climate, prevents the creation of psychological barriers allow the maximum use in educational process of personal and professional skills of scientific and pedagogical workers. Among the scientific and pedagogical workers can highlight their inherent levels of communication:
■ primitive - based attitude to student — primitive rules and reaction behavior. This ambition, conceit, gloating. Scientific and pedagogical workers demonstrates its superiority. Student to scientist is a means to an end.
■ manipulative - relationship with the student built on the game - the desire to win, using different techniques flattery. The student is the object of manipulation, he got spooked, childish.
■ standardized - the formal structure of communication dominates. Weak focus on personality. The scientific and pedagogical worker adheres to the standards of etiquette, but such behavior is superficial and, without affecting the personal level, is realized at the level of masks. The student, an independent object, feels the indifference of the researcher outside the "mask" and, in fact, remains the object of manipulation.
"business - focusing on the case, research and teaching staff takes into account the personal characteristics of the student only in the context of performance. Research and teaching staff adheres to etiquette standards, recognizes the student's right to independence. In personal life, the student remains independent.
■ personal - communication is based on a deep interest in the student, recognition of the independence of his personality. The scientific and pedagogical worker loves students, all his activity is aimed at the development of their spirituality, personal communication becomes spiritual communication.
The student trusts the scientific and pedagogical worker who is an authority and the best mediator between them and knowledge about the world, people, yourself. The acquisition of scientific and pedagogical
worker of a personal level of communication is a necessary condition for a strong culture of interaction between a teacher and student.
Culture of pedagogical communication includes the ability to listen, ask questions, analyze response, to understand the student and to be understandable for him to be attentive, observant, to make contact, to see and understand the reaction of the audience to convey their attitude to what was going on, to interest, to captivate the explanation to understand the situation. Each of the scientific-pedagogical workers creates its own style of communication.
Now there are several classifications of styles of teachers. For teachers of any model of usasoc important emotional-aesthetic expression, the ability to present yourself and create a situation of self-expression and self-affirmation. The experienced scientist, as a rule, formed a marked tendency towards a particular model, the type of relationship that most fully meet his individual psychological characteristics.
For scientific and pedagogical worker with excellent communication skills are characterized by: the op-timality requirements; pedagogic optimism; emotional response; the formation of collective relations, interpersonal relations in the educational process; creation of an atmosphere of goodwill.
However, no matter how attractive was the model of the relationship between scientist and student, it is always dynamic. Given this, a good teacher always strives for the continuity of their education and training, constantly analyzes its activities, determines the achieved level of interaction with students, selects and uses the new achievements of pedagogical science and best practices, learn best from their peers.
There are three main reasons for the low culture of dialogue of scientific and pedagogical worker with students.
The first is that the majority of scientific and pedagogical workers do not attach much importance to the role of communication in the educational process, so do not pay due attention to organizational communication.
The second characteristic of scientific and pedagogical workers that operate in difficult pedagogical situations by force, not using psychological and pedagogical knowledge about the person, not taking into account age and individual peculiarities of the student.
The third is that some scholars have a low General culture and does not work for her advancement.
Scientific and pedagogical workers, no matter what the subject he teaches students must be proficient in all the subtleties of speech culture.The concept of speech culture is traditionally used to describe, first of all, the observance of correct literary pronunciation, spelling, lexical and grammatical norms, and the emphasis of words established in literary language.
A significant disadvantage, in particular, of monologue speech, which has so far been rarely considered, is the inappropriate use in the process of oral narration or explanation of educational material elements of written speech borrowed from textbooks and other sources of book words, expressions, syntactic constructions. Incidentally, it seems as if the researcher speaks as "written". Such speech does not seem quite natural, it is artificial, difficult to perceive.
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Not without flaws and dialogic speech. The most significant - the lack of harmony, logical sequence, clarity, completeness in the disclosed subject of conversation, intermittentness due to frequent pauses, incomplete phrases. Dialogue is a simple question and answer.
Among the mistakes and defects in the speech of the researcher and pedagogical worker, it is necessary to emphasize the violation of orthoepic and grammatical norms. As for syntactic errors, it is necessary to point out the incorrect construction of verb phrases, which is caused by a false analogy with the corresponding constructions of the Russian language. The teacher, preparing for classes, should use dictionaries - ortho-epic, explanatory, synonymous, phraseological, translation, terminological. Language is one of the elements of pedagogical technique.
References
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SELF-EDUCATION OF STUDENTS IN THE CONDITIONS OF HIGHER EDUCATIONAL
INSTITUTIONS AND ITS MOTIVATION
Kamyshna I.,
MD, PhD
Department of Medical Rehabilitation,
I. Horbachevsky Ternopil National Medical University
Pavlovych L.
MD, PhD
Department of Clinical Immunology, Allergology and Endocrinology Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. The experience of educational activities of higher educational institutions convinces that it is possible to effectively address the issue of training future professionals only with the active participation of students in this process, ie it is about their self-improvement. Keywords: self- education, self-improvement.
Professional self-improvement is a conscious, purposeful process of increasing the level of one's own professional competence and development of professionally significant qualities in accordance with social requirements, conditions of professional activity and one's own development program.
This process is based on the psychological mechanism of constant overcoming of internal contradictions between the existing level of professionalism ("I am a real professional") and its imaginary state ("I am an ideal professional").
Professional self-improvement of the future specialist takes place in two interrelated forms - self-education and self-education. The main content of self-education is the improvement of the student's existing knowledge, formation of skills and abilities in order to achieve the desired level of professional competence.
Man sometimes self-improves subconsciously. Unconscious self-education is usually sporadic, carried out without a clear plan and a comprehensive program, which greatly reduces its effectiveness.
Conscious self-education has a much higher efficiency - systematic and conscious human activity aimed at its self-development and the formation of its own basic culture.
In order for self-education to become conscious and professionally oriented, the future specialist must feel and realistically assess his / her suitability for the chosen profession.
The main purpose of self-education at the present stage is to achieve harmony with oneself, finding meaning in life, self-actualization and self-realization potential, natural abilities and active self-assertion in public life.
