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2. Resolution of the President of the Republic of Uzbekistan dated November 28, 2018. № PP-4038 "On approval of the Concept of further development of national culture in the Republic of Uzbekistan". [Electronic Resource]. URL: Lex.uz/ (date of access: 09.04.2020).
3. Pedagogy: encyclopedia. Volume III. // Tashkent: State Scientific Publishing House "National Encyclopedia of Uzbekistan", 2017. 424 pages.
PROFESSIONAL ORIENTATION OF COMMUNICATIVE COMPETENCE
OF STUDENTS Kasimova Z.Kh. (Republic of Uzbekistan) Email: Kasim ova451@scientifictext.ru
Kasimova Zebo Khamidovna - Candidate of Pedagogical Sciences, Associate Professor, INTERNATIONAL ISLAMIC AKADEMY OF UZBEKISTAN, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article raises the problem of that the essential traditional system of communicative preparation of students is isolated from life and work of a specialist. It is over-theorized, limited in terms of time and content, which is manifested in the fact that students are deficient in communication, suffer from the lack of its active methods; form the insufficient level of communicative competence of the students.
The author also pointed out that the study of the issues of communication skills should focus on practical training, during which it is advisable to apply the training forms of work. Thus, as a result of professionally designed training exercises focused on the development of communicative skills in students their desire arose to put to an evaluation test in practice of acquired knowledge and skills. Keywords: communicative competence, students, education, personal experience, imitation, training, psychology, present, belief, suggestion, contact.
ПРОФЕССИОНАЛЬНАЯ НАПРАВЛЕННОСТЬ КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ Касимова З.Х. (Республика Узбекистан)
Касимова Зебо Хамидовна - кандидат педагогических наук, доцент, Международная Исламская Академия Узбекистана, г. Ташкент Республика Узбекистан
Аннотация: в данной статье ставится проблема того, что существенная традиционная система коммуникативной подготовки студентов изолирована от жизни и труда специалиста. Он слишком теоретизирован, ограничен во времени и содержании, что проявляется в том, что ученики с недостатком общения страдают от недостатка его активных методов; сформировать недостаточный уровень коммуникативной компетентности студентов.
Автор также указал, что изучение вопросов коммуникативных навыков должно быть сосредоточено на практических занятиях, в ходе которых целесообразно применять обучающие формы работы. Таким образом, в результате профессионально разработанных учебных упражнений, направленных на развитие коммуникативных навыков у студентов, у них возникло желание подвергнуть проверке на практике приобретенные знания и навыки. Ключевые слова: коммуникативная компетентность, студенты, воспитание, личный опыт, имитация, обучение, психология, современность, вера, внушение, контакт.
In modern conditions the system of higher education of any state solves the whole complex of the challenges directed on preparation of high qualified experts. One of such problems by the right is a formation of the identity of adequate expert capable to carry out own activity at high level.
At the present among the pedagogical problems get an importance the problems of the formation of communicative competence of students - who become specialists in many spheres of social and professional activities. The search of optimal ways of the decision of the given problem sets into education system essentially new general pedagogical task - purposeful and effective preparation of
expected specialists not only for work and knowledge, but also to high-grade dialogue in various areas of life's activity.
Let's consider the features of the formation of this quality at students of high schools. First of all we will pay attention to descents of the formation of communicative competences as preconditions of formation and development of communicative ability of any person.
Pedagogue-psychologist Yu.W.Chufarovski allocates four kinds of such descents: personal experience, imitation, training and work on himself [6].
Personal experience of the dialogue of any person with other people is primary in psychological plan. This experience starts to develop with the first attempts of the baby to make contact with mother and continues to be enriched during all subsequent life of the person. It is known, that the rich is the personal experience of dialogue, the more easy for us to understand others. It is necessary to note, that limitation of such experience is not more compensated by anything.
So genetically earlier and prolonged is the action of intuitive or sometimes conscious imitation to receptions and ways of dialogue of other people. Exactly with imitation begins the mastering of language and other interactive terminal facilities. Through mechanisms of imitation forms intonations of speech, style of conversation, etc. which are clear to other people. Reorganizations of communicative behavior and communicative actions also are originally acquired on the basis of imitation. The imitation based on belief, suggestion, emotional infection and the fashion, is one of permanent descents of the formation of communicative knowledge, skills and qualities of any person.
The most effective decent of the formation of skills and habits of dialogue is training. Each parent and each adult, communicating with the child, always aspires to teach him communication simultaneously, and namely: corrects child speech mistakes, advises to observe rules of the culture of dialogue, and sometimes specially talks even with kids on certain concrete questions. Such unorganized training influences each of us literally during all our life as infringements of the standard norms of the culture of dialogue, certainly, anyhow meet the counteractions of associates.
It is impossible for us to forget and about such effective descent of the formation of skills and habits of the dialogue, as work of the person on himself, his self-training and self-discipline. Knowing norms and rules of the dialogue and objectively estimating himself, any person can and should work on himself to learn to be the clever, advanced, attractive and well-brought-up interlocutor. There are many useful advices on these questions in the literature on psychology and pedagogy of the dialogue.
The person, getting on the basis of personal experience, imitation, training and work on himself the certain communicative knowledge and skills, reaches certain level of the formation of skills of the dialogue. Yu.W.Chufarovskiy divined these levels on intuitive, vital, conscious with allocation of certain degree of the development in each of them.
The intuitive level is characterized by absence of comprehension of essence, norms, laws, rules, facilities and ways of the dialogue. The vital level is characterized by partial and unsystematized comprehension of dialogue phenomena. A majority of competent people belongs to this level.
The conscious level is under construction on the basis of scientific knowledge on phenomena of the dialogue. As a rule, it is possible to reach this level only through special preparation. Purposeful formation of the communicativeness occurs, for example, during vocational training of teachers, lawyers, psychologists, doctors, experts on public relations, on welfare service, tourism, etc. in higher educational institutions and universities.
On the basis of an analysis of the communicative preparation of students of high schools of social and cultural spheres it is established by researchers, that the essential traditional system of communicative preparation of students is torn off vital activities of the expert. It is excessively became theoretical and more limited in a time and a substance, which is shown that students test deficiency in communications; suffer by absence of active methods of its carrying out; form an insufficient level of the communicative competence at students.
It is necessary to note, that studying of questions of communicative skills should be concentrated on practical occupations during which it is expedient to apply training forms of the work. So, as a result of developed professionally-guided training exercises on the development of communicative skills of students appeared an aspiration of the approbation obtained knowledge and skills into practice. Their realization brought a number of positive changes and neoformations in professional work, in relationship to the person (to the colleague, the client, the teacher of high school, the friend, etc.), in increase of a level of professionalism (to development of communicative skills: like plastic, logic, expressive, perceptual), personal growth (change of a self-estimation). In a result these changes characterize achievement of two results: personal and professional formation of the student.
Many scientists-pedagogues, psychologists count an interactive approach as a perspective way of the decision of personal-professional communicative development problems of students of high schools.
An idea of the interactive training assumes activity of its subjects, an urgency of mutual relations between them, existence of various outlooks at absence of single rigidly set norm of recognition and behaviour. All educational activity is under construction on the basis of partner interaction between teachers, students and a subject. Specific feature of the dialogue on interactive training consists of that simultaneously it is a subject and communicative means of the mastering.
Technological basis of the interactive approach is group interaction with usage of such methods of the training, like heuristic conversation, discussion, "brainstorming", a round table, business games, etc. Additional tools are means and receptions of professionally-guided training of the dialogue, included in educational process and directed on development of the student as a subject of professional communicative activity. At the studying of any subject it is possible the stop of educational interaction and concentration of the attention of students on a reflection of ways and receptions of the dialogue used in educational system.
The usage of models of dialogue conversation is expedient and agreeable to specificities of the formed quality use of model of dialogical dialogue is expedient. Researchers mark a target orientation of the dialogical conversation on the development of emotional-valuable attitudes of students, on obtaining of knowledge for themselves and about themselves.
Essential attribute of the dialogical conversation, in opinion of psychologists, the establishment of the special psychological climate in a contact with partner which differs by openness, benevolence and mutual confidence. As in a basis of the dialogue lay emphatic (эмпатийные) attitudes, cooperation, it represents the most adequate way of display and development of the person in dialogue, and for each of partners of the dialogue the way to himself is not the shortest, and on the contrary, long, passing through another partner and world. Dialogical conversation allows to students in addition to reach deeper mutual understanding, self-disclosings, promotes to the creation of conditions for mutual enrichment. For transition to the real conversation in typical situations for the future professional activity proves to be correct the introduction into educational process of such perspective social-valuable didactic features, like business game in which it is required more spontaneity, individuality, creativeness and improvisations from students.
Business games promote the formation of the readiness of students on independent practical activities. Connection of an educational practical material with a reality, practice, the future profession, reliability and authenticity of this material, conformity to real conditions of practical activity promotes comprehensively development of the personality of students, expand their outlook in questions of the future profession, and deepen knowledge on the theory and practice of the professional dialogue.
Creative character of game activity, maximal participation in educational process of all participants of the game develops conditions for the formation of the motivation of personal growth of students and appearance of the interest to search of non-standard decisions of professional-communicative problems. In business games modeling the professional- communicative situations, students find the individual style of the dialogue, operate purposefully, confidently, consistently, carefully choosing the forms of behaviour which are adequate to the given concrete situation.
According to teachers estimates, students, who were engaged and are engaging in groups of interactive training to the conversation, understand the reasons of those or other difficulties in communicative activity more deeply, solve disputed situation more productively, possess a high level of self-control in dialogue.
Thus, features of communicative preparation of the students as a purpose and a result of interactive training are based on the competent approach declared in the concept of renewal of the contents of the formation of the national program on professional training or education in our country.
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