Lecture №8. Pedagogical communication as the basis of interaction of pedagogical process subjects I

Copy of Typical Curriculum:

The essence of the relationship as a concept. The concept of pedagogical relationship. Pedagogical relationship's structure. Services, stages, types of pedagogical relationships. Pedagogical communication styles. Pedagogical features in the interaction of students of different ages. Requirements for pedagogical relationships. Teacher-friendly relations with parents of students. Influence of pedagogical communication on the formation of a pleasant "I" - student's personality. Communicability is a professional quality of a teacher. Diagnosis of teacher engagement.

Methods of realization of the pedagogical interaction of the participants in the whole pedagogical process. The communicative competence of the current teacher.

Basic trends: relationships, pedagogical relationships, communication styles, I-concept, communicative competence. The Concept of Speech Culture. Regular, communicative and ethical components of speech. Speech relations, their interpretations. Logical contextual structure of speech. Seamless expression. The speech technique of the teacher. Speech of the teacher in pedagogical behavior. Use of speech-learning forms in extracurricular and non-formal education. The explanatory monologue as a pedagogical expression genre. The teacher's assessment of the validity. Ethical requirements to the teacher's speech. Educational and educational effect of teacher's speech. Culture is a component of the communicative competence of the teacher.

Key concepts: speech culture, speech, vocabulary, ethical requirements for teacher's speech, the communicative competence of the teacher.

 

 

Plan:

1. The meaning of communication as an interdisciplinary concept.

2. Concept and structure of pedagogical communication.

 

Purpose: To acquaint future teachers with types, features, styles of pedagogical communication, to create conditions for the development of communicative skills.

Communication or the communication process is broad, broad-based concept, which is conscious and incomprehensible communication; it is the process of transmitting and receiving information, which is a wholly-occurring process.

"Communication is a complex, multifaceted process that builds and develops contacts between people who are in need of joint action" (Short Psychological Dictionary).

"Communication is one of the universal forms of activity of individual (cognition, labour, game) that creates and develops relationships between people and creates the need for unified action in the formation of personality relationships" (A.I. Konyukhov).

"Communication is the link between people who are the result of the influence of one person on the second person" (M.V,Gamezo, I. A. Domashenko).

Everyone lives in a social environment; exchanges information with others shares their experiences, and strives to maintain solidarity with each other. That is, communication is always social, collective. Therefore, one can also say that the communication is one of the main factors in the social adaptation of a person. In that case, communication is a stabilizing link between the world and the surrounding world.

In general, a person who knows the art of establishing relationships can achieve many things in life and enjoys a reputation and a reputation for dignity.

Depending on the profession of a teacher, the concept of professional-pedagogical communication is used. There is a great deal of simple everyday communication and professional-pedagogical relationships. For example, when a person is in touch with his or her acquaintance and talks about a matter, he / she will have a simple home communication. If a teacher teaches children - it's totally different. In the latter case, the teacher organizes and arranges communication with the student team on a specific subject matter plan according to a subject plan.

V.A. Slastenin defines the pedagogical communication as the complex process of developing mutual understanding and interaction, establishing and developing relations arising from the purpose and content of interaction between the teacher and the pupils. A teacher plays a leading role in pedagogical communication, because it defines many pedagogical tasks for organizing relationships with the child, and looks for effective ways to solve those problems. Responsibilities related to communication are called communicative tasks.

The main stages of the solution of communicative tasks in pedagogical science are defined:

- The stage of communication in the relationship (teacher class what kind of style they should talk to determines what methods of speech should be used for pupils);

- the stage of self-attention (pause, word-by-speech, gesture through - display of tables, demonstration of visual aids, writing board, etc.);

- The stage of determining the readiness of the listeners (determines whether there is a positive psychological situation in the audience);

- time of verbal communication (the most effective way to understand the information, systematic logic);

- organizational stage of content and emotional communication (proper use of language, the logic of information presentation, dialogue setting instead of monologue, focusing the attention of the audience by focusing on topics, asking interesting questions, identifying pupils' understanding or not).

According to V.A.Kan-Kalik's research pedagogical communication is realizes in different stages, the dynamics of self-development.

In practice, the duration of these training stages can be chronic or too short, depending on the purpose and content of the activity.

In the pedagogical communication, one can see one aspect of the teacher's overall culture. In establishing a communication, the teacher should be not only a speaker, but also a good listener. Pedagogical communication will be effective, will not delay the success of teachers, with their respect for their pupils with great respect and confidence, their support for the children's response in the learning process, their appreciation for their thoughts and answers.

It is therefore desirable for each future teacher to study the types of pedagogical communication, its organizational stages, and the important peculiarities of its professional activity.

 

Control questions:

1. What is communication?

2. How do you understand pedagogical communication?

3. What are the stages of pedagogical communication?

 

References:

1. Stankin M.I. Psychology of communion. Course lectures, M., 2000.

2. Povalyaeva M.A., Ruter O.А. Neural Means of Interaction. - Rostov n / a: 2004. - 352 p.

3. Khan N.N. Judicial Training in the Pedagogical Process. - Almaty: 1997. -212 p.

4. Yeleusizova S. Psychology of communication. Almaty, 1995.

5. V.A. Slastenin. Pedagogy: teaching.- М.: - 2007. - 576 p.